Remember the days of waiting for someone to answer the question? Remember the silence and the awkward shifting in the seats? Technology has taken us from zero to sixty with the helpful Open-Ended Response Systems. Thanks to programs like Google Moderator, Poll Everywhere, IdeaScale and Response Ware, students are able to use electronic devices to engage in classroom discussion through posting comments and questions. Raising hands is a thing of the past.
It's simple, really. A teacher can post a question or discussion topic to the application. Students are then free to open the application and respond via tablets, iPhones, iTouches, etc. Not only can students reply to questions, but they can ask their own questions and then vote as a class on the most important questions to be discussed. Depending on the application, students can use their name, or use an anonymous name tag. This encourages uninhibited student engagement. Shy students are given a chance to speak up and everyone is given a chance to voice opinions. Students can see the questions and responses being posted on a live feed on their electronic devices or on the main screen at the front of the classroom.
For teachers, assessing student comprehension has become easier. Teachers have the same advantage and are able to answer questions as they appear. After class, a teacher can review and look over responses that the students were able to make individually. The advantage of having some responses being anonymous is that students aren't afraid to answer truthfully. This allows teachers to take the assessment seriously and improve future lessons.
Students are able to take this outside of the classroom by continuing the discussions on blogs, Twitter, FaceBook, and other online sources. Images and other multimedia can be posted and discussed further than the classroom discussions. This not only encourages further exploration and understanding outside of the classroom, but students are able to really enjoy learning and discussing the new topics.
Many schools are also updating their technology labs with tablets and touch devices for students to explore new ways of learning. With the ever-growing market for smart phones and tablets, the capabilities with Open-Ended Response Systems are endless. This is a great way for students to discuss the latest chapters of To Kill a Mockingbird, or review test material for Poetry and Grammar. Whether it is individual efforts or a team win, students are able to connect to the material in a more engaged and personal way that they can carry with them outside of the classroom. I think this is a great way for students to take English material (or any other subject!) to a personal level of interest. I look forward to using these great advances of technology in my classroom one day.
For more information on Open-Ended Response Systems: http://net.educause.edu/ir/library/pdf/ELI7068.pdf
Until next time...
"The goal of education is the advancement of knowledge and the dissemination of truth." ~John F. Kennedy
Ms. Watkins,
ReplyDeleteI really appreciate the idea of using technology in the classroom as a way of participating in class. I agree with you when you say this will give shy students the opportunity to participate. Some students are so afraid of giving an incorrect answer in front of their peers, that they will never volunteer to participate. Using programs like the ones you mentioned allow students to share their answer anonymously. Answers can then be projected in front of the class so each student can see how many people answered a question a certain way. If students did answer incorrectly, they would have the opportunity to see the correct answer and no one would know that they had answered incorrectly. This also allows teachers to get immediate feedback as to how well students are reaching the understanding levels of a lesson. The different polling programs are fun for students, but also serve as an excellent formative assessment. You made an interesting point about how teachers can review answers students have given after class in order to alter their instruction for the following day. I had never thought of that before, and had always thought of the different polling technology as an immediate source of feedback. I think it could certainly prove to be useful to allow students to answer several questions that the teacher could review after the completion of the lesson instead of as an in class formative assessment. I definitely want to try to make use of this technology in my classroom, and am excited to test it out!
Sincerely,
Miss. McGrath
Granted I've only ever seen this in practice once so far, I would find a way to make use of this in my future, hypothetical, awesome, classroom. With the right conditions - both teacher and students versed in its use, the -right- questions being asked - I could see this as a fun took to evoke responses from reluctant responders. I could see this working as any other single piece of technology - in moderation. I think the best part of this particular technology is its adaptability for various age groups. The teacher is responsible for generating the -right- question and it could be one that has a "right" answer or it could be a matter of personal opinion. In the latter situation, students can make predictions within a given range for an anticipation activity. Students may also vote using Open-Ended Response Systems as well. However, what I see this technology -not- doing is replacing the need for student interaction with their teacher or peers. Even the most reluctant participators can be urged to contribute in some way or another, but I don't think Open-Ended Response Systems should be used as a replacement for this requirement. Sure, it can be used to possibly pry them from their shy little shells, but it bears one of the most heavy criticisms of any technology today: eliminating the need, slowly and surely, for interpersonal relationships. Technology carries a heavy burden of being both the thing that aids communication on a massive level and suppressing it by filtering it through a protective layer of digital anonymity. In other words, use with care.
ReplyDeleteRebeccalee,
ReplyDeleteI agree with the idea of Open-Ended Response Systems, I think that it is imperative that students be able to ask questions and get feedback from the teacher as well as other students. When I was reading your post the first thing that came to my mind was the discussion board on Blackboard and how much it has helped me. The only thing that I would suggest when using them is that you tell students that it is a discussion board not a posting board, other students need to be able to and should respond to the post. I will admit that I am one that often forgets to or fails to post on other's discussion topics so it may be beneficial if the students are able to do some of their responses in class. Open Response Systems can be used in so many different ways but I think that teachers need to be careful not to overuse them.
Ms. Linkous,
DeleteWhat a refreshing perspective to the Open-Ended Response Systems! I couldn't agree more on the caution teachers should have in using (or over using) Response Systems in the classroom. You bring up an important point though in saying that students should know its an active discussion for students to participate. I too have fallen victim to forgetfulness when responding to multiple discussion boards (on multiple sites). That is one benefit of a Open Response System-that it's still in the classroom, on the classroom time. This helps the students not only remember, but they are more likely to participate knowing that they won't have to do it later at home. Great observation, and thank you!