My students need these Chromo tablets to help them integrate technology into the curriculum.
FULLY FUNDED! Ms. K.'s classroom raised $494
This project is fully funded
My Students
Task cards are a wonderful to help students practice math concepts. These card are self-checking if students have a device that can read QR codes. These tablets will help students to be more independent as well as provide the opportunity for students to be more efficient when correcting mistakes.
Many of my students come from families that have low income and low formal education.
80% of the students who attend my school receive free or reduced lunch. Many students do not have opportunities to have hands-on or technology experiences outside of the classroom! With the economy in the crisis it is in, getting help from families that are struggling is not possible.
My Project
I like to utilize tasks cards in my math classroom in various ways. Students use these cards to practice skills they have mastered. They also use cards to differentiate their learning as they finish with material covered in class they can independently move forward. These tablets will also provide the opportunity for students to be able to move around the school building and complete many activities. Students can use them to create examples and take pictures to explain to their classmates. Students will be able to use these devices in countless ways as they bring math to life with technology integration.
These materials will allow me to help my students become more technologically advanced as they use the tablets to enhance their educational experience as well as create their own activities.
Nearly all students from low‑income households
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more
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As a teacher-founded nonprofit, we're trusted by thousands of teachers and supporters across the country. This classroom request for funding was created by Ms. K. and reviewed by the DonorsChoose team.
