THEIR RELATIONSHIP TO STUDENT LEARNING

ABSTRACT. The use of a clicker-based classroom response system with family science students and others in an introductory research course is described. Increased student interest in the subject matter was reported based on student comparison of their use, versus their non-use, of the clicker-based classroom response system. Strategies for the adoption of clicker-based classroom response system as well as pedagogical modifications necessary for successful adoption are given. In addition, principles for maximizing student learning with the use of classroom response systems are explained. The use of technology in the classroom is a growing trend in education. However, instructors appropriately question whether any technology is simply being used “for technology’s sake ” or whether a given use of technology represents a positive impact on students and their learning processes. This purpose of this article is to describe lessons learned in the process of adopting and using a clicker-based classroom response system as an instructional technique for four consecutive semesters in an Introduction to Research class. These lessons include specific pedagogical modifications I discovered needed to be made to effectively use this particular classroom response system. I believe these lessons are applicable to a wide variety o