Developing A Retrieval Practice Maths App That Helps Pupils Retain The Core Skills Needed To Succeed At GCSE

Rachel Dunsmore started out as an engineer but retrained as a maths teacher after having four children. Now she has created Arc Maths, a new maths app that stands out from the crowd.

Ten minute daily practice improves memory of maths

Rachel Dunsmore was teaching at Manor C of E Academy in York, part of the Hope Learning Trust when they started to roll out iPads so that every single child had their own device for maths lessons. She was delighted with the technology but felt their potential significantly exceeded their use.

Create an account to read this article

£7.00+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#42748"
  ["title"]=>
  string(44) "How to embed technology in science and maths"
  ["categories"]=>
  array(1) {
    [0]=>
    string(32) "Creative Teaching & Learning"
  }
  ["url"]=>
  string(68) "https://www.teachingtimes.com/how-to-embed-technology-science-maths/"
  ["post_date_timestamp"]=>
  int(1449147940)
  ["objectID"]=>
  string(12) "post-42748-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(329) "Technology will only ever be a bolt-on in schools unless children have a real, meaningful reason to use and enjoy it. In this lively account of virtual experiments, robot cities and sci-fi Scratch games, teacher Chris Waterworth demonstrates the effective integration of tech into science, computing, mathematics and ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(406) "... enjoy it. In this lively account ofvirtual experiments, robot cities and sci-fi Scratch games, teacherChris Waterworth demonstrates the effective integration of tech intoscience, computing, mathematics and more.31Volume6.1nCreativeTeaching&LearningFocuson: Technologygave pupils a real reason to use and enjoy awide range of tech.Letting learners lead: Conductingvirtual experiments in ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(44) "How to embed technology in science and maths"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(331) "Technology will only ever be a bolt-on in schools unless children have a real, meaningful reason to use and enjoy it. In this lively account of virtual experiments, robot cities and sci-fi Scratch games, teacher Chris Waterworth demonstrates the effective integration of tech into science, computing, mathematics and more."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(11) "mathematics"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5628) "Focuson: Technology30Volume6.1nCreativeTeaching&LearningHow to embedtechnologyin science andmathsTechnology will only ever be a bolt-on in schools unless children havea real, meaningful reason to use and enjoy it. In this lively account ofvirtual experiments, robot cities and sci-fi Scratch games, teacherChris Waterworth demonstrates the effective integration of tech intoscience, computing, mathematics and more.31Volume6.1nCreativeTeaching&LearningFocuson: Technologygave pupils a real reason to use and enjoy awide range of tech.Letting learners lead: Conductingvirtual experiments in MinecraftOne way to generate excitement in a project isto start with a question rather than a learningobjective, and see where this leads. Thinkingabout the outcome and then working backwardsto find the skills needed is something I feel weneed to do more of in schools. Don’t ruin thesurprise for children – allow the learning to bea surprise.To this end, before the school year evenbegan, I started getting the children enthusiasticon Edmodo by asking them to suggest wayswe could use MinecraftEdu in school. Onechild in particular had a great idea to test blockson Minecraft using a diamond pickaxe. If you’renot sure about what a diamond pickaxe is, askany of your children in school. They are theexperts, and it’s important to remember thiswhen technology comes into schools – justask them.From his comment below, you can see howorganised his thinking is, and he is clearlyremembering the scientific methods he’dbeen taught in class. All of this pre-planninghad taken place before the school year hadeven started.As more and more exciting apps,games