(Page 1 of 11) - Using Technology with Political Texts to Develop Critical Thinking Skills authored by Webking, Robert. and Valenzuela, Felix.

Using Technology with Political Texts to Develop Critical Thinking Skills

Robert Webking
Department of Political Science, University of Texas at El Paso

Felix Valenzuela
Yale Law School

We began using audience response systems in political science classes in 1998.

Since then, we have made extensive use of three different systems: we began with a
system called Classtalk, a hardwired system that uses graphing calculators as response
pads for students, and have also used the wireless Classroom Performance System. In
addition we have created our own system, “Cephalus,” which uses wireless networks and
computers, or pocket PCs, as input devices for students. At the time we started with
Classtalk, the system had been used primarily in science classes, and there was little
information on using these systems in social science and humanities classes. Since then,
we have used them extensively and discovered exciting ways to help students develop
their analytical skills with the help of these tools.

Simple things

Audience response systems are especially helpful in large lecture classes in a

couple of ways that become immediately apparent upon recognizing what the technology
allows. Since the systems simplify record keeping for large numbers of students, they
make it easy to check on attendance and participation. The ability to ask the students
questions frequently and to have them respond helps to address the problems of
anonymity and passivity in large lecture settings, involving each student more actively in
each day’s class. Moreover, frequently asking questions can help the lecturer to
understand whether explanations have been grasped with clarity, or whether, on the
contrary, it is advisable to explain the course's problems or issues more thoroughly or
from a different perspective.

Active Participation

A great advantage to using an audience response system, especially in larger

lecture classes, but also in smaller classes, is that it makes each student continually active
in working with the material and the lecturer. With each question, each student in the
class is “on the spot” and required to make an assessment in order to answer. The
temptation to sit back and listen—or not listen and do one’s calculus homework or surf
the Internet—that is so easily given into in the large impersonal lecture hall must be
resisted in order to fulfill the requirements for the course. As in many cases, the short
term motive of grades can provide the initial reason for attention and participation,
perhaps culturing a genuine interest in the material that might offer a more sophisticated
and mature motive.

It is sometimes suggested that an advantage of these systems is that they

encourage participation by students who would not ordinarily participate readily because