Turning Point Clickers:

A Great way to make lectures more interactive and meaningful is by equipping each student with a "Clicker" where they can select from a list of multiple choices. The Turning Point software calculates the responses and gives a graph of the outcome instantly.

What is a Clicker?:

Clickers are a form of a remote that operate off of infrared or radio frequencies to record student responses to questions. Clickers can be distributed to each student in the class in order to respond to questions throughout the lesson. Clickers can be used to engage students in pre-assessment activities, check for understanding, increase class attendance and prompt class discussion. The clicker is an innovation that increases class participation and does away with the ordinary Power Point presentations.

Who Uses Clickers?

College and university instructors have been using this technology in the classroom since 1998. Interaction between instructors and students can be hard if classes are large. Clickers keep students motivated and engaged because they facilitate the information being presented. They can ensure students understand the concept. Clickers can also be effective tools in K-12 classrooms. Clickers are also a valuable part of the business world. If you can use Power Point then you can use Turning Point. This innovation is fun and exciting. You as a teacher will no longer be bound to boring Power Points and the same old paper and pencil assessments. Bringing variety to the classroom is easier with Turning Point.

System requirements:

~ Turning Point Software - download from www.turningtechnologies.com ~ Receiving Station ~ Computer ~ Projector ~ Key Pad ~ Clickers - purchased in campus bookstores or packaged with textbooks

Added-Value:

Students become motivated and actively engaged in the lesson and find the lessons to be more challenging with the use of clickers. Clickers provide initiative for students to come to class prepared and instructors claim that students' attendance improves. Clickers also enhance meta-cognition. This technology allows for students and instructors to receive immediate feedback. This allows for the instructor to recognize areas of confusion and adjust instruction accordingly. Clickers provide a more effective use of class time and materials. The system is used as a tool that helps instructors to develop effective teaching strategies. By using the clickers teachers as well as students have the ability to see right away what adjustments need to be made. Teachers can keep the attention of the class because they are actively involved in the class. When you as the teacher can bring to class an exciting new innovation your students will share in your enthusiasm, an excited class is a class that will be more willing to learn.

Downside:

Clickers are relatively inexpensive; students who are required to purchase their own clickers for use in the classroom can get one for about $10.00. Unfortunatley though for the instructors depending on how advanced the technology is, the system could be expensive costing several thousands of dollars to obtain the receiver, keypads, and connection wires needed to efficiently operate the technology.

It is not a simple task to maintain clickers when used in large groups. For example, in a lecture hall with 300-400 students, a technician or staff member may be required to monitor and maintain the technology during instruction.

In order for this technology to deliver its full potential, asking the right questions is important. Depending on the size of your classroom price might be an issue. Other than that I see no downside to this innovation!

 Web sites to help With questions on Clickers and where to purchase them:

 http://telr.osu.edu/clickers/

http://www.educause.edu/ir/library/pdf/ELI7002.pdf

http://www.irespond.com/p/index.shtml

http://www.turningtechnologies.com/k12studentresponsesystem/turningpointfeatures.cfm

 http://www.csuchico.edu/classrms/clickers/index.shtml

Other stuff to investigate (from T. Foulger):

http://www.crlt.umich.edu/publinks/CRLT_no22.pdf