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Abstract Title: Clickers or flashcards: An activity theory interpretation
Abstract: Physics educators and researchers have recently begun to distinguish between pedagogical approaches and educational technologies used to implement them. For instance, peer instruction has been shown to be equally effective, in terms of student learning outcomes, when implemented with clickers or flashcards.  In such a situation, technological tools (clickers and flashcards) can be viewed as mediating pedagogical techniques (peer instruction or traditional instruction). In this paper, we use activity theory to understand peer instruction, with particular attention to the role of tools. This perspective helps clarify clickers' and flashcards' differences, similarities, impacts in the classroom, and utility to education researchers. Our analysis also suggests improvements and new uses. Finally, we propose activity theory as a useful approach in understanding and improving the use of technology in the physics classroom.
Abstract Type: Contributed Poster

Contributed Poster

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Author/Organizer Information

Primary Contact: Edward Price
California State University San Marcos
333 South Twin Oaks Valley Road
San Marcos, CA 92096
Phone: 7607508040
Co-Author(s)
and Co-Presenter(s)
Charles De Leone, California State University San Marcos
Nathan Lasry, John Abbott College