More than half of students from low‑income households
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education.
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All of my students are classified with various learning disabilities. Their various learning disability makes it difficult for students to learn and improve at similar paces. Students can use iPads to practice math individually or find additional examples to help them improve at their own pace. Due the obstacles that my students face on a daily basis, my students have difficulty staying focused.
The iPads will keep students on track and introduce students to skill set that would prepare them for PARCC or any computerized testing. Everyday usage of technology will help students become more accustomed to computerize testing and improve students' testing scores.
The iPads make learning math innovative and exciting for my math students. Students can use them to gather ideas and explore new learning style. The use of these iPads will make it easier for students to self-assess and track their learning progress as well.
About my class
All of my students are classified with various learning disabilities. Their various learning disability makes it difficult for students to learn and improve at similar paces. Students can use iPads to practice math individually or find additional examples to help them improve at their own pace. Due the obstacles that my students face on a daily basis, my students have difficulty staying focused.
The iPads will keep students on track and introduce students to skill set that would prepare them for PARCC or any computerized testing. Everyday usage of technology will help students become more accustomed to computerize testing and improve students' testing scores.
The iPads make learning math innovative and exciting for my math students. Students can use them to gather ideas and explore new learning style. The use of these iPads will make it easier for students to self-assess and track their learning progress as well.
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