Are Clickers Right for Your Course?

As stated in the Executive Summary of the OSU Wireless Project, "technology, while attractive to students and parents, is not an end in itself -- it must be used only when pedagogically appropriate."

Below are some points to consider when deciding whether (and how) to use clickers in the classroom. (This information is adapted from materials prepared by the University of Wisconsin-Milwaukee.)

Selection

Clickers can be used in many different ways (see Teaching Ideas for examples) -- understanding the range of functions and choosing course-appropriate ones is key to successful implementation.

Which functions would clickers fulfill in a course?
What new learning opportunities would use of clickers provide?

Frequency of Use

Consider how pervasive clickers will be across a course's activities.

How often would clickers be used?
How important would clicker-related activities become to the course?

Integration

When introducing clicker-related activities into a course, the activities should contribute to the overall learning in the course and not be just an "add on."

How would use of clickers be integrated with learning objectives and other learning activities? (See Designing Questions for Clickers.)
How would student use of clickers be built into overall evaluation of student work in a course?

Assessment

The purpose of clickers in the classroom is to enhance teaching and learning.

How will an instructor know if clickers enhance learning?
How will the impact of clickers on student learning be measured?

Support

Students sometimes have trouble adjusting to new technologies as well as the implications of those technologies for their own learning strategies in a course.

How will the instructor assist students in mastering the skills and habits needed to use clickers effectively?
What problems might students have using this technology, and who will be available to help students if there are technology glitches?