Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don't understand people who approach this issue in such a black and white way.

I have a much older kid who had to learn his math facts the "old fashioned" ways. Flashcards, times tables, etc. Just repetition and memorization. It was pretty brutal.

Guess what they have on the terrible ipads. Something called Reflex that makes learning their math facts pretty painless. Such an improvement. It's an example of good use of technology.

Don't ask or look for no screens. Ask how the screens are being used.

Gamification of everything is making them unable to handle life. Sometimes life and work is boring and brutal.

To say nothing of the fact that memorization and drilling are core cognitive processes that, when developed as youths, pay dividends in adult life. People used to memorize entire long blocks of poetry or prose. Avoiding it altogether does kids a disservice. I would love to see data comparing reflex vs rote memorization for math facts. I suspect memorization will almost always win.

Let me just chime in to say Reflex is horrible for remediation tool especially for a child with dyscalculia. I was taught math the traditional way and have dyscalculia but moved pass it thanks to writing out math problems on paper. Reflex goes super fast and should be eliminated. My child with same disability in math is struggling thanks to Ipad overuse. Dreambox and Edmentum are decent to supplement work, but should not be over used.

Reflex is basically math facts flash cards. It was fabulous for both my kids. The fact it's fast means kids can knock out a math fact practice quickly, getting through many facts and automating recall. It wastes far less time than Dreambox, which is laggy and slow and not challenging. I don't think Reflex is meant for remediation. It's for practicing math facts quickly and speeding up recall. It's literally my favorite APS app.

APS misuses and overuses these apps.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don't understand people who approach this issue in such a black and white way.

I have a much older kid who had to learn his math facts the "old fashioned" ways. Flashcards, times tables, etc. Just repetition and memorization. It was pretty brutal.

Guess what they have on the terrible ipads. Something called Reflex that makes learning their math facts pretty painless. Such an improvement. It's an example of good use of technology.

Don't ask or look for no screens. Ask how the screens are being used.

Gamification of everything is making them unable to handle life. Sometimes life and work is boring and brutal.

To say nothing of the fact that memorization and drilling are core cognitive processes that, when developed as youths, pay dividends in adult life. People used to memorize entire long blocks of poetry or prose. Avoiding it altogether does kids a disservice. I would love to see data comparing reflex vs rote memorization for math facts. I suspect memorization will almost always win.

Let me just chime in to say Reflex is horrible for remediation tool especially for a child with dyscalculia. I was taught math the traditional way and have dyscalculia but moved pass it thanks to writing out math problems on paper. Reflex goes super fast and should be eliminated. My child with same disability in math is struggling thanks to Ipad overuse. Dreambox and Edmentum are decent to supplement work, but should not be over used.

Reflex is basically math facts flash cards. It was fabulous for both my kids. The fact it's fast means kids can knock out a math fact practice quickly, getting through many facts and automating recall. It wastes far less time than Dreambox, which is laggy and slow and not challenging. I don't think Reflex is meant for remediation. It's for practicing math facts quickly and speeding up recall. It's literally my favorite APS app.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don't understand people who approach this issue in such a black and white way.

I have a much older kid who had to learn his math facts the "old fashioned" ways. Flashcards, times tables, etc. Just repetition and memorization. It was pretty brutal.

Guess what they have on the terrible ipads. Something called Reflex that makes learning their math facts pretty painless. Such an improvement. It's an example of good use of technology.

Don't ask or look for no screens. Ask how the screens are being used.

Gamification of everything is making them unable to handle life. Sometimes life and work is boring and brutal.

To say nothing of the fact that memorization and drilling are core cognitive processes that, when developed as youths, pay dividends in adult life. People used to memorize entire long blocks of poetry or prose. Avoiding it altogether does kids a disservice. I would love to see data comparing reflex vs rote memorization for math facts. I suspect memorization will almost always win.

Let me just chime in to say Reflex is horrible for remediation tool especially for a child with dyscalculia. I was taught math the traditional way and have dyscalculia but moved pass it thanks to writing out math problems on paper. Reflex goes super fast and should be eliminated. My child with same disability in math is struggling thanks to Ipad overuse. Dreambox and Edmentum are decent to supplement work, but should not be over used.

Anonymous wrote:ATS doesn’t use screens at all.

ATS definitely uses Dreambox and Lexia on iPads.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:ATS doesn’t use screens at all.

Wow. Sounds amazing!!

It is. No idea why APS doesn’t duplicate the model for mainstream schools. I think it’s more work for the teachers maybe?

+1. Demand for ATS is huge. I wish they at least would have a 2nd school just like it.

Because it would empty all the involved parents from mainstream elementary schools.

Leftover schools would plummet. Same as HBW.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:ATS doesn’t use screens at all.

