Classroom Response and Communication Systems: Research Review and Theory

Abstract

In How People Learn, Bransford and colleagues (National Research Council, 1999) cite classroom response system technology and the related pedagogy as one of the most promising innovations for transforming classrooms to be more learner-, knowledge-, assessment-, and community-centered. As a step towards guiding practice and advancing research, we present our review of the research on this and more advanced, but related technologies, particularly with regard to the popular use of these systems to enhance questioning and feedback. We also formulate tentative theoretical connections to a broader scientific literature that could explain how pedagogy and technology together realize multiple desirable outcomes