and devices hit our schools,it can be very easy as teachersto slip into using technology fortechnology’s sake. That’s why, this past year,I’ve been striving to make sure the children inmy class have real, connected purposes forusing technology in the classroom.For me, this means linking as many skillsfrom as many subject areas into one excitingand meaningful project – emphasis on themeaningful. Children need to see the point oflearning new skills. They need to know whichpeople are using these skills right now in theworld, and what they can personally use themfor.Technology is an especially useful tool toengage pupils in subject areas they may regardas dull, difficult or irrelevant, such as science,computing and maths. By showing them howthey can use their subject-related skills tocreate something amazing, with technologythey know and enjoy, they are quite happy todesign, build and program in sometimes verycomplex projects. I feel this is essential forlearning in every classroom, whether in primaryor secondary schools.So how have I done this in my own classroom?In the following pages, you’ll find a few of ourmost exciting STEM-related projects, whichThe child’s proposal for a fair testhttp://www.edmodo.comhttp://minecraftedu.com/Focuson: Technology32Volume6.1nCreativeTeaching&LearningTogether, we predicted that the diamondpickaxe was going to be the quickest, but Iasked him for evidence and he provided itfollowing a scientific investigation. He usedthe techniques we’d learned in school to planand carry out his investigation – a true test ofskills application. He even published his resultsusing a bar graph, which you can see below – agood use of his maths skills. I’ve no idea whyhe chose 28 cobblestone blocks, but crucially,he kept it fair. Added to this, he was using astopwatch on his iPad to time the experimentto two decimal places, ‘just in case it’s reallyclose’.Using Minecraft allowed him to carry out areal life investigation with the skills he’d learnedto solve a problem that he was interested in. Hewanted to find out once and for all which wasthe best pickaxe. We now have the scientificproof that a diamond pickaxe is better at miningcobblestone in Minecraft.Analysing the results started to raise moreinvestigation questions, just like any goodinvestigation should. He was curious to findout if other mining tools had a similar patternor if these results would display similar results,and is now planning other experiments. It wasgreat watching him carry out his investigationin class as he’d planned it, and he was so veryexcited to do it. It was pleasing to see howhe’d thought it through and planned to use hisfindings to help him in the game.The results of his investigationMore with MinecraftSoon after, we started to investigate the topicof area and perimeter in mathematics. I linkedthis topic to the real world by explaining tothe children that architects need to use thisinformation to build our houses and schools.From this, the children wanted to know howbuildings were constructed and how theirhomes had been designed. What did thosedesigns look like?Building on from this question, we startedto think about why kitchens are generally onesize, but bedrooms and gardens are anothersize. Using Minecraft and the idea that a bedtakes two blocks, we could start planning roomsizes in creative mode. Once we had built ourrooms, we counted the blocks in each room, asimple but effective way to calculate the areaof a shape. The children swiftly realised theycould make their calculations more efficientby thinking about how arrays worked and bymultiplying the length by the width to find thearea.We then moved onto splitting irregularshapes into two or three shapes and useddifferent coloured blocks to help calculatethe area. During these sessions, the childrendiscovered the formula for calculating area andit spread around the classroom.The"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(4) "apps"
        [1]=>
        string(11) "mathematics"
        [2]=>
        string(5) "ipads"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(32) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Creative Teaching & Learning

