|Student uses laptop during fact station|
Laptops Transform Fact Station
This year Tabitha’s school purchased a classroom set of laptops for teachers to check out for their students. We have always talked about how nice it would be to incorporate iPads or more individualized forms of technology at the game or fact stations, but money was the main obstacle. This purchase caused Tabitha to be able to check out the laptops each day during math workshop. She incorporated the laptops this week during fact station. So far, students have used the laptops to play fact games such as Multiplication Grand Prix and other math games that build fact fluency. To allow students easy access to these teacher-selected links, Tabitha linked the fact sites to her class website.
As this is still a novel change to the math workshop routine, we look forward to seeing the long-term impacts that this change has on student learning (mastery of basic facts) and engagement. So far, however, Tabitha has noticed increased student motivation (engagement), resulting in easier management of student behavior during math workshop.
Assessing Laptop Use Efficacy
So all these anecdotal assumptions about student learning are great, but where’s the proof (i.e. empirical evidence) that this change will lead to student learning? Enter mobymax.com. We are anxious to see its usefulness in the classroom. The idea with having students use this site is that it will allow Tabitha to create student profiles→ students will play math games--> and the system will then track each student’s progress through the fact games-->the site provides Tabitha with data on student growth, and students can also view their progress. Did we mention that the games are aligned with Common Core!? Double yeah! So, the hope is that Tabitha will be able to seamlessly implement this resource, via the laptops, during fact station.
|Student profiles reveal progress|
We'll keep you posted!