We're not in Kansas anymore...

An article published in Wired magazine outlines technology initiatives that are spreading throughout K-12 schools across the nation. A survey by Quality Education Data indicates that 28% of U.S. school districts offer handhelds for student and teacher use. Proponents cite increased student engagement and preparing students to be competent members of an increasingly digital society as rationale for the often millions of dollars spent on technology initiatives.

However, it is time for the educational community to demand greater accountability. How do we know these devices are improving student learning? What data do we have to show that these expenditures are worthwhile? What technologies produce the best results? Do these technology initiatives foster critical thinking? How do we know?

"Clickers" used at Brown University to Increase Student Engagement

An article published in the Boston Globe discusses how wireless handheld response devices are being used at Brown University to increase student engagement and check for understanding. The article brings up an interesting question: should these devices be used for credit quizzes or should they be used only to encourage participation and check for understanding? The article mentions that some instructors have chosen not to use the technology for quizzes that are for credit because they don't want it associated with high stakes situations. Instead, they choose to use the devices only in a positive environment to further foster engagement.

A Harvard professor interviewed for the article discusses how he sees laptops and cell phones being the "wireless handheld devices" of the future to increase student engagement. However, one of the strengths of "clicker devices" that only can be used in the classroom to respond to instructor-led questions is that they limit distractions and off-task behavior. Imagine a classroom filled with 100 students with cell phones in hand... it is unlikely that students would be engaged in the class activities. While integration of multiple technologies into a single device is a laudable goal, in this case, it is probably best to keep student wireless handheld response devices as a single function technology.

Article in THE Journal about Wireless Handheld Response Devices

An interesting article from the September, 2005 issue of the THE Journal entitled "Interactive Learning Environment Keeps Modesto Students Engaged" is available here.

The article describes how Modesto City Schools in California invested a portion of a $500,000 Enhancing Education Through Technology grant into Pearson's Classroom Performance System (CPS) wireless handheld response devices. 23 seventh-grade math and science instructors were recruited to use the technology, and cite anecdotal evidence as well as a 4-6% increase in students' test scores as evidence of the effectiveness of the technology.

The CPS system in which Modesto City Schools invested relies on infrared signals for transmission of student responses. Infrared poses some potential problems with interference and line of sight issues. Nevertheless, infrared systems cost considerly less than their more reliable radio frequency counterparts.

CPS software has a "Challenge" game format built in which allows students to compete in a friendly "Jeopardy-like" environment. It also has partnerships with textbooks in which instructors can download pre-constructed questions that match the content of textbook as well as state and national standards.

CPS handheld remotes do not display on the students' screen if the answer that they selected was correct or incorrect. Students must wait to hear from their instructor or view an overhead display to determine if they answered correctly. Other handheld devices (http://www.qwizdom.com) or iRespond (http://www.revealtechnologies.com) allow instructors to choose to display on each student's invidual remote whether or not the student answered correctly.

It is unclear if the 4-6% increase in test scores is truly a result of higher levels of student comprehension and engagement, or if students simply gain more practice taking tests by using the handheld devices. It would be interesting to compare the number of "practice quizzes" given in previous years with the number of time the handheld devices were used this year in order to ensure that student improvement was not simply due to students becoming better test takers by being exposed to test-like environments more often.

Intent and Purpose

I'm interested in learning about wireless handheld devices that can be used in the classroom for students to submit responses and receive immediate feedback. I will investigate devices that have been created specifically for this purpose as well as the possibility of using cell phones, PDAs, or other ubiquitous devices for the same purpose. I will compare and contrast the advantages and disadvantages of each, as well as the overall impact of using these devices on student learning and engagement.