PERC 2010 Abstract Detail Page
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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 | |
| Contributed Poster: | Download the Contributed Poster |
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 |
