Aligning pedagogy and technology: a case study using clickers in a first-year university education course

Monk, Sue, Campbell, Chris and Smala, Simone (2013) Aligning pedagogy and technology: a case study using clickers in a first-year university education course. International Journal of Pedagogies and Learning, 3 8: 229-241.

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Author Monk, Sue
Campbell, Chris
Smala, Simone
Title Aligning pedagogy and technology: a case study using clickers in a first-year university education course
Journal name International Journal of Pedagogies and Learning   Check publisher's open access policy
ISSN 1833-4105
Publication date 2013-12-01
Year available 2013
Sub-type Article (original research)
Open Access Status File (Author Post-print)
Volume 3
Issue 8
Start page 229
End page 241
Total pages 13
Place of publication Toowoomba, QLD, Australia
Publisher Faculty of Education, University of Southern Queensland
Collection year 2014
Language eng
Formatted abstract
This paper presents the results of a case study which focuses on lecturers' use of a learner response system (clickers) with students enrolled in a first-year university education course. Data is drawn from interviews and questionnaires with guest lecturers, including the course coordinator and co-author of the paper, who is also the principal lecturer in the course. Within the body of research that links clicker use with positive student engagement, this paper focuses on the lecturers' experiences in preparing for, and using clickers with their students. The study focused on the research question: How do pedagogical decisions affect the way clickers are used with students in an education course? Taking into account the located-ness of individual lecturers' pedagogical frameworks, the results of this study indicate a connection between lecturers' teaching pedagogies, the way these inform their interactions with students and also how they incorporate clickers in their teaching. This paper therefore argues that the objectives of using clickers need to be made explicit in pedagogical dialogues of teaching teams comprised of lecturers and guest lecturers, and clearly linked to the overall pedagogy informing course delivery.
Keyword Learner response system
Clickers
Pedagogy reform
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Education Publications
 
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Created: Sat, 29 Mar 2014, 02:19:48 EST by Ms Kathleen Mcleod on behalf of School of Education