The aim of this article was to establish whether a biometric fingerprint device can be used to accurately record and improve active class participation of student teachers when attending lectures on the application of differentiated instruction. Quantitative and qualitative approaches were used to collect data. In the quantitative study a student-teacher class (n = 180) of a university in South Africa participated during the second and third semesters of the academic year. The quantitative data consisted of the number of student teachers’ active participations recorded using a biometric fingerprint device and data from the second and third semesters were compared. Results were obtained from the calculated number of active participations for which student teachers were rewarded “class bucks” for quality comments. Although class bucks were awarded in both the second and third semesters, the number of student teachers who were actively involved in discussions increased by 18% in the third semester (when biometric fingerprint scanning was implemented). After the completion of their training course, a qualitative approach followed, where participants (n = 36) reflected (through responses to open-ended questions) that they still desired more practice and examples to help them create differentiated activities. It was evident that more activities for practical experiences should be created where student teachers could use various forms of assessment, adjust content, select suitable methods and media, create a suitable learning environment, and identify their learners’ learning barriers and learning preferences to create and apply differentiated activities in the classroom.Keywords: active participation; biometrics; differentiated instruction; student teachers; training

中文翻译：

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应用生物指纹识别鼓励学生教师积极参与差异化教学讲座

本文的目的是确定是否可以使用生物指纹设备来准确记录和提高学生教师在参加差异化教学应用讲座时的积极课堂参与度。使用定量和定性方法来收集数据。在定量研究中，南非一所大学的师生班 (n = 180) 在学年的第二和第三学期参加了这项研究。定量数据包括使用生物指纹设备记录的学生教师积极参与的数量，并比较第二学期和第三学期的数据。结果来自计算的积极参与数量，学生教师因其质量评论而获得“课堂奖励”。虽然在第二学期和第三学期都颁发了班级奖金，但在第三学期（实施生物指纹扫描时），积极参与讨论的学生教师人数增加了 18%。完成培训课程后，采用定性方法，参与者（n = 36）反映（通过对开放式问题的回答）他们仍然需要更多的练习和例子来帮助他们创造差异化的活动。显然，应该多开展实践体验活动，让学生教师可以通过多种形式的评估，调整内容，选择合适的方法和媒体，创造合适的学习环境，并确定学习者的学习障碍和学习偏好，以在课堂中创建和应用差异化活动。生物识别；差异化教学；学生教师；训练