Socrative as a tool for supporting the existing curriculum: a preliminary quantitative examination of student perspectives

Curriculum design and development is a vital higher education (HE) agenda item at both departmental and institutional level. Issues of internationalisation, widening participation, sector competition, oversight as well the increasingly market focused culture of the HE sector have placed a challenge on academics to be reflective, creative and open minded in how they approach curriculum development. A well-documented area of curriculum development involves the increasing use of technology as a pedagogic tool. Through a small scale quantitative study, this paper will seek to examine the impact of technology (Socrative) on the learning experiences of eight business management students at a UK university. Feedback from the respondents indicates that Socrative can have a positive impact on students’ comprehension of the curriculum materials. The purpose of this study is to help promote best practice and explore new strategies for technology supported pedagogy in management education.