Interactive classroom response techniques can be traced back to 1960s, with dates dating back as early as 1970, when wired systems were used to generate feedback data. In 1996, Rice University first used wireless response clickers. By 2005, Harvard's Agile Teaching Method (also called "teaching students according to their aptitudes") was further popularized by this response technology.
The Agile Pedagogical Approach to Classroom Response System enables to discover the level of student understanding in time (what they understand and what they don’t understand) and their perception of important issues; allowing the teacher to understand what a student is learning in the same class and assessing students’ understanding level, correct mistakes, individualized, to meet the special learning requirements of each student.
Let's take a look at how the interactive teaching system plays its part in the classroom of the history of broadcasting technology at Peking University's Institute of Education.
Professors design different types of questions based on teaching methods (such as students' point of view, free answer questions, Critical thinking questions, conceptual understanding questions ...), through classroom response software to display these questions, students think, using wireless student clickers to response, feedback results immediately shared on-site, teachers and students can discuss the response results. This sharing helps to increase students' motivation to participate in the classroom quiz. For example, using student clickers to answer the questions gives students different perspectives and experiences of other students, and encourages students to learn more about where they can hear different opinions from other students so that they think seriously when they study. This proves that using classroom time to explore these ideas is helpful.
An interactive classroom response system can be conducted in an anonymous manner. Anonymous responses can make it easier for students to express minority opinions without having to worry about making mistakes in front of their classmates. For some controversial or sensitive topics, the student clicker provides students an expression real idea opportunity.
The student clicker allows each student the opportunity to think carefully about answering questions after hearing the answers of other students. This independent thinking opportunity can increase the enthusiasm of students to participate. This method can encourage students who may have waited for other students' answers before. Now they can really think about the question themselves. It can also collect the opinions about the questions, and make students be ready to participate in the subsequent panel discussions.
SunVote Limited(www.sunvote.com.cn), the original designer of this classroom clickers, not the only manufacturer that produces classroom clicker in the industry, but has 20 years’ experience in interactive response field, can provide different professional solutions for response application requirements in education field.
