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Although clickers are often invoked as a simple strategy for incorporating active learning into STEM classrooms, actual clicker implementations are complex and highly varied. This chapter sheds light on the spectrum of clicker implementation styles that have been observed in STEM classrooms at our institution and elsewhere and explores the decision-making processes that underlie those styles. In service of these goals, we draw on a combination of sources, including the education research literature, a mixed-methods study conducted by our research group, and professional experience as instructors, researchers, and faculty developers. The chapter concludes with guiding principles to help STEM practitioners make informed choices about how and when to incorporate clickers into their courses. |