Wow. Sounds amazing!!

It is. No idea why APS doesn’t duplicate the model for mainstream schools. I think it’s more work for the teachers maybe?

+1. Demand for ATS is huge. I wish they at least would have a 2nd school just like it.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This whole thread is people talking out of their asses with their own biases, but what else is new on DCUM.

Would be interesting to see some actual data on the math fact question.

Like most things APS, these tools benefit struggling and lower performing learners, as alluded to because it doesn’t reinforce the deeper more self-motivated learning skills which are necessary in more advanced classes. To get you to the point you can manage a cash register or POS terminal, great. Matrix algebra, where you need to manage simultaneous arithmetic operations across multiple dimensions or integrating to find the area between two curves.

These tools are terrible for struggling learners. They get caught in endless cycles of never being able to advance.

Ideally the teacher catches and helps the kid work on the skill they are struggling on. But mine have just struggled endlessly without teacher intervention and hate using these apps now.

Maybe these apps but in general that is the consensus for edtech

Anonymous wrote:

Anonymous wrote:This whole thread is people talking out of their asses with their own biases, but what else is new on DCUM.

Would be interesting to see some actual data on the math fact question.

Like most things APS, these tools benefit struggling and lower performing learners, as alluded to because it doesn’t reinforce the deeper more self-motivated learning skills which are necessary in more advanced classes. To get you to the point you can manage a cash register or POS terminal, great. Matrix algebra, where you need to manage simultaneous arithmetic operations across multiple dimensions or integrating to find the area between two curves.

These tools are terrible for struggling learners. They get caught in endless cycles of never being able to advance.

Ideally the teacher catches and helps the kid work on the skill they are struggling on. But mine have just struggled endlessly without teacher intervention and hate using these apps now.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:ATS doesn’t use screens at all.

Wow. Sounds amazing!!

It is. No idea why APS doesn’t duplicate the model for mainstream schools. I think it’s more work for the teachers maybe?

Is this really true? That they don’t use iPads at all in any grade at ATS? I’ve never heard that before, and the ATS website says students are issued iPads. So they just literally never use them?

In ATS iPads are only for homework (something else that other elementary schools do differently: no homework).

Again wrong. ATS students do not use iPads for homework. They do not bring iPads home. They use them in the class room.

Just wanted to provide more clarification. ATS students use their iPads for lexia, dreambox and reflex. The default is not to bring iPads home but some teachers allow parents to request the iPad coming home so that their kids can spend additional time on these apps. For lexia they are only allowed to use it for 20 mins a day I believe. Not sure about dreambox and reflex. I sometimes wonder who these ppl are on dcurbanmom that completely make up stuff. It’s pretty pathetic that someone would pretend to be an ATS parent just to stir up discussion on this site. Are people that lonely and bored?

Anonymous wrote:This whole thread is people talking out of their asses with their own biases, but what else is new on DCUM.

Would be interesting to see some actual data on the math fact question.

Like most things APS, these tools benefit struggling and lower performing learners, as alluded to because it doesn’t reinforce the deeper more self-motivated learning skills which are necessary in more advanced classes. To get you to the point you can manage a cash register or POS terminal, great. Matrix algebra, where you need to manage simultaneous arithmetic operations across multiple dimensions or integrating to find the area between two curves.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:ATS doesn’t use screens at all.

Wow. Sounds amazing!!

It is. No idea why APS doesn’t duplicate the model for mainstream schools. I think it’s more work for the teachers maybe?

Is this really true? That they don’t use iPads at all in any grade at ATS? I’ve never heard that before, and the ATS website says students are issued iPads. So they just literally never use them?

In ATS iPads are only for homework (something else that other elementary schools do differently: no homework).

Again wrong. ATS students do not use iPads for homework. They do not bring iPads home. They use them in the class room.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:ATS doesn’t use screens at all.

Wow. Sounds amazing!!

It is. No idea why APS doesn’t duplicate the model for mainstream schools. I think it’s more work for the teachers maybe?

It isn’t amazing because what you are saying is simply incorrect.

Anonymous wrote:ATS doesn’t use screens at all.

Umm are ur kids at ATS? ATS students use screens - specifically Lexia and dream box.

My kids attended one of the immersion elementary use, and iPad use varied wildly by teacher/grade. Some barely used them at all, some heavily, and others in the middle. I suspect this is true at some other schools as well.

My kids are at Claremont (also a non-Montessori option school) and they seem to use iPads more than I'd like - for math apps as referenced, but also Lexia (reading app) and my upper elementary student has done google slides/ppts on their iPad. I get the benefit for more tailored learning in math/reading but given what I understand to have been challenges with the way kids were using iPads (writing to each other/commenting on things), not sure the juice is worth the squeeze at the elementary level.