Abstract
The use of digital technologies in programs of Initial Teacher Education (ITE) is now well established, both for purposes of teaching, learning, and assessment of students within ITE programs, and so that student-teachers may themselves learn to use Information and Communications Technology (ICT) in their own teaching. This chapter undertakes a scoping review of the use of one particular form of digital technology in ITE: Student Response Systems (SRSs). It systematically selects and reviews 19 studies retrieved from a rigorous search of academic journals across a 10-year timespan (2011–2021), with a focus on web-based SRS applications. The review considers a number of factors with regard to the use of these SRS in ITE, including what systems are in use and the terminology used to describe these, the ITE subjects and ITE levels they are being used with, the research objectives guiding investigations of SRS usage within ITE, the research methods and approaches used to pursue these objectives, and the reported advantages and benefits, as well as challenges and limitations, of using these systems in ITE settings. It concludes by identifying a number of research gaps relating to Student Response Systems in Initial Teacher Education and recommendations for further research.
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Donlon, E. (2022). Student Response Systems in Initial Teacher Education: A Scoping Review of Web-Based Applications. In: The Palgrave Handbook of Teacher Education Research . Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-59533-3_82-1
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DOI: https://doi.org/10.1007/978-3-030-59533-3_82-1
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