Socrative

in theClassroo

m Aitza Marie Haddad NúñezHoward University

Short Bio Aitza Marie Haddad Núñez

Education, Job & Affiliation Ph.D. Communication, Culture & Media Studies;

LL.M. Comparative Law; J.D.; B.A. Political ScienceAdjunct Professor

Howard University, School of Communication Strategic Legal & Management Communication

(SLMC) Annenberg Honors Program

Research Interest Communication, Teaching, Technology Human Rights, Civil Rights, Public Interest

1. What is the problem?2. Why/how the integration of

technology into the classroom can help?

3. What is Socrative?4. What the key goals of Socrative?5. How to use Socrative?

Table of Contents

Postsecondary-educators often receive little to no formal pedagogical training

Most end adopting teaching strategies that closely mirrors;The ones experienced from former instructors Their learning style

Introduction

Production of a faculty that is: Unfamiliar with educational theories Unaware of the importance of accommodating learning

styles with instructional strategies, and/or Reluctant or uncomfortable with incorporating innovative

teaching strategies in their course deliveryEmergence of a divide between teaching styles

of instructors and learning styles of students (Hawk & Shah, 2007)

Why is this a problem?

This divide is exacerbated by millennial learners’ dependence on the daily use of technology2014 data from100,000 students of 195 participating

institutions revealed that;86% own a laptop, 62% own a smartphone, 33% own a desktop computer, 15% own a tablet, and 12% own an e-reader (Wash, 2014)

Why is this a problem?

If well understood and used correctly, integrating technology into the classroom can be fun and engaging for both students and professors However, it can also be difficult,

and if misused, can lead to distractions, staleness, and failure (Burkhardt & Cohen, 2012)

Teaching + Technology = Solution (?)

An early study on concluded thatMillennial students enjoy using many of the course

management tool, due to the fact that theyEmbrace technology, and Expect technology use to contribute to learning

However, “they do not see the tools as highly effective at enhancing the learning experience” (McCabe & Meuter 2011)

How much do we know?

More recent studies have shown that;Most colleges and universities are implementing the use

of various course management systems (CMS)Students embrace interactive learning technologies (ILT)

Which forces instructors to integrate certain academic technology into their teaching

The use of ILT contributes to better teaching and learning outcomes (Wash, 2014)

What else we know?

Analysis of data collected in a STEM and a non-STEM course with an without technologyTechnology selected – Socrative

The study suggests that the effective use of technology in the classroom can help to:Overcome divide between teaching and learning

stylesImplement Chickering and Gramson’s Seven

Principles of Undergraduate Teaching and Learning

Proposed Study

1. Encouragement of contact between students and faculty;

2. Development of reciprocity and cooperation among students;

3. Encouragement of active learning; 4. To provide prompt feedback; 5. To emphasize the importance of time on task; 6. To communicate high expectations; and to 7. Respects diverse talents and ways of learning.

Chickering & Gramson’s Seven Principles of Undergraduate

Teaching and Learning

Free student response system (SRS) or software developed in 2010Allows for the creation of virtual classrooms with the use of

self-created class IDs or codesCan be used to take attendance and ask questions in different

formatsQuestions can be created prior to class, or can be created

simultaneously with the class discussion Allows for “the lecturer to see how many students had made

a mistake,” and thus, “for instant corrective action or advice” (Fabian, 2013, p.6)

What is Socrative?

Méndez (2013) – when both students and professors efficiently use the mobile application Socrative, 3 different goals are achieved: 1. Real-time assessment of the students’ learning; 2. Motivation of the students; and 3. Increased opportunities for active learning

Dervan (2014) – described his own experience using Socrative, and that of his students, as positive and effective (p.1806)

Using Socrative…

Awedh, et al., (2014) – Socrative supports collaborative learning, as well as the communication, and thus, learning process by; Improving “students level of interactivity” (p.23) Increasing students’ motivation, as well as “the level of

communication with their classmates and teachers” Developing “communication skills and a collaborative spirit

among students” Making students “feel that their answers and opinions are given

value by the teacher and their classmates” Helping “them improve their learning performance” (p.22)

More use of Socrative…

Non-STEM & STEM

METHODOLOGY

Methodology Non-STEMUse of technology to analyze attendance and use of technologyCommunications introductory, but mandatory, course

