As a community college professor and EAP discipline chair, I am responsible for 11 other ESL instructors, and I teach 6 classes each semester. So, obviously, the amount of time I can afford to devote to classroom research is limited. However, I have found anecdotally and through student self-report what others have found, that students are engaged by these practices. For example, in my classroom I use free applications to turn smartphones and other devices into clicker systems (a.k.a. Classroom Response Systems). Researchers at the University of Wisconsin found that when clicker systems were used, 94 percent of responding faculty agreed or strongly agreed that clickers increased student engagement (Kaleta & Joosten, 2007). Moreover, this study found that 69 percent of the 2,684 student respondents agreed or strongly agreed that clickers led them to become engaged in class.

Beatty (2004) noted that “By providing frequent feedback about students’ ongoing learning and confusions, it can help an instructor dynamically adjust her teaching to students’ real, immediate, changing needs.” Again, I personally have found that these tools allow me to improve attentiveness and increase knowledge retention; Kaleta and Joosten’s (2007) echo these findings “53 percent of the student respondents agreed or strongly agreed with the claim clickers have been beneficial to their learning,” but smart devices allow for so much more. I can poll students anonymously, give instant results, confirm audience understanding and provide feedback, and gather data for reporting.

Beyond simulated clickers, I have found that smartphones and devices provide other tools to engage students, disseminate content and on-demand learning videos, provide immediate feedback, assess learning, and model transactive thinking and learning beyond my classroom. For example, as I mentioned earlier, Google Forms and smart devices can be leveraged to create 21st century Classroom Assessment Techniques (CATs). This practice allows for content and instruction that is learning centered, teacher directed, mutually beneficial, formative, context-specific, ongoing, etc. (Angelo and Cross 1993).

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