Professional Documents
Culture Documents
Final Paper Cuin 3313 1 2
Final Paper Cuin 3313 1 2
CUIN 3313
August 5, 2019
In the everlasting innovation and evergreen of technological advances have we, the
populace of the 21st century, bound ourselves to go beyond the vast expectations of all centuries
before us. Molding ideas into creations and introducing machinery and such technological
aspects into our daily lives has changed the vicissitudes of an average joe [for the better that is].
The major contributions and advances have already been made, but it is the idea that certain
modulates can still be more efficient, optimized, and improved have strived this global nation to
elevate the boundaries by which we [the people] are no longer held. Yet in this wide variety,
spanning from daily use to the corporate world, has technology made its way quite effectively
into the educational standards. Let us discuss, by this aspect and appreciation, the creation and
Clickers, also known as Classroom Response Systems (CRS) (Bruff) are of quite
common and obvious sense to the common man. It is just a remote, looking like that of a pocket-
sized calculator, with numbers, alphabets, and a few functions to synchronize with in conjunction
to the presentation. Inside the small casing, it contains a software that is also installed on the
computer and serves to collect processes and data from the receiver. The presenter, thereafter,
can present information, perhaps a histogram along with answers to its audience [students].
Those that are tuned into the set frequency will be able to, by pointing at the presenter
screen/receiver, have their answer [the byproduct of which button they press] recorded into the
Lazar
system (Northern Illinois University). A key aspect in this type of set up is that all submissions
are kept anonymous, as to aid those feeling shy or having a distasteful mood for getting the
answer wrong. The results are only able to showcase an individual’s response pad number, which
can be detected by the teacher, so that that may identify the individual and act accordingly as
they may deem worthy. The gist of a clicker serves as an audience response system. The
questionnaire setup may be laid out in the form of multiple choice, true/false, yes/no, or numeric
format.
In the realms of training opportunities, clickers have a benefit when teaching future
employees, in whichever corporate ladder they may wish to climb. Taking Human Resources
(HR) as an example in this case, individuals as a collective whole can be tested on how to reply
understood that training can get boring and tends to be forgotten. In accordance to
showdme.info, individuals during their “first week will forget 70% of what they learned […]” in
training and by “one month […] will have forgotten 87%”. The time and effort invested into
those training sessions are wasted. By using clickers, it can provide a basic structure by which to
reinforce information retention and focus during the entirety of the lecture. Humans by nature
cannot maintain laser sharp focus on tasks that do not pertain to them, especially if they are in it
for the long run. A hands-on interaction allows for slight interactions and allows the brain to take
a break from the hypnotic speech delivered by a probable monotone speaker via the endless pool
of words and instructional prospects to operate like a machine for a chance to actually be
engaged in the required material. It really all comes together in a rather inquisitive approach.
Give a toddler a book with shapes that can be taken apart, and they can learn to associate it’s
worth and value with what is being taught, rather than just having to visualize and imagine
Lazar
incorporating it sometime in the future. Adults are the same. Give them a device to reinforce and
get comfortable, gain worth and value for a selected answer from the options proposed, and they
will either feel good by getting it right, or take a step back, re-evaluate and judge why they may
have missed the correct answer for next time. To simply put, a Scholastic article states, these
clickers “are popular with students, who love the game-like experience”.
There is never just a correct approach of learning something. Everyone has their own way
of learning. Carnegie Mellon University suggests that not even technology can change this law,
but it can aid and enhance learning opportunities. By mixing and incorporating its usage in
engagement to evoke a deeper thinking, or a rather critical approach when pondering over a
certain question. Also, clickers allow for a tangible monitoring of student understanding by
tracking progress of correct:wrong ratio. Are majority of students understanding the material or
just nodding heads to get over with the class/afraid to do so? These are all questions a professor
may gather without having to actually ask the students. This allows instructors to pace and adjust
the course and quality control it before it causes havoc. In addition, clickers allow for instant
feedback on student answers and encourages discussion there and then with the instructor to
engage a meaningful conversation that can carry over to examinations. Having the issue
identified and rectified there and then can save a plethora of time – and money in some instances.
Furthermore, instructors may opt to hold in class quizzes or assessments on course material,
holding students accountable to show up to the class that may be beneficial in their favor.
One must understand that though technological innovations like clickers in this instance
can benefit greatly in learning, every potential advancement does impose trade-offs. In this case,
a certain trade-off might be the amount of time it takes to learn using this technology, or how
Lazar
much time it takes away from class time to fully utilize this setup. Creating deep critical
questions may be more of a challenge to construct, this is just a few facets in the many trade-offs.
All in all, clickers have greatly improved the focus and understanding factor, shortening
the distance between an individual and instructor’s interaction parameter. Through its use,
individuals can be trained, taught in classrooms, evoke more engagement thus yielding more
participation, interaction, and carry over the effect of prolonged retained information.
Pinpointing problems at their root at the right moment, along with adjusting pace and
reconstructing ideas and material to better help the audience ‘get’ the information. Though this is
just a start, it will take time; but it is a piece of equipment that if used effectively, can prolong the
information retention realms and make for better and more successful students in their future
Works Cited
http://www.scholastic.com/browse/article.jsp?id=3755843.
https://cft.vanderbilt.edu/guides-sub-pages/clickers/.
What Are Clickers And How Can We Effectively Use Them?. Carnegie Mellon, pp. 1-2,
https://www.cmu.edu/teaching/clickers/pdfs/clickers-pedagogicalvalue.pdf. Accessed 5
Aug 2019.
https://www.niu.edu/facdev/resources/quicktips/transcripts/clickers.shtml.
Why Social Learning Produces The Best ROI By Far [INFOGRAPHIC]". Showd.Me, 2015,
http://showd.me/why-social-learning-produces-the-best-roi-by-far-infographic/.