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Contingent teaching through low-tech audience response systems

机译：通过低科技观众响应系统或有教学

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摘要

For one-shot instruction sessions, formative assessment is the most feasible method for gathering data to aid contingent teaching, the practice of adapting to learners’ needs. Various technologies aid in the quick and efficient gathering of data on student learning in the classroom that can be used for formative assessment. Outside of a library teaching space or computer classroom, it is difficult to know what technology is available, what technology students can access, and how best to aid data collection that engages students, provides meaningful data to allow for contingent teaching, and is not dependent on student technology ownership. A low-tech audience response system has provided an opportunity to collect data on student learning and enable contingent teaching. This project report contributes to the field of information literacy research describing how a low-tech audience response system supports contingent teaching and innovates practice in different classroom situations.
机译：对于单次指令会话，形成性评估是收集数据以援助偶然教学的最可行方法，适应学习者需求的实践。各种技术有助于快速有效地收集关于教室中的学生学习的数据，可用于形成性评估。在图书馆教学空间或电脑教室之外，很难知道技术有哪些技术，哪种技术可以访问，以及如何最好地援助学生的数据收集，提供有意义的数据，以便允许特遣队教学，并不依赖论学生技术所有权。低科技观众响应系统提供了收集学生学习的数据并启用偶然教学的机会。该项目报告有助于了解信息素养研究领域，描述了低技术观众响应系统如何支持在不同课堂情况下的偶然教学和创新实践。

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