How to embed technology in science and maths

3 Dec 2015

array(8) {
  ["distinct_key"]=>
  string(10) "post#42885"
  ["title"]=>
  string(9) "BETT 2016"
  ["categories"]=>
  array(1) {
    [0]=>
    string(16) "Digital Learning"
  }
  ["url"]=>
  string(50) "https://www.teachingtimes.com/elu-55-56-bett-2016/"
  ["post_date_timestamp"]=>
  int(1454338736)
  ["objectID"]=>
  string(12) "post-42885-2"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(295) "BETT, the world’s leading event for learning technology, returns to ExCel London on 20-23 January 2016. Now in its 32nd year, the four-day event is once again set to provide education professionals with an opportunity to see, touch and test the latest and most ground-breaking technologies ..."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(411) "... n Oxford University Press – Big WritingAdventures n Twig World – Tigtag JuniorPrimary Digital Content – rest ofcurriculum n 2Simple – FAITH MATTERS n Bloomsbury Publishing Plc – Telling theTime apps n EducationCity – EducationCity n Hamilton Trust (with White October)– Hamilton Trust suite of websites:Hamilton Trust, Hamilton Player andHamilton Education n JMB Education – KS2 ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(9) "BETT 2016"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(430) "BETT, the world’s leading event for learning technology, returns to ExCel London on 20-23 January 2016. Now in its 32nd year, the four-day event is once again set to provide education professionals with an opportunity to see, touch and test the latest and most ground-breaking technologies, providing them with a taste of how those tools can be used to revolutionise learning and boost school performance.
ELU Bumper issue 55/56"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5626) "with Mobility and BYOD technology n BYOD – What you wish you had known n Incorporating social media into the learning space n Boundaries not barriers: A communities of practice approach to staff and studentengagement with digital technologies n Young Entrepreneurs Panel n Department for Education Innovation Surgery: STEM Products Showcase n Live Hackathon n The Great Education Debate: Can technology ever replace the classroom?Primary Digital Content – coresubject content n 3P Learning – Mathletics n 3P Learning – Reading Eggs(incorporating Reading Eggspress) n 3P Learning – Spellodrome n Daydream Education – Maths Tutor n Discovery Education – Phonics Modulein Discovery Education Espresso n Lego Education – MoreToMaths n Oxford University Press – Big WritingAdventures n Twig World – Tigtag JuniorPrimary Digital Content – rest ofcurriculum n 2Simple – FAITH MATTERS n Bloomsbury Publishing Plc – Telling theTime apps n EducationCity – EducationCity n Hamilton Trust (with White October)– Hamilton Trust suite of websites:Hamilton Trust, Hamilton Player andHamilton Education n JMB Education – KS2 Spanish n London Grid for Learning / Computeam– Knowledge of the Maya n Oddizzi – OddizziSecondary Digital Content n 3P Learning – IntoScience n Britannica Digital Learning –Britannica® Pathways: Science™Bett Awards 2016The finalists for the 18th annual Bett Awards havebeen announced, with entries to the awards beingjudged on uniqueness and diversity, and their abilityto meet the needs of the education sector. Finalistsare selected based on criteria including design, cost-effectiveness, effective learning and teaching styles.This year’s finalists are:Early Years Digital Content n Discovery Education – Dinosaurs Module inDiscovery Education Espresso n Learning A-Z – Headsprout n Little Fox Inc. – Little Fox n Oxford University Press – Big Writing Adventuresfor Reception (P1) n SK Telecom Smart Robot Coding