Article Review #3: Classroom Response Systems

Lander, B. & Stoeckel, S. (2012). Tips and Trends: Classroom Response Systems, Association of College and Reseach Libraries and American Library Association Tips and Trends, Winter 2012,1-4. Retrieved from   http://www.ala.org/acrl/sites/ala.org.acrl/files/content/aboutacrl/directoryofleadership/sections/is/iswebsite/projpubs/tipsandtrends/2012winter.pdf

Summary/Reflection
A classroom response system (CRS) can either be defined as software or hardware used in the classroom to pose questions to students. Students can then all respond on either a device that the teacher has issued them or on their cell phone using a website. The information is then compiled into a graph for instant feedback for the instructor. The instructor can share the results with the class to then guide conversations in the class in a certain direction. Basically, this is the high-tech version of raising your hand, but more.

This article was mainly focused on using the CRS systems in a University or large lecture hall type setting. It stated that this type of system works really well for science teachers in these settings who are then able to get a pulse for where the class discussion needs to go and if there are any misconceptions that need to be addressed. Teachers are able to ask questions and have every student answer instead of just a couple that have raised their hands. Students do not need to be afraid to raise their hand in a large setting and it also brings them closer to the teacher by answering even if they are in the back of the lecture hall. Students also felt that using the systems helped to prepare them for exams in the class.

Some of the negatives to the CRS were the cost of the system if using a clicker type system. Another negative is having issues with cell phone networks if students using their own devices, or complaints about texting costs if they don't have unlimited text plans. Teachers must compile a list of meaningful questions that drive the curriculum in advance of the class. They must also be prepared ahead of time if the conversation takes them in a direction ahead of their lesson plan. The device should not be the focus of the lesson, but rather just a tool within the lesson.

Overall, I feel that the benefits outweigh the negatives on the devices. This is one of the areas of technology that I can actually provide for my class, so I am going to look into this further.