The research led here set out to address the effects of tutored use of audience response systems (ARS) on (i) quality of teaching and (ii) faculty development and the key role of professional context as a driver of successful technology integration and routinization. The experiment enrolled nine teachers followed over the course of a semester, and the results infer that ARS integration and its effects on professional development nevertheless hinge on two conditions—one, the tutorship coaching, which needs to connect the technical dimension to the pedagogical dimension, has to be sustained and embedded; two, the professional context (pedagogical, administrative and technical constraints and affordances) has to be facilitative.
Younes, N.; Soulier, S.; Detroz, P. (2017). Utilisation des boîtiers de vote et développement professionnel. Revue internationale des technologies en pédagogie universitaire, 14(3), 17. https://doi.org/10.18162/ritpu-2017-v14n3-02