Socrative in the Classroom
3 likes1,556 views
The document discusses the integration of the technology tool Socrative in the classroom, emphasizing its potential to bridge the gap between traditional teaching methods and modern learner expectations. It outlines how Socrative can enhance student engagement, communication, and learning outcomes by providing real-time assessments and opportunities for active participation. The study indicates that effective use of Socrative contributes positively to attendance and student performance in both STEM and non-STEM courses.
Socrative in the Classroom
- 1. Socrative in the Classroom Aitza Marie Haddad Núñez Howard University
- 2. Short Bio Aitza Marie Haddad Núñez Education, Job & Affiliation Ph.D. Communication, Culture & Media Studies; LL.M. Comparative Law; J.D.; B.A. Political Science Adjunct Professor Howard University, School of Communication Strategic Legal & Management Communication (SLMC) Annenberg Honors Program Research Interest Communication, Teaching, Technology Human Rights, Civil Rights, Public Interest
- 3. 1. What is the problem? 2. Why/how the integration of technology into the classroom can help? 3. What is Socrative? 4. What the key goals of Socrative? 5. How to use Socrative? Table of Contents
- 4. Postsecondary-educators often receive little to no formal pedagogical training Most end adopting teaching strategies that closely mirrors; The ones experienced from former instructors Their learning style Introduction
- 5. Production of a faculty that is: Unfamiliar with educational theories Unaware of the importance of accommodating learning styles with instructional strategies, and/or Reluctant or uncomfortable with incorporating innovative teaching strategies in their course delivery Emergence of a divide between teaching styles of instructors and learning styles of students (Hawk & Shah, 2007) Why is this a problem?
- 6. This divide is exacerbated by millennial learners’ dependence on the daily use of technology 2014 data from100,000 students of 195 participating institutions revealed that; 86% own a laptop, 62% own a smartphone, 33% own a desktop computer, 15% own a tablet, and 12% own an e-reader (Wash, 2014) Why is this a problem?
- 7. If well understood and used correctly, integrating technology into the classroom can be fun and engaging for both students and professors However, it can also be difficult, and if misused, can lead to distractions, staleness, and failure (Burkhardt & Cohen, 2012) Teaching + Technology = Solution (?)
- 8. An early study on concluded that Millennial students enjoy using many of the course management tool, due to the fact that they Embrace technology, and Expect technology use to contribute to learning However, “they do not see the tools as highly effective at enhancing the learning experience” (McCabe & Meuter 2011) How much do we know?
- 9. More recent studies have shown that; Most colleges and universities are implementing the use of various course management systems (CMS) Students embrace interactive learning technologies (ILT) Which forces instructors to integrate certain academic technology into their teaching The use of ILT contributes to better teaching and learning outcomes (Wash, 2014) What else we know?
- 10. Analysis of data collected in a STEM and a non-STEM course with an without technology Technology selected – Socrative The study suggests that the effective use of technology in the classroom can help to: Overcome divide between teaching and learning styles Implement Chickering and Gramson’s Seven Principles of Undergraduate Teaching and Learning Proposed Study
- 11. 1. Encouragement of contact between students and faculty; 2. Development of reciprocity and cooperation among students; 3. Encouragement of active learning; 4. To provide prompt feedback; 5. To emphasize the importance of time on task; 6. To communicate high expectations; and to 7. Respects diverse talents and ways of learning. Chickering & Gramson’s Seven Principles of Undergraduate Teaching and Learning
- 12. Free student response system (SRS) or software developed in 2010 Allows for the creation of virtual classrooms with the use of self- created class IDs or codes Can be used to take attendance and ask questions in different formats Questions can be created prior to class, or can be created simultaneously with the class discussion Allows for “the lecturer to see how many students had made a mistake,” and thus, “for instant corrective action or advice” (Fabian, 2013, p.6) What is Socrative?
