Integrating Tech Responsibly: Tools That Enhance Math Intuition

For generations, learning mathematics relied heavily on paper, pencil, and static textbook diagrams. While algorithmic drill-and-practice has its place, it often hides the dynamic beauty of mathematical relationships. A static image of a parabola on a coordinate plane fails to show how changing a single coefficient warps, shifts, or flips the curve.

Today, educational technology offers a powerful bridge. By integrating dynamic geometry software, interactive graphing calculators, and virtual simulations, teachers can transform abstract formulas into tangible visual structures—building deep, intuitive understanding rather than mere procedural compliance.

Dynamic geometry software can be used to make rules visible. Tools like GeoGebra allow students to construct shapes, manipulate vertices, and instantly observe geometric properties in real time. Instead of simply memorizing that "the interior angles of a triangle sum to 180 degrees," students can drag a vertex across the screen, alter the triangle’s proportions endlessly, and watch the dynamically updating angle measurements always sum to 180°.

By transforming passive theorems into active discovery, students construct their own conceptual framework. They don't just know the rule—they have seen it hold true across infinite variations.

Interactive graphing calculators unlock function behaviors. Platforms such as Desmos have revolutionized how algebra and pre-calculus are taught. Sliders are particularly transformative: when exploring quadratic functions of the form $f(x)=a(x-h{)}^2+k$, assigning interactive sliders to a, h, and k lets students visually test hypotheses.

• Slider $a$: Shows immediate vertical stretching, compressing, and reflection.

• Slider $h$: Illustrates horizontal shifts along the x-axis.

• Slider $k$: Demonstrates vertical movement up and down.

Connecting symbolic equations to immediate graphical feedback helps students develop spatial intuition for algebraic functions, making behavior like domain, range, and asymptotic limits intuitive rather than abstract.

Physics and math simulations help ground concepts in reality. Interactive digital simulations (such as PhET Interactive Simulations) bring mathematical modeling to life. Whether exploring probability distributions, vector addition, or trigonometric wave behavior, digital simulations allow students to manipulate variables in real-world scenarios—such as adjusting a pendulum's length to observe its periodic motion graph.

Technology should enhance conceptual understanding, not act as an automated answer generator. To ensure tech is used responsibly in the math classroom. Effectively integrating tech would be asking "What happens to the graph when you double a rather than using tech solely to generate answers for homework worksheets.  To be effective, one should prompt students to sketch predictions before sliding a digital point rather than allowing the software to complete steps without requiring students to explain the "why". Finally, encourage inquiry, pattern recognition, and mathematical conjecture rather than replacing physical manipulative entirely for foundational concepts.

When used thoughtfully, technology functions like a microscope for the math classroom—making invisible relationships visible, inviting curiosity, and fostering a lasting intuition for how mathematics shapes the world. Let me know what you think, have a great day.

Tech in the Math Classroom: A Powerful Tool for Learning

Technology has the potential to revolutionize the way we teach and learn mathematics. When integrated effectively, it can transform the classroom into an engaging and dynamic environment where students can explore complex concepts, develop critical thinking skills, and deepen their understanding of mathematical principles.

Technology helps enhance engagement and motivation since our students have been raised on technology.  Currently it offers so many interactive simulations and games that  make learning math fun and engaging. Students can visually explore geometric concepts, manipulate equations, and solve problems in a game-like setting, fostering a sense of enjoyment and increasing motivation.  Other tools such as  spreadsheets and graphing calculators allow students to visualize data, identify patterns, and make predictions. This can make abstract concepts like statistics and probability more concrete and easier to grasp.  

Technology helps effectively differentiate instruction since it can  personalize the learning experience for each student. Adaptive learning platforms can adjust the difficulty level of problems based on individual student performance, providing targeted support and ensuring that no student is left behind.  In addition, technology  can provide accommodations for students with diverse learning needs. For example, text-to-speech software can assist students with reading difficulties or those who hate to read, while screen readers can make learning materials accessible to visually impaired students.  Furthermore, many programs such as google docs allow students to dictate their thoughts and have the computer write it down.

Technology helps student develop skills they need in the workplace.  Online platforms and collaborative tools enable students to work together on projects, share ideas, and engage in meaningful discussions about mathematical concepts.   It can also facilitate the development of higher-order thinking skills. Students can use technology to explore real-world problems, analyze data, and develop creative solutions.  Furthermore, by integrating  coding and computational thinking into math lessons helps students develop algorithmic thinking, logical reasoning, and problem-solving skills that are essential in today's digital world.  

When using technology, it should be effectively integrated.  Technology should be used strategically to support specific learning objectives, not simply for the sake of using technology. In addition, teachers  need to be adequately trained in the use of educational technology tools and how to effectively integrate them into their instruction. Furthermore, technology should be used to actively engage students in the learning process, encouraging exploration, experimentation, and critical thinking. Always ensure that students have equal access to technology and the necessary resources needed to utilize it effectively.

When used thoughtfully and strategically, technology can be a powerful tool for enhancing mathematics education. By embracing innovative approaches and providing students with the necessary skills and resources, we can create a more engaging, effective, and equitable learning experience for all. Let me know what you think, I'd love to hear.

Technology in Schools

  Today's entry is being written in response to a comment made on Twitter in response to another comment.  When you ask someone if they are joking about the use of what they see as an out dated piece of equipment, it shows a person who is out of the loop.

People often forget not all schools have the same amount of technology available.  Not all schools have enough computers or iPads for a 1:1 school.

My school used to but recently, we haven't had the money to update any of our equipment so its getting old.  We don't have enough computers or iPads for every student.  In addition, many are 5 to 6 years old.  We do have internet but the bandwidth is not enough to have more than 45 students on at the same time. At that point, students get kicked off or internet falls to a very slow drizzle so its hard to use.

