doi: 10.18178/ijiet.2018.8.4.1044
The Effects of Using the Classroom Response System in Teacher Education
Fu-Hsing Tsai
Abstract
The classroom response system (CRS) has gradually become a popular instructional technology in classrooms. This study aimed to integrate CRS into a teacher education course to investigate preservice teachers’ perceptions and their use behaviors. A total of 35 preservice teachers from a university in Southern Taiwan were recruited as the research participants of this study. Each participant used CRS throughout the semester in an educational theory course related to curriculum development and design. The research findings revealed that CRS use can increase learning motivation of preservice teachers in the teacher education course and enhance their willingness to utilize CRS in their future teaching. Furthermore, a significant positive correlation was found between the preservice teachers’ CRS behaviors and their course grades. The result indicated that CRS use enables a teacher to effectively determine student learning statuses, and thereby predict their learning outcomes.
Keywords
- Classroom response system
- teacher education
- instructional technology
- learning effect
How to Cite
Fu-Hsing Tsai, "The Effects of Using the Classroom Response System in Teacher Education," International Journal of Information and Education Technology, vol. 8, no. 4, pp. 254-258, 2018. https://doi.org/10.18178/ijiet.2018.8.4.1044
Copyright & License
Copyright © 2018 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).