Schoolhttp://www.teachingtimes.comhttp://www.bettshow.com/page.cfm/Action=seminar/libID=1/libEntryID=198http://www.bettshow.com/seminar/Lunchtime-discussion-BYOD-What-you-wish-you-had-knownhttp://www.bettshow.com/seminar/Incorporating-social-media-into-the-learning-spacehttp://www.bettshow.com/seminar/Case-Study-Boundaries-not-barriers-A-communities-of-practice-approach-to-staff-and-student-engagement-with-digital-technologieshttp://www.bettshow.com/seminar/Case-Study-Boundaries-not-barriers-A-communities-of-practice-approach-to-staff-and-student-engagement-with-digital-technologieshttp://www.bettshow.com/seminar/Young-Entrepreneurs-Panelhttp://www.bettshow.com/page.cfm/action=seminar/libID=1/libEntryID=193http://www.bettshow.com/page.cfm/action=seminar/libID=1/libEntryID=192http://www.bettshow.com/page.cfm/action=seminar/libID=1/libEntryID=203‹‹ PREVIOUS PAGE n  NEXT PAGE ››This month’sfeaturese-learning UPDATE n www.teachingtimes.com n Cambridge University Press – GCSEEnglish Literature for AQA FrankensteinCambridge Elevate Enhanced Edition n Cambridge University Press, UKEducation – GCSE Mathematics Online n PG Online Ltd – Teaching units andtextbooks n SAM Learning – SAM Learning n Show My Homework – Show MyHomeworkBest Whole Course SubjectCurriculum Resource n 3P Learning – IntoScience n Coordination Group Publications (CGP)– Salut! n Language Angels (Nubridge PublishingLimited) n Oddizzi – Oddizzi n Oxford University Press – Big WritingAdventures n Teaching Resources Ltd – GuzledTeaching Resources n Twinkl – Twinkl PlanIt Key Stage 1HistoryICT Tools for Learning, Teaching andAssessment – non web based n 2Simple Software – 2Build a Profile n Alexandra Institute – WizeFloor n Capita SIMS – SIMS Assessment n EES for Schools – Target Tracker n Global Vocational Skills – i-GVS n NetSupport Ltd – NetSupport School n Texthelp Ltd. – Read&WriteICT Tools for Learning, Teachingand Assessment – web based –classroom aids n 2Simple Software – Purple Mash n Codio Ltd. – Codio n Creaza AS – Creaza n Daydream Education – Maths Tutor n GenericMaths Ltd. – ConquerMaths.com n GoConqr – GoConqr n SAS Apps LTD – App CampICT Tools for Learning, Teaching andAssessment – web based – wholeschool aids n CEM – BASE n EDLounge – Edlounge n Frog Education – Frog Progress n GL Assessment – Progress Test Series n Learning Ladders – Learning Ladders n Prime Principle – Classroom Monitor n Shoo Fly Publishing – School360 n TES Global – TES CoursesICT Special Educational NeedsSolutions n Crick Software – Clicker Communicator n Crick Software – SuperKeys n GamelabUK – The Boris Games n Inclusive Technology Ltd – Inclusive EyeGaze Education n Mike Ayres Design – Switch4 iPad App n Smartbox Assistive Technology – Grid 3 n The Publishing Foundry – EducaterDigital Devices n Avantis Systems Ltd – Tectus n LearnPad – Folio 2 n Mozaik Education – mozaBook n NAUTILUS, S.A. – NETBOARDPORTABLE n PASCO Scientific – SPARK Element n Promethean – ActivPanel n Prowise – Prowise All-in-One n Prowise – Prowise Pro LineICT Leadership and Managementsolutions n Bluesky – Bluesky Education n eCadets – eCadets n EDLounge Ltd – EDLounge n EES for Schools – School Effectiveness+ n Groupcall Limited – Groupcall Emerge n Oxford University Press – SchoolImprovement Pathways n Prime Principle – Classroom Monitor n Show My Homework – Show MyHomeworkICT Service and Support n 3BM Ltd n Firefly n Joskos Solutionshttp://www.teachingtimes.com‹‹ PREVIOUS PAGE n  NEXT PAGE"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(4) "apps"
        [1]=>
        string(11) "mathematics"
        [2]=>
        string(5) "ipads"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(16) "Digital Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Digital Learning

