Assignment 1 | People in the field…

I decided to select an individual whose creation is prominently used at my institution and by myself in the classroom. It was my first real introduction to a form of ed-tech post-secondary classroom (besides using the internet for research and MS PowerPoint). I am speaking about Timothy Stelzer, a physics professor at the University of Illinois, and one of the four co-creators of the iclicker. Stelzer’s research revolves around using technology to improve student learning. Stelzer and his team have created various devices for in-class student interaction; however, the iclicker is the most famous of these tools. Stelzer wanted to develop a better method to keep the students in class engaged and saw an opportunity to create a wireless remote device to connect the classroom. He based the idea on witnessing students connect their Texas Instruments calculators in class to discuss course material.

The concept of iclickers comes from the idea of Concept Testing, a method of conceptual questions posed to students, where they are allowed to discuss possible answers with peers, which was first used at Harvard University (iClicker, n.d.).

 In an interview with the University of Illinois newspaper, Stelzer stated that “we had traditional lectures with no interaction whatsoever and wanted to break them up with questions, but we didn’t have iClickers” (Jammu, 2019).

The iclicker was designed to engage students in more extensive, face-to-face lectures as a classroom response tool. Here, the instructor could quiz students, test their understanding of the material in realtime, and, based on the students’ input, ultimately alter the lecture’s direction or the entire course in general. I find this ability to be a very influential game-changer in the view of educational technology, by being able to apply learning analytics in the classroom, based on the responses or feedback you receive. According to an article in the Loyola University newspaper, “clickers have been in use in education for at least 15 years now, and there is a lot of research and data out there on how they increase learning in the classroom” (Callahan, 2016). I saw a difference in the grades and student comprehension when I used iclickers, compared to when I didn’t use them.

Looking back on the advent of the iclicker and other response devices for students, it seems to stem from the Peer Instruction pedagogy. The device, like other teaching innovations, should be disruptive in a class lecture, allowing for periods of discussions among students and force instructors to alter their courses in realtime (Kortemeyer, 2016). The hope with this disruption is to focus on critical learning and thinking capabilities in the student. Stelzer described his feelings on how classroom response systems (iclicker) can facilitate pedagogies that help teachers meet that challenge (Bruff, 2008).

Textbook publisher MacMillan Learning, in 2005, purchased the iclicker to add to its growing portfolio of educational tools. The publisher has gone on to create advancements in the device, including the elimination of the need to use the hardware itself and moving towards the cloud-based application that can be accessed on laptops, tablets and mobile phones; three pieces of technology most students have access to while learning (Macmillan Learning, 2020). Looking back at the device he co-created, Stelzer feels it still is the best tool for the job.” It’s like any tool; it can be used to enhance an experience or destroy an experience” (Schaefer, 2016). With most post-secondary instruction moving online due to COVID-19, the iclicker’s usefulness is still present and continues to grow across various institutions and courses outside of the STEM atmosphere.

Image courtesy of The Bottom Line


Bruff, D. (2008, November 16). Clicker Conference: Tim Stelzer Keynote – Agile Learning [Blog]. Agile Learning.

Callaghan, A. (2016, February 2). The rise of iclickers in the classroom. The Maroon.

Jammu, R. (2019, September 24). iClicker has revolutionized classes. The Daily Illini.

Kortemeyer, G. The Psychometric Properties of Classroom Response System Data: A Case Study. J Sci Educ Technol 25, 561–574 (2016).

Macmillan Learning’s iClicker Focus Helps Students Improve Performance in Class. (n.d) Macmillan Learning Retrieved September 20, 2020, from

Our Company History. (n.d.). IClicker. Retrieved September 18, 2020, from

Schaefer, M. (2016, February 8). The i>clicker: A decade later. The Daily Illini.

10 thoughts on “Assignment 1 | People in the field…

  1. Before I started to teach at BCIT, like all new instructors, they requested I take an Instructional Skills Workshop (ISW). During the ISW we learned about the BOPPPS method of presentations. If you are familiar with the BOPPPS method, you recognize the 3 P’s as Pre-test, Participation and Post-test. I see iClickers being a great (and fun) way to implement either (or both) of the Pre- and Post-Tests assessments to see if your students have understood the learning objectives. Similarly, I have often used Kahoot! (another iClicker like technology) as a way to quiz students in a fun and light way and to gauge student retention.

    • Thank you Patrick. I have found that when our iclicker marks are used for 5% participation, more students showed up for class and participated. I have flipped the class a handful of times, when I would poll the students at the end of the third class and realized that what was discussed in week one-two, clearly went over their heads and tried to readdress with different examples and slides. That being said, I could have gone on in the blog post, how students actually work around the participation, by sharing their device with friends if they can’t make the class. To combat this, I used the REEF cloud app for iOS and Android in lieu of the physical remote, which had new features built in such as a GEOtag, which would require the student using the app to be within the same building as the base unit (on my desk).

  2. Patrick, well worded here. I like the idea that iclickers keeps the students engaged. I see Ash also has a good tip to keep the app working with the main base on his desk. Those students sure can find ways to circumvent general plans to make it easier for themselves.

    • You know what they say Rod about building a better mousetrap…sometimes students get so creative with try to cheat the system. I also trained the students that I would ask clicker questions early on in the class and then not ask any, so they would either show up early and leave or become disengaged after the questions. I then kept moving them 10 minutes further down the class each week, until the 12 week course was up. Everyone showed up, just to see when I would do the iclicker questions.

  3. I did something similar, I wanted students to come to class on time, so I start my classes with a quiz worth a portion of 10% of their final grade and it’s tied to an IP address from within the BCIT campus – otherwise, I had students writing the quiz from home or on the bus and arriving to class late!

  4. It is interesting how sometimes you know the technology, but not the people behind it. Thanks for introducing me to one of the people behind iclicker.

    • Shelley have you used iclickers before? I found them great, fun tools to use in class, but a lot of my colleagues prefer old fashioned hand raising to ask questions. LOL
      I thought about the tech I’ve used and the iclicker came to me naturally, as a tool I use, but honestly knew little about the creator and it origins.

  5. wait, what? You can connect Texas Instruments calculators? I had to buy one in late 90’s for a calculus class and it seemed like an overkill for every day calculating, but it was still just a calculator…i had no idea you could connect them somehow

    • I think the story was they used the old TI-83 (?) and were able to chain them together in class to act as a voting system.

  6. Ash, this mouse trap is awesome. Except for smarter mice 🙂 This blog setup is neat, I may try and set it up for my very own too.

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