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This exploratory action research investigation provided the opportunity for a collaborative examination of the pedagogy underlying the use of wireless clicker technology within an elementary school environment. It investigated the uncomfortable truths of their use and revealed some unanticipated benefits. Using a triangulated qualitative data collection process, this research revealed this form of information computing technology was more than “technolust”. In essence, it was recommended these devices have the potential to enhance and engage learning in accordance with a constructivist understanding of learning.

SMART CLICKERS IN THE CLASSROOM: TECHNOLUST OR THE POTENTIAL TO ENGAGE STUDENTS?