Read excerpts from the following three articles about the use of technology to enhance classroom interaction and learning. As you read each excerpt, consider these questions:
1. Which sources are primary? Explain.
2. Which sources are scholarly? Explain.
3. How might each article be useful in taking a scientific approach to the topic? Based on the information provided, what are the limitations of each source?
Article 1:
Gabriel, T. (2011, May 12). Speaking up in class, silently, using social media. New York Times. Retrieved from www.nytimes.com
Excerpt: "Wasn't it just the other day that teachers confiscated cell phones and principals
warned about over sharing on Myspace? Now, Erin Olsen, an English teacher in Sioux Rapids, Iowa, is among a small but growing cadre of educators trying to exploit Twitter-like technology to enhance classroom discussion" (p. 1).
Article 2:
Zepke, N., & Leach, L. (2010). Improving student engagement: Ten proposals for action. Active Learning in Higher Education, 11, 167-177. doi:10/1177/146978741037960 Excerpt: "Since the 1980s an extensive research literature has investigated how to improve student success in higher education focusing on student outcomes such as retention, completion, and employability. A parallel research programme has focused on how students engage with their studies and what they, institutions and educators can do to enhance their engagement, and hence success. This article reports on two syntheses of research literature on student engagement and how this can be enhanced" (p. 167).
Article 3:
Dallaire, D. H. (2011). Effective use of personal response "clicker" systems in psychology courses. Teaching of Psychology, 38, 199-204. doi:10.1177/0098628311411898 Excerpt: "Though personal response 'clicker' systems can enhance student engagement and learning, little research has examined characteristics which affect learning. In the current study, 151 students reported how their instructor used clickers, their experience of clicker-related hindrances, perceived benefits of using clickers, and their grades. Results show that more clicker uses interacted with students' perceived benefits of clickers to predict grades" (p. 199).