A Formative Analysis of Interactive Classroom Communication Systems Used in Secondary School Classrooms

Extensive research has been done on the use of Interactive Classroom Communication Systems (ICCS) in higher education, but not in secondary schools. This chapter provides a detailed overview of the benefits, challenges, and strategies observed when using ICCS in higher education. This overview is then used to analyze and interpret quantitative and qualitative data collected from 659 secondary school students. The main benefits that students identified for using ICCS were increased use of formative assessment, higher engagement and motivation, enhanced participation, and improved focus during class. Students were relatively neutral, though, with respect to whether ICCS improved class discussion or learning. The main challenges that students reported were increased stress and uncertainty of answers when ICCS were used in a formal test situation. Males were significantly more positive toward ICCS, as were students who had higher comfort levels with technology. When ICCS were used for formative assessment as opposed to formal tests, students were significantly more accepting. The chapter concludes with suggestions for educators and future research.