BETT 2016

1 Feb 2016

array(8) {
  ["distinct_key"]=>
  string(10) "post#42926"
  ["title"]=>
  string(65) "Powerful everyday learning experiences? There’s an app for that"
  ["categories"]=>
  array(1) {
    [0]=>
    string(32) "Creative Teaching & Learning"
  }
  ["url"]=>
  string(53) "https://www.teachingtimes.com/theres-an-app-for-that/"
  ["post_date_timestamp"]=>
  int(1455208232)
  ["objectID"]=>
  string(12) "post-42926-2"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(319) "We’ve seen conflicting evidence about the educational impact of tablets in schools - but used with a clear purpose in mind, the results can be inspirational. Chris Waterworth shares a very personal account of the powerful impact his school’s one-to-one iPad initiative is having on pupils’ motivation ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(357) "... big interactive whiteboard.In the future, I can see the children buildingup a portfolio of this sort of evidence to supportassessment – and not just in mathematics. InEnglish, pupils could record an analysis oftheir own and/or each other’s writing, notingannotations on the screen. Eventually, we e-Learning70Volume6.2n CreativeTeaching ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(74) "Powerful everyday learning experiences? There’s an app for that"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(4) "apps"
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(360) "We’ve seen conflicting evidence about the educational impact of tablets in schools - but used with a clear purpose in mind, the results can be inspirational. Chris Waterworth shares a very personal account of the powerful impact his school’s one-to-one iPad initiative is having on pupils’ motivation and achievement in literacy, maths and more."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(5) "ipads"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5604) "a clear plan of what they needed tofilm, off they went. This is where individual iPadscame into their own – I could actually have anentire class doing this all at once! Volume6.2n CreativeTeaching & Learning69e-LearningIt was great to see the children actively involvedin creating their own independent projects butalso working in small groups to support eachother and share ideas. They were using the wholeschool to film their trailers, both inside and outsidethe classroom. Because the storyboard gavethem the structure, they were able to know whatshots they required instantly and edit on the go,watching recorded clips of films, then reshootingor clipping them down – it was brilliant to see.Another pleasing thing to observe was how theywere sharing video clips via email and AirDrop todifferent members of the class to save time. Thissped up the process and enabled the children topublish their work much more quickly.The children were also sharing their videos usingEdmodo to get feedback from their whole class. Icould see them building on the work of others aswell. You could hear the children saying, ‘Oh I likethat, let’s do that!’.Keeping the purpose in mindBecause the children each had their own devices,and everything we needed was already on theiPad (we didn’t have to scramble around forvideo cameras, cables and access to computers),we were able to create something that lookedgood extremely quickly and efficiently. In fact, thechildren spent just two days creating their trailers.Throughout that time, however, I emphasisedthe importance of making sure the final trailerhad a clear story running through it. It could lookas professional as they liked, but ultimately, it stillhad to meet its intended purpose of establishingthe premise of the story and engaging the viewerin reading it.This is something we must always rememberwhen using technology; it all looks impressive,but if the final outcome doesn’t work, then thereis not much point in using it.Further uses for videotechnologyAs I wrote about in a previousarticle for this journal3, my classand I have been using video aspart of our flipped classroomfor a while – but I’ve alwaysproduced the videos for thechildren. I’ll certainly keep doingthis, as I’ve found it incrediblyuseful in allowing childrento find their next steps andto know which challenge theyare attempting each day.When sharing the videoswith my class, the pupils would often ask mehow I created the videos in one go – I made thecalculations look so easy! And they were right. Ihave mastered the mathematical concepts.This got me thinking… this could be a greatassessment tool! I wanted to find out whethermy pupils could use the four written methods ofcalculation for addition, subtraction, multiplicationand division. Of course, I could look in their books,but how well did they understand the methods?Could they use the correct mathematicallanguage? Their explanation would tell me.I use Vittle when creating my short mathsvideo guides – I only use the free version asI find limiting my explanations to a minuteenables me to get to the point, and its simplicityalso stops me from spending ages ‘beautifying’the presentation. I simply speak alongside myscreen drawings and then upload them toEdmodo to share with the children. Now it wasthe pupils’ turn to do the same.What I have observed when watching theirvideos has been invaluable. I’m not waiting tomark an end product and then trying to work outwhere they’ve gone wrong – I am watching 30children calculate in real time, I can see and hearthem, and I can quickly identify the exact momentthey make a mistake and understand the thoughtprocesses behind it.Some children chose to post their videos ontheir Edmodo timelines and ask for feedback,giving them instant peer assessment. Othersshared their videos via AirServer, and we looked atthem together on the big interactive whiteboard.In the future, I can see the children buildingup a portfolio of this sort of evidence to supportassessment – and not just in mathematics. InEnglish, pupils could record an analysis oftheir own and/or each other’s writing, notingannotations on the screen. Eventually, we e-Learning70Volume6.2n CreativeTeaching & Learningwould have a library of videos and imagescreated by me and other children in the classor school.Technology is a tool, not anoutcomeUsing technology in the classroom needs acomplete change in mindset and a rethink of yourapproach to children’s learning. It is important toremember that technology is a tool to be used,not a learning outcome. I cannot stress this pointenough to colleagues at school, on Twitter, parentsand even the children themselves.As you’ve probably guessed, I am a huge fanof technology, but it doesn’t mean I use it inevery learning experience. There needs to be avery valid reason to be using technology and anoutcome that has benefited from it at the end.If I can use a pen and pencil to make notes, do Ireally need Evernote? I’ve found it is hard to breakold habits when you’ve not been surrounded bytechnology all your life. Our children tend not tohave this difficulty – they are the first generationof digital natives.Have a look at the image below. Created byeducation blogger Bill Ferriter4, it emphasises whywe need to think more carefully about why we areusing technology.I still come across teachers who will say, ‘I need tomake a video, I haven’t done any ICT for a while.’My question to them is always the same: ‘Why doyou need technology? Can you reach the sameoutstanding outcome"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(11) "mathematics"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(32) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Creative Teaching & Learning

