Teaching with student response systems in elementary and secondary education settings: A survey study
Teaching with student response systems in elementary and secondary education settings: A survey study
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在中小学教育环境中使用学生反应系统进行教学：一项调查研究
DOI：
10.1007/s11423-006-9023-4
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发表时间：
2007
期刊：
影响因子：
--
通讯作者：
V. Crawford
中科院分区：
文献类型：
--
作者：
W. Penuel;C. Boscardin;Katherine E. Masyn;V. Crawford
本研究调查了498名中小学教师如何在教学中使用学生反应系统。教师们都完成了一个在线问卷，旨在了解他们的目标，使用响应系统，他们在使用该系统时采用的教学策略，以及响应系统的感知效果。研究的参与者在使用该技术时倾向于使用类似的教学策略，正如高等教育中所报道的那样。这些措施包括提出问题，以检查学生的理解和诊断学生的困难，分享所有学生的反应显示，要求学生讨论或重新思考答案，并使用反馈的反应，以调整教学。一个潜在的类分析的数据产生了四个配置文件的教师使用的使用频率和广度的教学策略。教师谁使用的技术最频繁，谁采用了最广泛的战略阵列更有可能已收到专业发展的教学策略，并认为技术更有效的学生。
This study examined how 498 elementary and secondary educators use student response systems in their instruction. The teachers all completed an online questionnaire designed to learn about their goals for using response systems, the instructional strategies they employ when using the system, and the perceived effects of response systems. Participants in the study tended to use similar instructional strategies when using the technology as have been reported in higher education. These include posing questions to check for student understanding and diagnose student difficulties, sharing a display of student responses for all to see, asking students to discuss or rethink answers, and using feedback from responses to adjust instruction. A latent class analysis of the data yielded four profiles of teacher use based on frequency of use and breadth of instructional strategies employed. Teachers who used the technology most frequently and who employed broadest array of strategies were more likely to have received professional development in instructional strategies and to perceive the technology as more effective with students.
影响因子：
3.3
作者：
Schwartz, DL;Bransford, JD
通讯作者：
Bransford, JD