Apps for Teaching, Not Just Reviewing

2015 ◽  
Vol 21 (7) ◽  
pp. 438-441
Author(s):  
Jennifer J. Wall ◽  
Heidi N. Beatty ◽  
Michael P. Rogers
Keyword(s):  
Mobile Technology ◽  
Basic Fact ◽  
App Store ◽  
Flash Cards ◽  
Fact Fluency

Are you fortunate enough to have a classroom set of iPads® or another type of mobile technology? Perhaps you have only one iPad linked to a projector, and you organize students in teams to take turns. What kinds of applications (apps) do you have on your classroom iPads? Looking through the iTunes App Store, one will find many apps designed to allow students to practice basic fact fluency—essentially fancy electronic flash cards. Are these truly the only types of apps that are available?

Eight Unproductive Practices in Developing Fact Fluency

2021 ◽  
Vol 114 (11) ◽  
pp. 830-838
Author(s):  
Gina Kling ◽  
Jennifer M. Bay-Williams
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Basic Fact ◽  
School Teachers ◽  
Fact Fluency ◽  
Basic Facts

Basic fact fluency has always been of interest to elementary school teachers and is particularly relevant because a wide variety of supplementary materials of varying quality exist for this topic. This article unpacks eight common unproductive practices with basic facts instruction and assessment.

Five

2020 ◽  
pp. 103-128
Author(s):  
Bruno Maçães
Keyword(s):  
United States ◽  
Mobile Technology ◽  
Mass Medium ◽  
The United States ◽  
Modern Technology ◽  
The Internet ◽  
Basic Fact ◽  
Physical Restraints ◽  
Way Of Life ◽  
In The Beginning

This chapter details how television became the first modern technology to be entirely shaped by American culture and American ambition, and to take the American way of life to its fullest development. In the beginning, the new medium was literally the product of American power, a peacetime application of wartime technology used against German submarines and the Japanese navy. Later, the connection would seem less obvious, but only at first. As the mass medium of choice during the decades when the United States conquered the planet, television quickly became synonymous with an American future of material and spiritual progress. They were a window into America, but a window displaying the American dream in all its glory, a transplant of the American life energy. Arguably, the internet, mobile technology, Netflix, and binge-watching did not change this basic fact. By liberating content from the physical restraints of the old wartime vacuum tubes, they can only increase its powers and render it, as it were, more spiritual. Ultimately, the internet can be seen as an expansion of television culture.

Assessing Basic Fact Fluency

2019 ◽  
pp. 233-253
Author(s):  
Nicki Newton ◽  
Ann Elise Record ◽  
Alison J. Mello
Keyword(s):  
Basic Fact ◽  
Fact Fluency

scholarly journals STRATEGI MEMBELAJARKAN PENGUASAAN FAKTA DASAR MATEMATIKA (MATHEMATICS BASIC FACT FLUENCY) SISWA SEKOLAH DASAR

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Dana Arif Lukmana
Keyword(s):  
Basic Fact ◽  
Fact Fluency

Penguasaan fakta dasar matematika merupakan komponen penting perkembangan keterampilan matematika siswa yang sangat diperlukan. Penulis merekomendasikan agar dalam membelajarkan fakta dasar diawali dari fase menghitung, bernalar hingga penguasaan.Implemantasinya meliputi menyajikan masalah riil dan membiarkan siswa mengembangkan strategi alaminya secara mandiri.Terkait fakta penjumlahan, strategi penalaran dapat dilakukan dengan aktifitas tambah satu tambah dua, penjumlahan dengan 0, menggunakan 5 atau 10 sebagai acuan, kelipatan dua, hingga dekat kelipatan dua. Untuk fakta perkalian strategi penalaran dapat dilakukan  dengan perkalian 0, 2, 5, 9 dan 10, dilanjutkan memanfaatkan fakta-fakta yang sudah diketahui untuk menemukan fakta baru, dan penggunaan game sebagai latihan. Sebagai catatan, beberapa hal perlu dihindari dalam membelajarkan fakta dasar matematika seperti mengabaikan strategi yang dikembangkan sendiri oleh siswa, menghafal, tes berdurasi, dan menjadikan penguasaan fakta menjadi syarat utama belajar pengalaman matematika lebih lanjut. Kata kunci:  Penguasaan, Strategi, Fakta Dasar  Matematika

