Using 'Plickers' and the motion sensor in a Physics Secondary classroom

Abstract

This study aims to analyse how technology supports learning in physics secondary education, with a focus on Plickers and motion sensors. Nguyen and Williams (2016) claim that the use of technology may provide a more student-centred approach to physics lessons. For this purpose, over the years the Maltese government has provided teachers with training and ICT resources, such as the interactive whiteboard (IWB) and data loggers. This case study involves the integration of these two tools in a physics lesson, but combines them with Plickers, which is a class response system (CRS), and motion sensors. A lesson including these ICT resources was given by two Year 10 physics teachers on three different occasions. Observations of these lessons were carried out and further data was generated during interviews with both teachers and four focus groups with seventeen students. The findings suggest that Plickers are a quick method of anonymous feedback which encourages student thinking and increases their motivation and involvement. The motion sensor was found to improve understanding by visualising the graph while creating an element of trial and error through psychomotor processes. The main challenges of using these resources were found to be availability, internet connection and time. Generally, these resources brought about positive teacher and student attitudes, implying that learning may be supported by both Plickers and motion sensors if the correct pedagogy is implemented.