Earlier this week in our fourth grade classroom, we conducted a successful math lesson utilizing iPad technology in conjunction with existing interactive whiteboard and projection equipment already in place in the classroom. The objective of the lesson was to familiarize students with the iPad, while building essential mastery of basic multiplication facts and concepts. The lesson also served as an introduction to
video mirroring, in which a digital AV or VGA adapter is used to mirror exactly what you see on your iPad on a larger screen, such as a SMART Board or eno interactive whiteboard. While there are some technological limitations (not all iPads and applications support full mirroring), video mirroring can be a very effective way of sharing iPad content in the classroom.
For this lesson, an iPad "station" was set up facing the front of the classroom. We used
My Math Flash Card App for the lesson. Working together, the children attempted to solve multiplication problems as quickly as possible, beginning with basic facts and moving on to more complex problems. Paper and pencil were available for those students who needed to write out or double-check problems. During this problem-solving activity, the iPad screen was mirrored on the much larger eno board in the front of the room for all the class to see.
During the lesson, students were engaged and motivated. Working together and as individuals, they were able to improve on their results with each successive multiplication challenge. Several students who have previously struggled with basic multiplication facts were eager to participate and did not exhibit the anxiety or frustration that sometimes accompanies similar tasks. The app we used is relatively easy to use and engaging. The graphics are simple and the colors are basic; the children were able to navigate the app with minimal teacher assistance. However, it is important to note that one member of the collegial circle feels that the design of this app is flawed, as the input of two-digit products and sums in regard to place-value position requires calculations to be performed mentally.
We believe this lesson was a success and look forward to designing future lessons that combine various forms of technology while addressing common core standards and grade-level curriculum. Although there are certain technological limitations and issues to consider, combining interactive iPad technology with video mirroring can help teachers design successful lessons that motivate and engage a wide range of students.
