TurningPoint’s Classroom Impact

Discover what a powerful tool TurningPoint can be in the classrooms!

To promote innovation and outstanding success with Turning Technologies’ products, we are committed to sharing with the TurningPoint community our customers’ experiences integrating our audience response technology.

The case studies below demonstrate the dramatic difference a TurningPoint audience response system can make to any type of presentation and result in increased learning, increased attentiveness, and increased productivity.

If you have implemented TurningPoint in your environment and would like to participate in our TurningPoint Case Study Program, please contact us for further information.

Campbell County School District

Campbell County Schools strive to provide their students with the latest educational technology offerings. So it was no surprise when the district purchased TurningPoint student response systems. Teachers have begun using TurningPoint to decrease grading time, increase student participation and even in preparation for the state’s Predictive Assessment Series (PAS).
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Doherty Elementary School

Cindy Carson, a third grade teacher at Doherty Elementary School in West Bloomfield, Michigan, has been teaching early elementary students for 10 years. Combining a master’s degree in teaching from Marygrove College in Detroit and a second master’s in educational technology from Lawrence Technological University in Southfield, Michigan, Cindy has crafted a fresh approach to classroom teaching from two divergent disciplines—the art of education and the technology of teaching.
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Fremont High School

Arne Erisoty, a Shop Instructor, is always looking for ways to keep his students engaged. After being introduced to TurningPoint by a colleague, Arne chose to use TurningPoint to prepare students for their yearly state and national examinations. TurningPoint’s implementation led to a near 20% increase in student performance, results which Arne claims speak volumes to the credibility of the TurningPoint student response system.
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Hillsdale Local Schools

Krista Fitch is a District Technology Coordinator for Hillsdale Local Schools in Ashland County, Ohio. The Hillsdale district is dedicated to innovative ways to elevate educational methods, but must be cognizant of tight budgets and utilization of technology that can be shared across the district.
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Lisbon High School

Jodi McCullough is a physics, chemistry, astronomy, and geometry teacher at Lisbon High School in Columbiana County, Ohio. She teaches approximately 600 students in grades 7-12, and her average class size is 14-27 students. About three years ago, Jodi received an AYP (annual yearly progress) grant and purchased TurningPoint software, 32 ResponseCard IR keypads and an IR receiver for her classroom.
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Medina County Career Center

Dan Ciofani is a high school teacher at the Medina County Career Center. He entered the Medina County Career Center as a passionate champion of what student response technology could accomplish: encourages student assessment, supports an interactive methodology of teaching, instigates contemplations, heightens responsibility, and builds a comfortable environment for learning.
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Walhalla High School Choral Class

John Fallon has been the Choral Director at Walhalla High School, located in Walhalla, South Carolina, for the past 27 years.
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Wichita High School

Wichita High School East is located in Wichita, Kansas with a student population of over 2,000 in grades 9-12. Its student body is extremely diverse, representing a wide variety of ethnic, academic and economic backgrounds. The mathematics department at WHSE was looking for a student response system to make the classrooms more interactive and simultaneously introduce a methodology that would track student proficiency.
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Zionsville Community Schools

Zionsville Community Schools implemented TurningPoint to help educate and assess the overall standpoint of concerned community members on a proposal for the building of a new school. Additionally, TurningPoint is being used to address student specific issues that require anonymity to obtain accurate feedback.
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