- 13. Méndez (2013) – when both students and professors efficiently use the mobile application Socrative, 3 different goals are achieved: 1. Real-time assessment of the students’ learning; 2. Motivation of the students; and 3. Increased opportunities for active learning Dervan (2014) – described his own experience using Socrative, and that of his students, as positive and effective (p.1806) Using Socrative…
- 14. Awedh, et al., (2014) – Socrative supports collaborative learning, as well as the communication, and thus, learning process by; Improving “students level of interactivity” (p.23) Increasing students’ motivation, as well as “the level of communication with their classmates and teachers” Developing “communication skills and a collaborative spirit among students” Making students “feel that their answers and opinions are given value by the teacher and their classmates” Helping “them improve their learning performance” (p.22) More use of Socrative…
- 16. Methodology Non-STEM Use of technology to analyze attendance and use of technology Communications introductory, but mandatory, course Academic Year 2015-2016 150-170 Students per semester Fall 2015 – attendance without Socrative Exit Ticket Spring 2016 – attendance supplemented with Socrative Exit Ticket
- 17. Methodology STEM Use of technology to analyze attendance, use of technology, and grades Biology Introductory Laboratory Fall 2015 and Fall 2016 22 and 17 Students Registered Attendance taken with Socrative Exit Ticket on Fall 2016 Quantitative – Percentage of attendance per meeting Qualitative – Answers given by individual participants
- 18. What is an “Exit Ticket”? Quick check exercise that asks; 1. How well did you understand today’s material? (Multiple Choice) 2. What did you learn today? (Open Response) 3. Please answer your teacher’s question (Opportunity to ask and capture any question) Can be used to; Complement attendance Adjust the course
- 19. Examine the efficacy of Socrative in: Enhancing attendance taking routines Improving engagement Improving learning outcomes Enhancing process of course preparation Underscore the importance of the 7 Principles of Undergraduate Teaching and Learning Study Goals
- 21. Non-STEM Course Results 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 1 2 3 4 5 6 7 8 9 10 11 12 Participants Meetings Attendance/Use in Percentage - Non-STEM OUT OF 167 - Fall 2015 OUT OF 158 - Spring 2016 (WOET) OUT OF 158 - Spring 2016 (WET)
- 22. Non-STEM Course Results 67% 60% 68% 56% 58% 60% 62% 64% 66% 68% 70% Participants Average Average Attendance - Non-STEM OUT OF 167 - Fall 2015 OUT OF 158 - Spring 2016 (WOET) OUT OF 158 - Spring 2016 (WET)
- 23. STEM Course Results 6% 6% 82% 88% 59% 41% 18% 24% 41% 6% 53% 6% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 1 2 3 4 5 6 7 8 9 10 11 12 Partici[ants Class Meeting Attendance/Use in Percentage - STEM
- 24. STEM Course Results 74% 70% 72% 73% 51% 73% 64% 73% 71% 51% 59% 61% 60% 40% 40% 55% 70% 87% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% AverageGrades STEM Grades: Fall 2015 vs. Fall 2016 Fall 2015 Fall 2016
- 25. Non-STEM vs. STEM Results 74% 71% 72% 56% 72% 67% 68% 65% 67% 70% 70% 65% 6% 6% 82% 88% 59% 41% 18% 24% 41% 6% 53% 6% 0% 20% 40% 60% 80% 100% 120% 140% 160% 180% 1 2 3 4 5 6 7 8 9 10 11 12 Participants Class Meetings Attendance/Use in Percentages – Non-STEM vs. STEM Non-STEM STEM
- 26. An analysis of the quantitative data revealed that: A gradual increased in attendance/use Non-STEM – Increased attendance through the semester STEM – Increased used per meetings and participation An analysis of the qualitative data allowed for: Easier attendance taking Better assessments of class’ level of understanding and engagement Better tailoring of class meetings, and course in general Analysis
- 27. Although fundamental and technical differences exist between non-STEM and STEM courses, the use of Socrative proved to be positive and effective in both courses by increasing and/or improving: Attendance Communication Engagement and participation Transparency and accountability Conclusion
- 28. Socrative is a good application to encourage students to participate since it can be used from virtually anywhere. Students whom feel embarrassed participating or asking questions in front of their colleagues, had a better chance to participate and communicate their ideas and questions to their professor. Socrative can also be good in large classes because it gives each student a chance to show their ideas and understandings when there is limited time. The study results encourage professors whom are concerned about their students’ participations to use Socrative as a study aid to make sure that most, if not each, student participates and paysattention to the lecture. Discussion
- 29. DEMONSTRATION
- 30. How to use Socrative?
- 32. How to use Socrative?
- 33. How to use Socrative?
- 36. Starting a Quiz
- 37. Starting a Quiz
- 42. Green Teaching!
Editor's Notes
- #40: Up to 20 teams… Automatic or Student Selection