Mobile Applications in Cultural Heritage Context

2020 ◽  
pp. 189-216
Author(s):  
Manuel Silva ◽  
Diogo Morais ◽  
Miguel Mazeda ◽  
Luis Teixeira
Keyword(s):  
Cultural Heritage ◽  
Everyday Life ◽  
Mobile Technology ◽  
Exponential Growth ◽  
Street Art ◽  
Computational Power ◽  
App Store ◽  
Keywords And Phrases ◽  
Web App ◽  
Google Play

As mobile technology sustains exponential growth and spread to all aspects of our everyday life and smartphone computational power increases, new promises arise for cultural institutions and citizens to use these tools for promoting cultural heritage. This survey proposes to review available smartphone applications (apps) relating to cultural heritage in three different contexts: cities, street art, and museums. Apps were identified by searching two app stores: Apple's App Store and Google Play (Android). A data search was undertaken using keywords and phrases relating to cities, street art, and museums. A total of 101 apps were identified (Google Play only= 7, Apple App Store only = 26, both Google Play and Apple App Store = 61, Apple Web Store and Web App = 6). Apps were categorized into the following categories: museums (39), street art (30), and cities (32). The most popular features are photos (96%) and maps (79%), and the most uncommon the 360 (4% – only in museums apps), games (6%), and video (15%).

Foster Fact Fluency with Number String Discussions

2018 ◽  
Vol 25 (2) ◽  
pp. 86-93
Author(s):  
Wendy S. Bray ◽  
Luz A. Maldonado
Keyword(s):  
Basic Fact ◽  
Reasoning Strategies ◽  
Fact Fluency

Talking about a structured series or string of basic fact problems is a strategy that presents collaborative opportunities for students to explore relationships among related reasoning strategies.

AAC Decision-Making and Mobile Technology: Points to Ponder

2014 ◽  
Vol 23 (2) ◽  
pp. 104-111 ◽  
Author(s):  
Mary Ann Abbott ◽  
Debby McBride
Keyword(s):  
Decision Making ◽  
Mobile Technology ◽  
Communication System ◽  
Augmentative And Alternative Communication ◽  
Evaluation Process ◽  
Decision Making Process ◽  
Alternative Communication ◽  
Ipod Touch ◽  
Feature Match

The purpose of this article is to outline a decision-making process and highlight which portions of the augmentative and alternative communication (AAC) evaluation process deserve special attention when deciding which features are required for a communication system in order to provide optimal benefit for the user. The clinician then will be able to use a feature-match approach as part of the decision-making process to determine whether mobile technology or a dedicated device is the best choice for communication. The term mobile technology will be used to describe off-the-shelf, commercially available, tablet-style devices like an iPhone®, iPod Touch®, iPad®, and Android® or Windows® tablet.

Word-Finding Support From Mobile Technology Benefits a Woman With Aphasia

2015 ◽  
Vol 24 (1) ◽  
pp. 26-39 ◽  
Author(s):  
Yvonne Gillette
Keyword(s):  
Mobile Technology ◽  
Clinical Education ◽  
Augmentative And Alternative Communication ◽  
Feature Matching ◽  
Mobile Technologies ◽  
Alternative Communication ◽  
Alternative Intervention ◽  
Communication Assessment ◽  
Word Finding ◽  
Intervention Costs

Mobile technology provides a solution for individuals who require augmentative and alternative intervention. Principles of augmentative and alternative communication assessment and intervention, such as feature matching and the participation model, developed with dedicated speech-generating devices can be applied to these generic mobile technologies with success. This article presents a clinical review of an adult with aphasia who reached her goals for greater communicative participation through mobile technology. Details presented include device selection, sequence of intervention, and funding issues related to device purchase and intervention costs. Issues related to graduate student clinical education are addressed. The purpose of the article is to encourage clinicians to consider mobile technology when intervening with an individual diagnosed with mild receptive and moderate expressive aphasia featuring word-finding difficulties.

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