Teacher Educators’ Reflections on Using Group Response Technology

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Hargrave, C., Foegen, A. & Schmidt, D. (2000). Teacher Educators’ Reflections on Using Group Response Technology. In D. Willis et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2000 (pp. 502-508). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/15608.

• Share:
• 
• 
• 
• 
• 
• 

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2000
2000
ISBN 1-880094-37-1
  Dee Anna Willis, Jerry Price & Jerry Willis
AACE

More Information on SITE
Table of Contents

Authors

Connie Hargrave, Anne Foegen, Denise Schmidt, Iowa State University, USA

Abstract

The study reported in this paper explored the use of group response technology (GRT) by teacher educators and their reflections on the use of the system with preservice teachers. Five teacher educators used GRT with undergraduate students and then reflected on how the system impacted student participation, class discussions, and instructional planning. Data for the study consisted of instructor interviews. The results suggest that GRT was an efficient means for all students to participate in class and for the instructor to monitor student progress during instruction.

Keywords

• Students
• Teachers

Also Read

• Piloting a Personal Response System at an Arabic University
• Strategies for teacher professional development on TPACK, Part 2
• Helping students learn with classroom response systems
• Use of a computerized audience response system in medical student teaching: Its effect on active learning and exam performance
• Developing Teacher’s TPCK for Teaching Mathematics With Spreadsheets
• Student Response Systems in Education: Past, Present and Future
• A Practical Approach to Question Design for Classroom Response Systems
• Elementary and Junior High School Use of Clickers
• Instructors and Students Competences, Perceptions and Access to E-learning Technologies: Implications for E-learning Implementation at the Open University of Tanzania
• Preservice Biology Teachers’ Use of Interactive Display Systems to Support Reforms-Based Science Instruction

Tags