The downside of using computers in learning is that you get a second go. On social media, you type > check > edit > send. Or occasionally not and it usually back fires when you read it back later and realise it did not sound how you intended.
Auto spelling corrects your every word (thank you predictive text for asking a friend to 'Poop in' this morning instead of 'Pop in' ...). Even the good old fashioned spell-checker is a great example of how you can rely on someone else spotting your mistakes and having a chance to fix things.
In most of the online maths programs, quite rightly, pupils have a second chance if they are wrong first time round. It helps learning and gives pupils additional support to understand the question. The flip side is that it encourages fast answer jabbing and there's no motivation to check before you hit Go.
A lot of our maths focus with K has been going back to basics and re-equipping him with the tools he needs because the techniques he'd picked up at school since Y2/3 were not embedded enough to support the speed of Y4 learning. I'm so proud of him for the huge strides he's made in his mental maths as he's built up a solid toolkit of mental strategies to help him with times tables, number bonds, addition and subtraction. However for the recognition of measurable progress he has to get things right first time in RMEasimaths and Explore to prove he has mastered each skill.
One to one support is helping, having a scratch pad didn't (it lay unused).
Making a fuss of the wins is helping, grumbling that he is careless didn't.
Keeping going will help. Quitting won't.
