Here's what people are saying about H-ITT:
If you would like to add your own testimonial e-mail it to info@h-itt.com.
For examples of in-depth use of the H-ITT system see Best Practices
"I used the H-ITT clickers in a classroom of about 100 students in the Fall 2005 semester. The performance of the system was amazing and the students truly enjoyed using it. The immediate feedback transformed my lectures. I am a big advocate of the H-ITT system"
-William L. Ziegler, Associate Professor of Computer Science, Binghamton University, State University of New York
"H-ITT has an excellent product which, unlike some other high-tech educational products does what is actually needed in the lecture hall: increase interaction and understanding for both students and faculty! Software is as important as hardware in choosing a student response system. The University of Colorado at Boulder chose H-ITT in good part because the faculty members found the software easy to use. An advantage of H-ITT's bright colors is that they are easy to see, and this may reduce the instances of cheating compared to other systems. With infrared systems students must hold the clicker in a line of sight to the base unit which makes them readily visible to the instructor, eliminating the chance that a student can answer with a concealed clicker."
-Dr. Douglas Duncan of the University of Colorado and Author of Clickers in the Classroom
"I'm having a great time using the system and it is really engaging students. Thanks for all your help I really appreciate it."
-Aaron Glimme, Science Department Head, Berkeley High School, Berkeley CA
"H-ITT does an excellent job of following up on technical support issues and working with its customers to enhance the software."
-Benjamin Grinstein, Professor, Department of Physics, University of California, San Diego
"I've just finished my first semester with the H-ITT system. In previous semesters I used
another vendor's system. One of the main advantages H-ITT has over the competition is the openness of the software. The Competitor's software runs only on Windows and only accepts question files in a proprietary format."
-Dr. Stephen Walton, Director of the Donald E. Bianchi Planetarium, Physics & Astronomy Department, California State University, Northridge.
"The recording of student confidence with their answer and the ability to adjust point values based on their confidence is really working well. I am able to talk to the class about how meeting with a partner influences your confidence and accuracy (an integral part of my research) that I could not assess or present with any other classroom response system. The 1.8 update has been very helpful for the research I am doing and the application of this research into my teaching."
-Randy Isaacson Ph.D., Associate Professor of Education, Indiana University South Bend.
"Hyper Interactive Teaching Technology (H-ITT) receivers have been installed on campus at the request of a group of faculty. ... Seven departments are currently using clickers (Physics, Chemistry, Mathematics, Computer Science, Botany, Political Science, Zoology). ... IT plans to implement clickers in classrooms from the largest classrooms to the smallest. ... H-ITT seems to be ahead of the curve. This company has announced that their new clickers will show students that their vote has been correctly recorded. We cannot standardize on a clicker vendor that relies on RF technology because of the construction of some of our classroom buildings. ... An advantage of infrared technology is that the clicker has to be in the line of sight of the receiver. This discourages students from bringing other student’s clickers to class and committing academic misconduct. After discussion, the ITC decided to compose an email to teaching faculty informing them of the existence and location of installation of clicker systems, and encouraging them to standardize on H-ITT."
-Universtiy of Oklahoma, ITC Meeting Minutes
"Intrigued by the possibilities of H-ITT, I evaluated clickers
form several companies who demonstrated their product to a group of
chemistry faculty and Information and Technology Services (ITS) staff.
Assessed on their overall functionality, ease of use, cost, and installation
requirements, the H-ITT product was selected....I thought that the clickers
aided in our understanding of the material. It made me actually think and
apply the things we have learned in class, instead of just sitting there. It
is also nice to get everyone involved and be interactive."
-Travis Fridgen, Assistant Professor of Chemistry, Wilfrid Laurier University.
"H-ITT's new Smart-Link two-way transmitters are a major innovative development in audience response technology. The speed of input confirmation sent back to each unit is amazing. These new H-ITT transmitters almost perform like RF units but at a fraction of the price!",
- Harold Horowitz, President of Socratec.
"We are really impressed with H-ITT's high speed system. Its the fastest system we have seen.",
- Dr. Harold Stokes at Brigham Young University
"These results [200 responses collected in under 10 seconds] look very impressive, and are indeed about 10 times faster than the speeds we see everyday using another vendors response system.",
- Dr. Stephen W. Draper at the University of Glasgow.
"We've been using the H-ITT system for 2+ years now with thousands of
students a semester and we love it. Class attendance and student
understanding in our general physics courses has increased dramatically.
I've tried several other student response applications and HITT's software
is the best I've seen. Their software seems to deliver the most features
already built into it and H-ITT seems to implement new features the
quickest as users like myself make suggestions.",
- John Mocko of the University of Florida.
"We greatly appreciate the help we have received with your product."
- Dr. Tony Hall, University of Arkansas at Little Rock
"I just recently starting using the newest version of Analyzer. The new features are very nice! I really like the auto-emailing of grades to students. Also, in the latest version of Acquisition, I really like the ability to display the screen name during votes, rather than the remote ID. Thanks for your swift work!"
- Mike Dubson, Senior Instructor, Dept. of Physics, University of Colorado at Boulder
"The remote control technology allows me to
instantly check every student for understanding and produces a record
of student responses, so that I can examine it in more detail later.
When I integrate the remote control technology with classroom discussion,
I found that the graphical representation of the class's responses helps
kids move towards understanding of concepts."
- Marc Reif, Teacher of Physics, Fayetteville High School
"Principles of Biology went to a large section,
team taught format in 2000-2001. During the fall semester, many students
had a hard time keeping up with the material, and many said they had
some difficulty with the differences in exam styles of the different
unit instructors. We decided that having regular quizzes would be one
way to help with both situations, but the idea of hand grading the quizzes
would have been daunting. By using remote quizzing in the spring semester,
we were able to give 3-6 quiz questions each lecture, give the students
immediate feedback, and have their responses automatically graded and
recorded. What was more pleasing was that the students seemed better
prepared for both the subjects and styles of the exam. The classes'
exam averages were about 10% higher in the spring than the fall, and
it appeared that attrition was lower in the spring. We are really sold
on remote quizzing."
- Dr. Fred Spiegel, Vice Chair Department of Biological Sciences, University of Arkansas
"I like the immediate feedback the remote control
technology provides. I can tailor my lecture to concentrate on the concepts
the students are finding difficult and not waste time on concepts they
were able to grasp from the text. You can't get that kind of 'on-the-fly'
feedback from paper quizzes."
- Janet Mosebach, Department of Accounting, University of Arkansas