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Student/Learner Response Systems

Student/Learner Response Systems. Sara Becker EDUC 7101. Need. Engage Students Increase academic achievement Immediate Assessment. Research. Benefits: Improved attendance Improved interaction/engagement Increased test scores. Research. Problems: Set-up time

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Student/Learner Response Systems

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  1. Student/Learner Response Systems Sara Becker EDUC 7101

  2. Need • Engage Students • Increase academic achievement • Immediate Assessment

  3. Research • Benefits: • Improved attendance • Improved interaction/engagement • Increased test scores

  4. Research • Problems: • Set-up time • Expense of initial purchase • Limitations in types of questions that can be asked/answered

  5. Development • Intended audience: classroom teachers (K-12, College/University)

  6. Commercialization • Students answer anonymously and without embarrassment • Compatibility • Data Analysis

  7. Commercialization • Packaged in classroom set • Durable, kid-friendly, easy to use

  8. Timeline • 1960s: earliest systems used by movie and tv studios and advertising agencies • 1980s-1990s:For Educational purposes- universities were the earliest adopters

  9. Timeline (continued) • 2004- Promethean releases Activ Votes • 2008- Promethean releases Activ Expressions with the ability to respond by texting. • Many K-12 schools that have adopted student response systems fall into the “early majority” category.

  10. Timeline (continued) • Late majority will continue to be K-12 schools. • Laggards will be individual teachers who hesitate to integrate the technology.

  11. S-Curve Individual Teachers Some K-12 Schools Other K-12 School Systems Universities-late 1980s Movie & TV Studios-1960 Where we are currently

  12. Key Innovators/Early Adopters Technology-minded Teachers

  13. Strategies for Persuasion • Pilot Program • Teachers involved will present to faculty at the end of trial period

  14. Laggards • 4th grade teacher Mrs. “C” • Suggest that she observes a classroom that uses the system effectively to help move her towards adoption.

  15. Attributes of Innovations • Relative advantage with a focus on economic factors.

  16. Change Agents • Centralized Diffusion Approach • Change agent should be someone focused on data-driven instruction • Ms. “K” would serve as a great change agent for this innovation.

  17. Change Agent-Roles • Develop need for change- make collection and analysis of data easier • Establish information exchange relationship- Ms. “K” is already respected as a leader in the school with the use of data. • Diagnose problems- the teacher will work with other teachers who are having difficulty collecting/analyzing data

  18. Change Agent-Roles • Create an intent to change in client- Ms. “K” will work with the technology liason in the school to help promote the use of ActivVotesas a way to more easily collect/analyze data to drive instruction • Translate an intent into action- Ms. “K”& tech expert will work as opinion leaders to motivate other teachersto adopt

  19. Change Agent-Roles • Stabilize adoption, prevent discontinuance- Ms. “K” and tech expert will work together to ensure faculty are trained in the appropriate and effective use of student response system. • Achieve a terminal relationship- Ms. K and tech expert promote continued use of response system until faculty become proficient and self-reliant.

  20. Critical Mass? • Critical mass has been reached within in the county.

  21. Collective-Innovation Decision • Decision should be made this way to involve more of the staff in the adoption/implementation process • Increased involvement in the process will help promote the benefits of the innovation.

  22. Champion • Defining the need: improving data collection and analysis • Matching innovation to need: ActiVotes

  23. ActiVotes from Promethean

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