Handheld devices were used in a
math tutoring for fractions. A small group was created and given practice
problems on fractions. The students were able to answer anonymously with their
responses and the teacher responded with immediate feedback based on the
students’ responses. In the small group as the tutoring was on going
practice problems were scaffold on the devices to give the
students practice. Each device was individualized. The purpose of the
study was the use on handheld devices and their impact on students struggling
with math. Unsurprisingly the devices had a positive impact on the struggling
students and they had a positive gains in the areas practiced with the devices.
Here is a sample of a simple quiz
created for learning colors. I created this sample to show this game can be
used with any concept and tailored to your audience and purpose. Kahoots also
give you the option to add a YouTube video for your audience to enjoy as they
wait for everyone to login.
I could use this idea of hand
held device as a response to anything we are doing in the library. My choice of
handheld devices would be an IPAD mini because I could also use it for so many
other things. I could download the app Kahoot and ask a response to a lesson
and the students could create anonymous names and respond. It would be a way
for me to check in and see my audience understanding of the topic I just
taught. I would be able to tell based on immediate answers what I could reteach
or explain in more details. I am sure there are other free response apps that
do something similar. Also if I am using the same handheld devices I could
create other practice activities to target or support the students learning. If
my target was teaching about how to use a database, we could all with our
handheld device be practicing along as I taught.
References
Roschelle, J., Rafanan, K., Bhanot, R., Estrella, G., Penuel, B.,
Nussbaum, M., & Claro, S. (2009, October/November). Scaffolding group
explanation and feedback with handheld technology: Impact on students’
mathematics learning. Educational Technology Research and Development, 58(4),
399-419. Retrieved June 16, 2016.
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