Powerful everyday learning experiences? There’s an app for that

11 Feb 2016

array(8) {
  ["distinct_key"]=>
  string(10) "post#39120"
  ["title"]=>
  string(20) "Product Update: July"
  ["categories"]=>
  array(1) {
    [0]=>
    string(16) "Digital Learning"
  }
  ["url"]=>
  string(46) "https://www.teachingtimes.com/elu-17-products/"
  ["post_date_timestamp"]=>
  int(1311955134)
  ["objectID"]=>
  string(12) "post-39120-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(168) "1. ParentMail 2 + ParentPlanner launched
2. MathBoard for IPad
3. Samsung Chromebook Series 5
4. Promethean ACTIVboard 378 Pro
5. RM Slate 100 Windows 7 tablet"
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(446) "... Addition,Subtraction, Multiplication andDivision problems. (iPad, MacOnly).Quick reference math tablesfor Addition, Subtraction andMultiplication. (iPad, Mac Only)Student Profiles allows you to tracka students progress. (iPad, MacOnly)Presets for settings to make changequiz parameters quick and easy.(iPad, Mac Only)Supports VGA Output (iPad Only)LanSchool Ed App Certified (iPadOnly ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(20) "Product Update: July"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(168) "1. ParentMail 2 + ParentPlanner launched
2. MathBoard for IPad
3. Samsung Chromebook Series 5
4. Promethean ACTIVboard 378 Pro
5. RM Slate 100 Windows 7 tablet"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(5) "ipads"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5652) "This month’s New ProductsParentMail 2 +ParentPlannerlaunchedParentMail 2 along with amobile ‘App’ for parentscalled ParentPlanner has beenlaunched by ParentMail +Pay.ParentMail 2 has been developedusing the latest software technologyand will move into a full ‘cloud’environment. This will enable itto grow easily with demand andprovide a highly flexible platformfrom which the company will beable to incorporate new services andfunctionality in the future.In addition to being able to sendemail and text messages to parentsand collect and manage payments,schools, nurseries and children’s clubswill see a faster, slicker user interfaceand several valuable new features.Parents will be able to ‘giveconsent’ without having to print,sign and return slips; schools andclubs can automatically address andprint letters for unregistered parents;and if  required, payments fromparents can be made into differentbank accounts.ParentMail 2 will be availablein the autumn. Schools alreadyusing ParentMail will receive a freeupgrade to ParentMail 2, includingtraining. www.parentmail.co.ukhttp://www.teachingtimes.comThis month’s New ProductsMathBoard for iPadMathBoard fromPalaware uses an iPadapp which emulates achalkboard.The software lets you chooseamong seven operations. Theyinclude the familiar addition,subtraction, multiplication,and division. But you and yourchildren will be challenged bysquares, cubes, and squareroots. These advanced operatorsstretch the program fromprimary school to far beyond.You can set limits to avoidfrustration or increase the challengefor yourself  and others. For instance,you can set the total number ofproblems to solve in a set, or adjust therange of  numbers to avoid problemsthat include values that are beyondthe mathematical scope of  the personusing the program.While solving problems, a workarea on the chalkboard appears at thebottom–and can expand full screen–with multiple colours of  chalk.There’s also a built-in ‘problemsolver.’ This tool walks you throughsolving an equation, showing eachstep along the way. This helps reducethe complexity of  a problem to itscomponent pieces.MathBoard features:Random problem generation (upto 250 questions per quiz).Addition, Subtraction,Multiplication, Division, Squares,Cubes and Square RootsNumber ranges are configurablefrom -1000 to 1000, including theability to require certain numbers.Intelligent ‘wrong’ answergeneration makes guessing moredifficult. Includes the ability toomit negative answers.A quiz can be timed, and timingcan be set as a countdown timer orelapsed time.A quiz can be saved making itsimple to replay a similar quiz or■■■■■■the same quiz at a later date.Wrong answers are reviewablewith both the incorrect and correctanswer visible (and equationdisplayed). You can even generate aquiz from just the wrong answers.Problem Solver for Addition,Subtraction, Multiplication andDivision problems. (iPad, MacOnly).Quick reference math tablesfor Addition, Subtraction andMultiplication. (iPad, Mac Only)Student Profiles allows you to tracka students progress. (iPad, MacOnly)Presets for settings to make changequiz parameters quick and easy.(iPad, Mac Only)Supports VGA Output (iPad Only)LanSchool Ed App Certified (iPadOnly)http://www.palasoftware.com/■■■■■■■http://www.teachingtimes.comThis month’s New ProductsSamsung Chromebook Series 5 two USB ports; but there’s no way in Chrome OS to install new devicedrivers, so you can only connect pre-supported devices. That means if  youwant to print out a web page fromChrome OS, you’ll have to use Google’sroundabout Cloud Print service to sendit via a different computer.The main use for the USB sockets– such as the SD card slot, for example– is for connecting external storage. TheChrome OS file browser can view, playand queue the most common file types,including PDFs, pictures, music andvideos, and you can also register servicesfor specific file types: for example, onceyou’ve installed Picasa, the next timeyou connect a drive containing JPEGfiles, you’ll see the option to uploadthem to Picasa.Although the Chromebook iscomparatively cheap, its slim chassis issturdy and stylish. The matte 12.1inLED screen offers a comfortable 1,280x 800 resolution, and a bright, sharpimage. The Chromebook’s actualusefulness, though, depends on whatyou want to do. For basic web browsing,the screen and keyboard are perfect, andThe Samsung ChromebookSeries 5 is a product thatembraces the concept of  cloudcomputing in its purest form– running online applicationsthrough the Chrome webbrowser. The browser is youronly interface to the OS: it isn’teven possible to install otherapplications beyond browserplug-ins. It’s the web or nothing.However, although the ChromeOS  relies on an internet connection,many third-party applications can beused offline, using HTML 5’s newoffline storage features – for exampleoffline versions of  Gmail, GoogleCalendar and Google Docs.Google says the Chromebook needsno antivirus software, being far moredifficult to hijack than Windows or OS X.It’s arguably better for data security,too. Since your data lives in the cloud,you won’t lose it if  your Chromebookis lost or stolen. All that’s held on theChromebook’s tiny 16GB SSD iscaches and settings – and even these areencrypted, so without your passworda thief  can’t access any information atall. You, meanwhile, can simply pickup another Chromebook, enter yourcredentials and carry on working.The Chromebook Series 5 hardwareadopts a simple design, to"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(4) "apps"
        [1]=>
        string(11) "mathematics"
        [2]=>
        string(5) "ipads"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(16) "Digital Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Digital Learning

Product Update: July

29 Jul 2011