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The purpose of this study was to determine the efficacy of computer-based math interventions in an attempt to improve math performance of fourth and fifth grade students with math struggles; most notably memory, retention deficits and poor recall. As mathematics is cumulatively based, it is imperative that students master one concept before moving onto the next. Noted math deficits are typically evident by middle school corresponding to the introduction of algebraic concepts. This study found that the foundation of skills can be attained with computer-based math interventions that directly targets deficit areas with routine, strategically designed practices designed specifically to improve retention and retrieval of math foundations.

This article described how computer-based math interventions can be used in the classroom to improve students' performance in mathematics. The study described in the article explains that instructors can use computer-based programs with their students if they are used with fidelity and are monitored by teachers.

The study compares students (grade 4) that received traditional instruction to those who received computer assisted instruction (CAI) with traditional instruction for basic math facts. The results show that daily CAI positively effects student math achievement. This study is interesting in that students received 10 minutes of CAI to achieve these results.

The study described in this article is very interesting because it relates to our group's Exploratory Question. We are trying to see if computer practice one or twice a week correlates to progress in students' mastering their addition and subtraction facts. As shown in the article, computer assisted instruction had a positive impact on the students' fluency of basic math facts.

This article provides a literature review on studies that have been completed to look at the impact of Computer Technology and Math learning. This review looked at 46 studies that were conducted. The results overall showed a positive effect when Computer Technology was being used. However, the study also points out that when using CT, it must be combined with good teaching in order to maximize student understanding and learning.

I selected this article because I was curious to learn how the authors investigated the student achievement issue with their student centered (experiment) group and a teacher centered (control) group comparison study; all while being supported by the curriculum, teachers, and professional development. The student centered group engaged in the use of drill and practice of computation based on the school's mathematics curriculum, in addition to an introduction to the use of presentation software. Meanwhile the control group focused only on the teacher instruction. Moreover surprisingly based on the results of the study, the students involved in the Computer-Assisted Instruction (CAI) experiment group did not have a statistically significant positive influence on student achievement. Jennifer Smith

I was highly impressed by this young teacher's blog. He is already teaching like a master teacher. David Leed's blog has a tons of great teaching ideas and links.

Raz Kids is an online tool that students can use to listen to stories based on their reading level. The students can read the text to themselves or have the computer read it to them. Reading on a students F&P level is important for student success and will help the student make progress throughout the school year.

As the school year kicks into gear, try these painless ways to incorporate technology into your teaching day.

This interactive site is great to use on a Smartboard or on a computer. The content and skill levels are from K-5.

With Splashtop software I am able to access my laptop through my iPad. This software allows me to move freely around my classroom and instruct. In our health lessons I am able to display our power points or access online resources on my computer from my iPad. It also has a tool called whiteboard, which allows me to draw, highlight, circle, or point out different things that are displayed on my screen. This could really come in handy when we talk about different muscles in the body and allow me to really point out a specific muscle. This is a great resource for a teacher, but unfortunately is not free.

This is a great mathematics drill-and-practice educational software for students of all ages. It is completely web-based, and so students can access it from any computer with an internet connection. Each student has a personalized account and completes drills that focus on his or her specific "math fact needs". Thus, students are receiving individualized practice for math facts. My students love it! It's free, easy to use, and extremely student-friendly. I highly recommend it!

Within the website "Starfall" for beginning level readers there is an entire letter practice session; it is in the form of an interactive game. All of the letters of the alphabet are presented and students are able to click on one. It then takes the student through an interactive presentation (visuals and sounds) of that letter: it shows the upper and lowercase form of the letter, makes the letter sound, shows and says words that begin with that letter and dictates a sentence to students using many words beginning with the chosen letter. This would be good for students who are struggling to identify the letters of the alphabet and their sounds; good for repetitive, independent practice as students could use this by themselves on a computer.

Students' middle grade attendance is a strong indicator of future high school performance. As such, middle teachers can use such attendance info to identify students who may tend to struggle in high school, and give those students needed support in advance of ninth grade. I have not been able to implement the strategies mentioned (its Summertime!) but I intend to try some this Fall with the 10 or 15 students that I know will be attendance issues in my 8th grade classes.

Like you mentioned, I already know a handful of students going into 8th grade (I teach 6th-8th grade computer technology as a creative arts course) that will be attendance, behavior, and/or low GPA's. I feel like while our schools try to support student learning, we too often push kids through from one grade to the next. I have students this past year who in the semester every other day that I instruct them (45 classes in all), they have missed more than half and yet they promote to the next grade. Each of the five areas highlighted raise good points and I actually find some of the statistics very alarming considering the small differences in percentages. For example, Figure 3 on page 8 depicts two identical students with exact achievement marks in 5th grade. By the time they reach 8th grade, one students attendance improves 2% and the other students attendance drops 4% to a 93% avg. attendance rate. While this doesn't sound like a terrible drop (at least to me), the possibility of these students being on track for 9th grade went from 93% for the student who improved attendance compared to 66% of this student being on track for 9th grade whose attendance dropped just a few percentage points. I think more needs to be done at the school level to improve performance and setup interventions that help our students succeed rather than worrying about the multiple standardized tests that students are required to complete throughout the year. Thank you for sharing! I'm definitely reading over this again as I prepare for the upcoming school year with my middle school students and may even share it with my staff.

This paper focuses on the critical issue of using technology as a tool to enrich classroom practices for LEP students. When instructional technology is integrated in a competent and effective manner, students have control over their learning by being able to control their time, speed of learning, choice of topics, and it gives LEP learners prompt feedback. Data is cited from various authors; along with research from two diverse schools (El Paso, TX & Schaumburg, IL) where technology was used to successfully support LEP students. Information from ISTE is included curriculum instruction is defined and the NCLB is discussed throughout the paper. A great deal of information is included to help support the LEP student, family, and teacher.

This new PBS site includes not only lesson plans, but also different kinds of media, including the following: 1. Audio 2. Documents 3. Images 4. Interactives 5. Videos PBS has just recently opened this site, which allows educators to download video to their own computers or to play the file (full-screen if desired). Educators need to set up a free account in order to download files.

Even if you are not a fan of PBS, the teacher resources offered by PBS are extensive and encompass most content areas. Users can search by grade, content area, and topic.