Wilkes University

Faculty Resources for Student Response Systems

ClickerTurning Technologies is our preferred vendor for student response systems. What are they exactly? Response systems are typically specialized devices like clickers or student’s personal mobile devices that are connected to polling software. With Turning Technologies, your question prompts can be integrated directly into your PowerPoint lecture slides for a seamless presentation. You can mix clicker and mobile devices in the same polling sessions or require clickers only if necessary.

 Real time responses from your students will transform your lectures. Responses can be displayed graphically on the screen for immediate formative feedback. This active learning with positive feedback has been shown to make students feel more engaged in class. They are also effective when breaking your classroom into groups to encourage collaborative learning. Ask your students if they would like to use them in your class. You might be surprised by their response!

Turning Technologies polling software is integrated with our BrightSpace learning management system, LIVE. Students use the Turning Account link on the homepage of LIVE to create a Turning Point Cloud account, register or buy clickers, and if you choose to use mobile devices they can purchase a year long license all in the online store.

Turning Technologies created a “Getting Started” packet that you can download and explore. The kit includes implementation documents, syllabus suggestions, email templates, and user guides.

Your Kit for Getting Started with Classroom Assessment

Here is an excellent collection of training videos covering PowerPoint polling, Anywhere Polling, LMS Integration, and more.

Link to Training Videos for Educators 

“The results clearly document that students felt engaged in their learning and were enthusiastic with the new pedagogical approach.” (Sternberger, 2012) 

Sternberger, C. S. (2012). Interactive learning environment: Engaging students using clickers. Nursing Education Perspectives, 33(2), 121-4. Retrieved from https://ezproxy.wilkes.edu/login?url=http://search.proquest.com/docview/1009642666?accountid=62703