Let’s take a poll: Working towards a more equitable classroom

Date
2023
Authors
Davis, Ann M.
Ahmed, Shazia A.
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract

Immediate feedback is a successful engagement strategy that promotes active learning and fosters a supportive, inclusive classroom, especially when used with low stakes assignments or to gauge transfer of knowledge (Epstein & Brosvic, 2002, Goldstein & Wallis, 2015). The traditional approach is for students to purchase a physical device or license through an educational technology provider. The cost of these traditional services has been increasing, adding to the financial burden for our students in the midst of an ongoing global economic recession. If you have worked tirelessly and jumped through many hoops to adopt an OER textbook in order to bring down the cost of education for your students, you may feel guilty about adding back the expense of these educational tools. An alternative approach is to use a free or low-cost mobile app for student participation. In this article, we will present an array of free apps that we have used in various courses, and discuss the benefits and limitations of each.

Description
Article originally published by Faculty Focus. English. Published 2023. https://www.facultyfocus.com/articles/teaching-with-technology-articles/lets-take-a-poll-working-towards-a-more-equitable-classroom/
Permission to deposit this file has been obtained directly from the publisher. Please read the faculty member's entry in the Project INDEX Master Sheet for more information about the publisher communications.
Keywords
Teaching with technology, Engagement strategies, Active learning
Citation
This is the publisher’s version of an article that is available at https://www.facultyfocus.com/articles/teaching-with-technology-articles/lets-take-a-poll-working-towards-a-more-equitable-classroom/. Recommended citation: Davis, A. M., & Ahmed, S. A. (2023, July 27). Let’s take a poll: Working towards a more equitable classroom. Faculty Focus | Higher Ed Teaching & Learning. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.
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