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Abstract
The criminal justice discipline has few studies that explore the use of technology as a supplement to traditional face-to-face instruction. Using a sample of criminal justice students enrolled in two sections of the same 300-level foundational criminal justice course, this study examines the impact of clickers and online homework on student performance in the course, as well as observes student perceptions of the integrated technology. Results reveal that while students perceived the technologies as helpful to their learning, the addition of technologies to the one section of the course had little impact on student performance indicators such as test scores and final letter grades. Potential explanations for these findings and directions for future research are discussed; and suggestions on how to potentially make these supplemental tools more useful are provided.
Acknowledgments
The author thanks Asha Jennifer Allen for her assistance with the development of the educational technologies and data collection used in the project. An earlier version of this paper was presented at the 2018 Western Society of Criminology Conference in Long Beach, CA.
Disclosure statement
No potential conflict of interest was reported by the author.
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Notes on contributors
Amy I. Cass
Amy I. Cass, PhD is an Associate Professor at California State University, Fullerton. Her research interests include criminal justice pedagogy, criminological theory, gender and victimization, and crime control and prevention. Some of her work has been published in Violence and Victims, American Journal of Criminal Justice, Sex Roles, and Western Criminology Review.