Academic Year 2015-2016 150-170 Students per semester

Fall 2015 – attendance without Socrative Exit TicketSpring 2016 – attendance supplemented with Socrative Exit Ticket

Methodology STEMUse of technology to analyze attendance, use of technology, and grades Biology Introductory Laboratory

Fall 2015 and Fall 2016 22 and 17 Students Registered

Attendance taken with Socrative Exit Ticket on Fall 2016Quantitative – Percentage of attendance per meetingQualitative – Answers given by individual participants

What is an “Exit Ticket”? Quick check exercise that asks;

1. How well did you understand today’s material? (Multiple Choice)

2. What did you learn today? (Open Response)

3. Please answer your teacher’s question (Opportunity to ask and capture any question)

Can be used to; Complement attendance Adjust the course

Examine the efficacy of Socrative in:Enhancing attendance taking routinesImproving engagementImproving learning outcomesEnhancing process of course preparation

Underscore the importance of the 7 Principles of Undergraduate Teaching and Learning

Study Goals

Non-STEM & STEM

DATA RESULTS

Non-STEM Course Results

1 2 3 4 5 6 7 8 9 10 11 120%10%20%30%40%50%60%70%80%90%

Attendance/Use in Percentage - Non-STEM

OUT OF 167 - Fall 2015 OUT OF 158 - Spring 2016 (WOET)OUT OF 158 - Spring 2016 (WET)

Meetings

Part

icip

ants

Non-STEM Course Results

54%56%58%60%62%64%66%68%70%

67%

60%

68%

Average Attendance - Non-STEM

OUT OF 167 - Fall 2015 OUT OF 158 - Spring 2016 (WOET)OUT OF 158 - Spring 2016 (WET)

Average

Part

icip

ants

STEM Course Results

1 2 3 4 5 6 7 8 9 10 11 120%10%20%30%40%50%60%70%80%90%

100%

6% 6%

82% 88%

59%

41%

18% 24%

41%

6%

53%

6%

Attendance/Use in Percentage - STEM

Class Meeting

Part

ici[a

nts

STEM Course Results

1st q

uiz

2nd q

uiz

3rd quiz

Midterm

4th quiz

5th quiz

Final

exam

Final

grade p

oints

Partic

ipation

0%10%20%30%40%50%60%70%80%90%

100%

74% 70% 72% 73%

51%

73%64%

73%

71%

51%59% 61% 60%

40% 40%55%

70%

87%

STEM Grades: Fall 2015 vs. Fall 2016

Fall 2015 Fall 2016

Ave

rage

Gra

des

Non-STEM vs. STEM Results

1 2 3 4 5 6 7 8 9 10 11 120%20%40%60%80%

100%120%140%160%180%

74% 71% 72%56%

72% 67% 68% 65% 67% 70% 70% 65%

6% 6%

82% 88%59%

41%18% 24%

41%

6%

53%

6%

Attendance/Use in Percentages – Non-STEM vs. STEM

Non-STEM STEM

Class Meetings

Part

icip

ants

An analysis of the quantitative data revealed that: A gradual increased in attendance/use

Non-STEM – Increased attendance through the semester STEM – Increased used per meetings and participation

An analysis of the qualitative data allowed for: Easier attendance taking Better assessments of class’ level of understanding and

engagementBetter tailoring of class meetings, and course in

general

Analysis

Although fundamental and technical differences exist between non-STEM and STEM courses, the use of Socrative proved to be positive and effective in both courses by increasing and/or improving: AttendanceCommunicationEngagement and participation Transparency and accountability

Conclusion

Socrative is a good application to encourage students to participate since it can be used from virtually anywhere.

Students whom feel embarrassed participating or asking questions in front of their colleagues, had a better chance to participate and communicate their ideas and questions to their professor.

Socrative can also be good in large classes because it gives each student a chance to show their ideas and understandings when there is limited time.

The study results encourage professors whom are concerned about their students’ participations to use Socrative as a study aid to make sure that most, if not each, student participates and paysattention to the lecture.

Discussion

DEMONSTRATION

How to use Socrative?

Create Your Account

How to use Socrative?

How to use Socrative?

Creating/Starting/Editing a Quiz

Import your Quizzes

Starting a Quiz

Starting a Quiz

Promotes Instant Feedback

Promotes Teamwork

Getting Instant Reports

Getting Saved Reports

Green Teaching!

QUESTIONS

amhaddadlaw@gmail.com