Evaluating the Educational Potential of iPad Math Applications

A survey sent out to preschool through 12th grade teachers working in the Midwest found that app selection is the second highest barrier to integrating iPads into the classroom. This survey also sought teachers\u27 input as to the top three apps used in their classroom fro the areas of reading, writing, math, leisure/free time, and social/emotional support. Research on effective curriculum activity components was paired with the recommended apps to formulate a rubric to determine an app\u27s educational potential. The rubric formulated for app evaluation included 5 domains: the type of skill practice offered, the number of adjustable levels, the type of level advancement, the feedback that was provided, and the type of data collection possible. A four-point Likert scale was used to determine the quality of each domain with 0 representing poor quality and 3 representing high quality. Information regarding what makes a classroom activity beneficial, how it pertains to iPad apps, and the rankings of the top recommended apps will be presented

A Modified Cover, Copy and Compare Math Fact Fluency Intervention

The use of iPads as a classroom learning tool is becoming more popular, however, their effectiveness to be used as interventions is still unknown. The authors conducted a study investigating the effectiveness of an iPad-modified cover, copy and compare (CCC) intervention. The CCC intervention is a test-study method were students memorize the math fact, cover the math fact, copy the math fact from memory then compare their answer to the one that they memorized. The authors looked at the modified intervention effect on math fact fluency by comparing student growth of a paper CCC intervention and the modified iPad CCC intervention. They also looked at students’ preferences for both interventions using the Kid Intervention Profile (KIP). They conducted the study in a 4th grad classroom in Minnesota, randomly splitting the class into two groups. One group received the modified iPad CCC intervention while the other group received the paper CCC intervention. After four weeks, they took the mid-test and KIP and switched interventions. This study lasted for a total of 8 weeks. Students’ progress was monitored using AIMSweb pre- mid- and post-test to access the growth of multiplication fact fluency. Results of this study showed that growth rates of math fact fluency did not significantly differ the interventions. This means that the modified iPad CCC intervention could be just as effective as the original CCC intervention. This provides some evidence that the iPad can be an effective multiplication math fact fluency intervention

A Brief Overview of Amblyaudia

Amblyaudia, a recent subcategory of auditory processing disorder, is characterized by asymmetrical auditory processing of an individual’s ears. Amblyaudia can result in speech comprehension difficulties, reading difficulties, information processing deficits, and inattention. These difficulties can be mistakenly attributed to Attention Deficit Hyperactivity Disorder (ADHD), Specific Learning Disorders (SLD), depression, anxiety disorders, and communication disorders. Unfortunately, traditional hearing tests do not place the two ears in competition and cannot detect asymmetry. Therefore, students who exhibit these difficulties and have normal performance on traditional hearing tests should be also evaluated for amblyaudia with dichotic listening tests. Amblyaudia can be addressed through dichotic listening tasks that strengthen the non-dominant ear, as well as minor adjustments to the classroom environment. This paper will examine the current literature on amblyaudia and provide a brief overview of the causes, diagnosis, treatments, and prognosis

Cover-Copy-Compare as a Math Fact Fluency Intervention for Students in an Alternative Special Education Program

Cover-Copy-Compare (CCC) has been identified as an empirically supported and socially valid intervention for promoting math fact fluency across instructional settings. However, limited research has investigated the effectiveness of CCC as a math fact fluency intervention within the setting IV environment with even fewer studies including behavioral measures as a dependent variable. Therefore, this study investigated the effects of CCC as a math fact fluency intervention with four 4th-6th grade students within the setting IV environment with math fluency deficits. Using a multiple baseline across participants design, baseline levels of digits correct per minute (DCPM) and on-task behavior were compared across each intervention phase for each participant. All four participants demonstrated higher DCPM on average during the intervention phase and a significant effect was found for three out of the four participants. Although on-task behavior was higher on average during the intervention phase for all four participants, a significant effect was found for only one of the participants. Overall, this study suggests that CCC can increase DCPM with little to no effect on participants’ on-task behavior within the setting IV environment