Abstract:

The innovation and influence in the educational arena through electronic systems and devices is of paramount importance in this age. The perceived use of digital technologies for instruction is now prominently for teaching and learning through technological advancement becomes a reality.

Clicker is a mobile simple battery-powered piece of equipment that lets students act in response to questions by touching a button. It is also a great way of escalating the students' dealings in large classes.

From the investigation, it used previous works of scholars to develop a model for prospering an inclusive learning setting with the response system and found dimensions of understanding the implementation of clickers.

This study explored the dimensions of clicker's use. In the two dimensional view, with a line, bounded two areas of application, the gender-based interpretation of the preponderances of clickers. It apparently bounded the perspectives users attach to response systems based on, either femininity or masculinity’s influence. It mentioned that clickers can transform lectures from instructive teacher-centered to learning interactive to student-centered. In the same vein, the teacher’s instructing (i.e. teaching) and student’s learning engagement evidences come from notable scholars. A three-dimension approach of viewing the use of this technology in an inclusive learning setting, affords a dependable implementation of the use of response system in pedagogy. The three dimensions are Gender (Femininity versus Masculinity), Pedagogical form (Instructing versus learning engagement), and Mode of Use (Peer versus Collaborated users), with an anticipated emerging expansion that are undeniably evident on a classroom setting such as learner’s exceptionalities and choices of learning setting. However, in furthering or expanding the two dimensions described hitherto, range of studies expressed the clicker’s use from the peer versus team-based learning mode. Many studies fall in this category. In anticipation of expansion imminent in a cultural learning diverse environment, this study suggests expansible dimensions that can accommodate further changes in the society and culture, with emphasis on classroom learning.

And the implication of the finding is that in desiring to implement a classroom response system, the desired tool will fall into any of these dimensions or for any cultural dimension of the future that envisions coming into play will become a part of or subsequent phase of the three dimensions established in this study. This study projects the model that encompasses possible expansion of cultural learning diverse in the classroom.

The papers treated both the conceptual and theoretical aspects of clickers as a learning tool and recommended planning the clickers usage in line with the model for teaching in schools and colleges.

Keywords:

Clickers, educational tool, e-learning, inclusive education, learning delivery system.