Socrates

in the

Classroom Aitza Marie Haddad Núñez

Howard University

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

Short BioAitza Marie Haddad Núñez

Education, Job & Affiliation

B.A. Political Science, J.D., LL.M. Comparative Law

Ph.D. Candidate

Howard University School of Communication, Communication, Culture & Media Studies (CCMS)

Adjunct Professor

Howard University, School of Communication

Strategic Legal & Management Communication (SLMC)

Research Interest

Communication, Teaching, Technology

Human Rights, Civil Rights, Public Interest

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

The 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 delivery

The emergence of a divide between the teaching style

of the instructor and the learning style of the student

(Hawk & Shah, 2007)

Why is this a problem?

This divide is exacerbated by millennial learners’

dependence on the daily use of technology

From100,000 students of 195 participating institutions;

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 that although

millennial students enjoy using many of the course

management tool, due to the fact that they

Embrace technology, and

Expect technology use to contribute to learning

“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 attendance data collected during an academic year

Socrative was introduced in the second semester to enhance the attendance taking routine

Provided supplementary quantitative and qualitative data

Allowed the examination of the efficacy of Socrative in improving learning outcomes in a non-STEM courses Increased and improved attendance and engagement,

as necessary conditions for retention

Calls for further testing in a STEM course

Proposed Study

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 codes

Can be used to take attendance and ask questions in different formats

Questions 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)

3 Goals of 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)

3 Goals of Socrative…

MethodologyAttendance data of introductory, but mandatory courses

analyzed for two semesters

Non-STEM Course – Academic Year 2015-2016

150-170 Students per semester

Fall 2015 – attendance without Exit Ticket

Spring 2016 – attendance supplemented with Exit Ticket

STEM Course – Academic Year 2016

150-170 Students per semester

Spring 2016 – attendance without Exit Ticket

Fall 2016 – attendance supplemented with Exit Ticket

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

Non-STEM Course Results

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

1 2 3 4 5 6 7 8 9 10 11 12

Attendance in Percentage - Non-STEM

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

Non-STEM Course Results

67%

60%

68%

56%

58%

60%

62%

64%

66%

68%

70%

Average

Average Attendance - Non-STEM

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

An analysis of the quantitative data revealed that:

Attendance percentages gradually increased from

the beginning to the end of the semester

Attendance average significantly increased

An analysis of the qualitative data allowed for:

Assessments of class level of understanding and

engagement

Better tailoring of class meetings, and course in

general

Discussion

The use of Socrative proved to be positive and

effective in a Non-STEM course

Increased and improved attendance and engagement

Improved communication, and thus, active

collaborative learning process

Although fundamental and technical differences exist

between non-STEM and STEM courses, it is expected that

the use of Socrative will be as positive and effective in a

STEM course as it was in a non-STEM course

Conclusion

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!

amhaddadlaw@gmail.com