Use this program to plan and organize knowledge and ideas by brainstorming about what you have read. The cards can be moved and re-ordered. Each question card can then be connected to several answer cards, creating an organization of ideas and helping students with reading.
The purpose of this study was to examine a synergistic application of three different technologies to improve the keyboarding accuracy of an individual with significant motor disorders. Three keyboarding technologies were layered to measure the power of each assistive technology independently and collectively. The results show a significant increase in typing accuracy using the technologies in an integrated manner. Implications and suggestions for future research are put forth.
The study examined the effects of two interventions on improving student reading comprehension. The first intervention was strategy instruction. In this condition, students were taught how to strategically use their knowledge of text structure including making predictions, identification of main characters, identifying the central problem of a story, and identifying the resolution to a problem. Students were taught to note key words and were asked to make story maps for each passage that they read. The intervention lasted for five weeks.
This paper focuses on using technology to support math instruction. Technologies such as computers and calculators are widely used in the teaching of mathematics. The educators advocate the use of these tools to reduce tiresome computations and tasks so that class time can be more effectively used for learning mathematics. The purpose of this review is twofold: (1) to explore the use of computer and calculator as tools for the mathematics teaching and (2) to analyze their effects on the students' achievement in algebra and calculus.
Assumptions: Today, when technology has taken its place in almost all classrooms in schools and colleges across the country, there is a need to know how technology "influences the mathematics that is taught and enhances students' learning" (NCTM, 2000, p. 24). Rationale: This presentation describes qualitative study which purpose was to understand the process of mathematics learning by high school graduates, recent Developmental mathematics students, in a technology rich environment.
Hey Math is a web-based, supplemental K-12 math program. The program includes demonstrations of concepts, practice exercises and games in a variety of topics at each grade level. Teachers can use the program for whole class demonstrations of concepts or assign exercises and reinforcement activities to individual students. Teachers can monitor student progress for each grade-level topic.
The Read Naturally Software Edition features the same reading strategy and stories used in the Masters Edition, while taking advantage of the benefits and functionality of the computer. The Software Edition automates the placement process, assigns an appropriate reading goal, and allows you to customize the program by accelerating or skipping steps for advanced readers. It also creates detailed reports that track student progress and indicate areas that need additional coaching.
The KinderBoard can be used as a first keyboard for young children. The keyboard features 1 inch square keys and easy-to-read numbers and letters. Consonants, vowels, numbers and punctuation marks are color-coded to help students learn their alphabet and identify character sets. Use this keyboard with young students, or students who need a large key keyboard and assistance with learning letters in the beginning stages of writing.
In the 2000/2001 school year, the Moore, OK Independent School District conducted a thorough study aimed at understanding the effectiveness of the Cognitive Tutor Algebra I program on students in their junior high school system. To allow the most rigorous test of the effectiveness of this course, the study was conducted as a true experiment, with students randomly assigned to either the Cognitive Tutor Algebra I course or a traditional Algebra I course. To control for teacher effects, some teachers taught both traditional and Cognitive Tutor courses.
The purpose of this study was to test the effects of vocabulary instruction, using words with multiple meanings (i.e., contextually-based multiple meaning vocabulary instruction), on the vocabulary and reading comprehension of students. Over a three-month period, the treatment group received language arts instruction embedded within contextually-based multiple meaning vocabulary instruction. Students in the control group received the standard language arts instruction (non-specific treatment).