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ICT Reflective Summary: Clare Newman

Part-Time Teacher - Year 2 & 3 Class.

Focus: To integrate the laptops into my basic facts programme and where appropriate 'strand' maths.

Rationale: As we were lucky enough to have access to computers on wheels I wanted to make use of them in the classroom. I wanted to include them as part of my usual programme to enhance children's learning. As I was aware of a variety of websites that had fun but eduacational maths games I decided to focus on maths for my area of integration. I felt this would be beneficial as the children could practise their basic facts independently while I worked with groups on the mat. Before the purchase of the laptops the children often took turns to play maths games on the classroom computer and the IWB. The children were always very motivated and keen to have their turn.

What I did: (Basic Facts - Taught as the main focus for numeracy each Thursday)

 - Searched the web and talked to colleagues about useful websites for basic facts practise.

- Discussed with the children which websites were acceptable and useful during basic facts lessons.

- Introduced new games (websites) to the children using the IWB.

Had two basic facts sessions using the laptops with no children on the mat so that I could monitor what the children were doing - ensuring they were on task and being available to help those who needed it.

Set up a routine where the first group to work with the teacher on the mat read a book or did a puzzle whilst the laptops were being given out.

- Set ground rules so that the next group of children to be called to the mat did so promptly and without complaint.

- Introduced the Ipods and had the children practise their basic facts through apps such as 'funky fish' and 'Monkey Maths.'


The integration of the laptops into my basic facts programme has been very successful and I have noticed the following changes:


The children are highly engaged in what they are doing and show excitement at maths time.

The children work independently which fosters the key competency of 'managing self'.

The teacher is able to focus on the group on the mat with much less interruption from the class.

The children are becoming very competent with their knowledge of the basic facts. (Which is also due to our successful 'spin' programme for the maths warm-up.)

Including the Ipods in the programme added some more excitement and variety and ensured that there was always some form of technology available to all the children during maths time. This meant no children felt left out or frustrated waiting for their turn.

What I did: (Strand Maths - Fridays)

I integrated the laptops into my existing programme by having the children use the laptops for work which was previously done through worksheet, pencil and paper type activities. Some examples are as follows:


The children have used the Activinspire programme to create graphs using the drawing tools and pictures placed by myself into a folder in 'My Collections'.

The drawing tools have been used to experiment with shapes and create pictures using shapes.

The children have experimented with translations ie; rotation, tessellation, slides.

Patterning activities using pictures placed in My Collections or the shape tools.


It was much easier for the children to achieve success and have work that they were proud of.

The children were able to manipulate shapes and therefore experience rotation and angles in a simple context.

Work was completed faster and tidier, for example - patterning. The children could duplicate images rather than cut and paste and delete mistakes with ease.

Where to Next:

I would like to integrate the use of the laptops into other curriculum areas. The first area of focus would be writing. I will look at how other teachers in our school are using the laptops in this area and implement their use for one block a week to begin with.  


  • Gina Kitchen

    Hi Clare

    Thank you for this fantastic reflective summary. It is very thorough, and would provide a great starting point for any other teacher considering trialling something similar with their children. The children’s work samples are great, and show progression of skills development over time. This is great to see, and is a prime example of how mathematics learning can be both engaging for all children and a lot of fun.

    Keep up the good work.


    Morningside School Principal