Clickers enhance class participation

Neda Ghomeshi/Staff Writer

Electronic projectors have replaced white boards; some of my professors even use computer-generated animations during their lectures. A more recent addition to this roster of technological advances is clickers. The use of clickers is gaining popularity in the education system across the United States.

A clicker is an electronic device that looks like a television remote with less buttons and a far less entertaining purpose.

I think that more professors at FIU should incorporate the use of clickers in their lectures because clickers enhance student engagement and ultimately provide for a lively discussion. Professors utilize clickers to take attendance, encourage participation and randomly question students. Some FIU professors have adapted to this new technology, but not at a pace that is commensurate with the potential clickers offer.

The function of a clicker is simple: the user makes a letter selection on the clicker and, along with others’ selections, it is received by a sensor and processed on a computer at the front of the room and instantly translated into colorful graphs.

Essentially, the use of a clicker can enhance a student’s understanding of the material being taught by increasing the classroom focus. With clickers, students are required to pay attention in order to adequately answer the questions that are being asked during a lecture.

To me, clickers increase attentiveness and participation, because every student has the opportunity to express his or her opinion and understanding on the subject. Clickers also provide immediate feedback, which I believe is beneficial for students and teachers. I think that student engagement is the primary and the most difficult goal of a lecturer. Clickers enable professors to amend or adjust their lecture on specific topics based on the students’ grasp of the material.

Until now, professors could not measure a student’s understanding during a lecture. With clickers, professors are able to frequently post questions as they present their material and instantly determine whether their students understand it.

With this instant feedback, a professor can modify his or her lecture to focus on areas with which the class appears to have difficulty. They can also elaborate on a subject before a test is given, which will improve test scores. Neil Sheflin, an associate professor of economics at Rutgers, called clickers “the greatest educational innovation since chalk.” This new device is immensely beneficial for professors.

It has great benefits for students, too. The anonymity associated with these clickers provides a mechanism for introverted students to participate and stay engaged. This is a great advantage for shy students; they no longer have to worry about their peer’s reactions to their questions or comments.

With more engagement come more ideas and participation, resulting in a better learning environment for all. Clickers provide this added benefit. They are an active learning approach and only good things can result from it.