Teaching Tools

There are numerous tools available for you to utilise in your teaching to enhance the learning experience of your students. The aim of these tools is to bring greater variety and flexibility to your teaching style.

University classrooms today are not only incorporating hands on learning and collaboration, they are also bringing focus to the importance of student engagement. Technology is creating new opportunities to help teach our students in innovative ways. By offering interactive learning experiences that emphasise student voice and creative uses of technology, lectures have transformed to serve as models of innovative practice for higher education students.

There are many opportunities to use these tools, whether online or in the classroom. The University has reviewed and tested a range of technologies, to investigate their appropriateness in a teaching and learning environment, ensuring that each recommendation is based on sound pedagogy.

Reviewed and recommended tools are listed below. Some of these tools are supported directly by Lincoln University, others have third party support. Many other teaching tools are available on the Internet and teaching staff are encouraged to explore available tools. The following information provides guidance on how to use the tool in your teaching. Accessing them will enable you to see their key features, how they can change the learning experience, and what support is available for you to use and apply them.

If you still have questions or concerns regarding how to use these tools in your teaching, contact Teaching Quality. For help with installation of these tools, please see IT Help or contact them through the IT Service Portal.

Student response systems

A Student Response System (SRS) can be used in a classroom to rapidly collect answers to questions from every student. Today SRS systems are more sophisticated than ‘clickers’ and use smartphone technology and apps to send responses to the lecturer. Using these systems students can respond to questions, provide group answers, vote on topics, and show their understanding. Lecturers can choose to display a summary of the responses and use them to form the basis for a discussion about a particular concept.