Using Classroom Clickers to Increase Academic Engagement for Elementary School–Aged Students With Disabilities

• Published in: Journal of special education technology Vol. 37; no. 2; pp. 266 - 275
• Main Authors: Watson, Tiffany, Berry, Brian
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.06.2022; SAGE PUBLICATIONS, INC
• Subjects: Audience Response Systems; Classrooms; Educational Technology; Elementary Education; Elementary School Students; Elementary Schools; Grade 4; Grade 5; Influence of Technology; Learner Engagement; Learning Disabilities; Private Schools; Program Effectiveness; Special Schools; Student Participation; Student Reaction; Students with Disabilities; elementary school; instructional technology; specific learning disability; methodologies; age/grade level; technology perspectives; statistical analysis; small n/single subject design; exceptionality; other health impairment
• ISSN: 0162-6434; 2381-3121
• DOI: 10.1177/01626434211004455

Student engagement is a critical feature to the teaching and learning dynamic that takes place in the classroom. Technology is often used as a means for increasing student engagement, and Student Response Technology (SRT), where students use handheld clickers to respond during classroom instruction, is one form of technology used to do this. The current study examined the effect of SRT on student engagement in elementary classrooms for students with disabilities. A multiple baseline across participants design was used to measure student engagement across several areas, including rate of participation and on-task behavior. Both visual and statistical analysis yielded a relationship between use of SRT and two areas of engagement: student’s participation and on-task behavior.