Throughout this course, I have been actively looking at ways to integrate technology into my math program, to provide opportunities for authentic problem-solving, personalized learning, and to increase engagement. This past year I introduced a program called Splash Math. This can be accessed on the iPads and laptops. From my research, I have found that educational research indicates an increasing interest in how games may influence learning (Ke, 2009). Splash Math is designed to appear like an interactive game which uses coins as rewards to help motivate students to learn new concepts in math. As a teacher, I am able to assign curricular competencies to students and view detailed progress reports online. Parents can also receive emails and monitor their child’s learning on their phone. This bridges the communication between students, parents, and teachers, and further supports learning. My students love using Splash Math. We use it on average one to two times a week to assess our understanding of the whole-class lesson. What I most appreciate about this program is that it increases complexity if students are understanding, further challenging learning. If a student is not understanding, it will take them back a few steps to ensure there are no misconceptions in their learning and help fill any gaps. Students work at their own level and specific learning needs without their peers knowledge. Splash Math utilizes internal analytics to collect data on the gamers, adapt challenges to maintain flow, and provide timely feedback. As Shute (2011) shares, educational games can implement this model so that learning via game play can continue fluidly while assessments are conducted inconspicuously and so that flow is maintained (Qian and Clark, 2016). As a teacher, it is impossible to assess the learning of students at all times during math. This tool allows teachers to see how students are doing when they are working independently.

With BC’s new curriculum (BC Ministry of Education, 2015), students are developing computational, critical, and creative thinking through the core competencies. As students are using technology more and more, both in and outside of the classroom, they are gaining the skills needed to successfully use devices in the classroom. Game design and play require people to be familiar with media and technology, and it also requires people to be creative and critical thinkers, so it has great potential to facilitate students’ 21st century skill development (Qian and Clark, 2016). Using Splash Math, I have noticed that students are motivated to help each other learn. Students are excited to earn coins and purchase new worlds to explore or animals to add to their virtual zoo. “Research showed that entertainment games are able to promote meaningful learning through providing players with adaptive challenge, curiosity, self-expression, discovery, immediate feedback, clear goals, player control, immersion, collaboration, competition, variable rewards, and low-stakes failure” (Qian and Clark, 2016). From my experience, Splash Math has become a successful way to make mathematics engaging and fun. It has also demonstrated an increase in students taking ownership over their learning outside of the classroom. Students inform me that they have been practicing fractions or geometry at home because they want to improve their understanding. I think that technology in mathematics that aligns with curricular competencies and supports core competency development is beneficial.

References:

Ke, F. (2009). A qualitative meta-analysis of computer games as learning tools. Handbook of research on effective electronic gaming in education, 1, 1e32.

Qian, M. (10/2016). Computers in human behavior: Game-based learning and 21st century skills: A review of recent research Elsevier. doi:10.1016/j.chb.2016.05.023