Applying Nearpod to 10 th -Grade History Courses to Improve Teaching Efficiency

Abstract

A teacher set a 10 th-grade historical course about Industrial Revolutions with an application called Nearpod during guided cognitive tasks' instruction. Here reports the pedagogical efficiency and high-cognitive receive on students' side of applying Nearpod in the course, enabled by the multi-dimensions' interactions to tools with technological affordance. The research reveals the functions by analysing the improvement of intelligence performance, impacts on learning residue, and its reorganizing view empowered to students, which originates from the results of activities on the lecture. This paper demonstrates that involving technologies in courses is necessary for effective communication in the learning context by comparing this setting with a scenario in which only traditional tools will be used. The work could facilitate the study of how technologies help for historical react and cross-time, cross-national historical empathy, which may lead to a new step of integrative comprehension and the personal exploration of the trace and fate of human civilizations.