Most classrooms have a smart board but about half are attached to the wall including mine. At this point it is too much trouble to have it removed because I only use mine for projecting web based jeopardy games.  I don't have time to create everything from scratch.  My students enjoy playing a mathematical version of jeopardy.

In addition, I often take already created presentations and cannibalize them for what I need out of them to use in google classroom or in nearpod.  I try to create assignments which allow students to become more independent.

I am lucky, I have a classroom set of iPads but I have to share them with other teachers in my wing.  I've been lucky to have them as many of the teacher only have the Smart Board in their classroom.

In addition, too many of my students do not have access to internet at home.  Internet out here is so much more expensive than anywhere else.  In town you can get one TB for $175 per month, here its $160 for 40 GB.  That is a big difference.  Even internet access via cell phones can be so expensive.

The teachers do the best they can with the limited technology.  The technology department  has placed the available computers on carts so teachers can check them out.  Teachers may sign up to use the computers in the library and computer room but again, due to the age, there are certain programs we can't update.

We all know what equipment and programs we should have but without an influx of monies, we can't get what we need, so we make do.

Just a plea to everyone out there.  Before you ask if someone is joking, stop and remember people may not have access to the same equipment your child's school has.  I am aware of places out there I can request equipment but some districts have a rule that if you obtain anything that way, it belongs to the school.

Let me know what you think.

Choosing Digital Tools for Underserved Students.

  I came across a fascinating article by  Molly B. Zielezinski on 7 things to think about when choosing digital tools for underserved students.  She and her coauthor sifted through multiple articles to find the most promising practices.

The first thing mentioned is looking at four specific facets of technology.  Specifically providing opportunities including one to one access to devices, a good high speed internet, using technology in an highly interactive way and for discovery, and have the right blend of teachers and technology.  From personal experience you must have a good high speed internet.

The second aspect is the context of technology.  The technology should be used to develop higher level thinking skills and 21st century skills, draw on culture and community, and finally opportunities for the student to drive their own learning.

Now for the seven considerations.  I am only summarizing everything, you should read it in its entirety to get the full story.

1.  Take into account student needs, level of technology literacy, prior knowledge, interests, etc.

2. Learning objectives and outcomes.

3. The learning activities - which include technology and which rely on technology.  I did an activity using Nearpod one time and our internet slowed down to a crawl so I couldn't get all my students on.  It made it hard to do what I'd planned.

4.  The skills, mindset, and beliefs of everyone involved both immediately and the community.

5. Does the digital resource match up to its claims?  It is advised that you play around with it to see if everything works.

6. What model will be used when students access the technology?

7. The site and district technology infrastructure.

Although this looks at underserved students, I believe this can be applied to any school who is adopting or using technology.  I think it also emphasizes the needed to use technology in a carefully planned way and that in the end, technology is a tool.  Its all in how its used.

MIT Blossoms

I was doing a search looking for MIT App Inverntor and discovered they also produce the MIT Blossoms website filled with videos for math, various sciences and engineering.  They cover a variety of topics including using geometry to build simple machines.  That looks like a cool one to use as an introduction to Geometry and its real world uses for my class.  In addition, they have a huge list of online resources for math, the various sciences and engineering.  I think that is sooo cool
On the other hand, they have my classroom set of iPads ready and I will get them during my prep period.  So this weekend I am going to set up my lesson plans to incorporate them.  I already have one plan for the students who have to retake the state graduation test.  I am going to put the practice tests on-line so they can do them and the program will produce data to help me figure out what my students need help with.  It will also help them prepare for when they must take tests on computers.  It will take a lot more work but I think it will be good for them in the long run.

update on myscript calculator

I did a bit of reading on the web and tried it out a bit more and discovered a couple things about it.
1.  You can write an equation like 2x ? + 1 =9 and it will write 2 x  4 + 1 = 8.  It will actually solve the problem.
2.  If you do 2 x 3 = 5, it will give you the answer 2 x 3 = 5  + 1  so it takes your answer and tells you how far off it is.
3.  Since it only does nth roots by using the fractional form of the radical signs, this means that students get more practice on converting radicals into fractional exponents.  I like this because too many of my students have trouble with the connection.
Finally, the student I let try it out for some work, loved it. 
I am going to continue exploring it this summer but I think I will put it n the iPads in the fall.

I showed the subtext app to the principal who used to be the science teacher.  His first comment out was that you could set up a whole week doing this type of app.  He was impressed.
So I have 3 to 5 apps that I will be working on over the summer to prepare for the fall.  I will be sharing things as I set them up.

One last thing.  My 9th graders love using the Venn diagrams to find LCM and GCF  because it allows them to see the relationship between the two.  I am going to see about creating a document that I can use with subtext or with the students that they can fill out for themselves.

Correction, observation and announcment.

I've have been increasing the amount of time I have the students on the iPads this week.  After the warmup, I send the students to a website to do something such as read or do practice problems.  They are much quieter than when I try to officially teach a lesson and they are more focused.  I feel they get even more work done.  I also show a video or two during the week instead of lecturing and they seem to pay more attention to the video than a lecture.  I still assign the study notes worksheet so they read the section but I first assign four reading for meaning statements so they preread the section.  I do not actually assign the study notes until mid week when they have had a chance to build a foundation.
The correction is that at cool math, not all lessons show up on the iPad, only some of them. It turns out the lesson on the sieve of Eratosthenes works on coolmath.com but the one on algebraic fractions does not.  So I need to check ahead of time.
The announcement is I published a short e-book on Amazon titled "Teaching math using the iPad".  It has general suggestions or types of programs, specific recommendations for how to use those apps and recommendations or suggestions for apps themselves. I give reasons for many of the recommendations.
 I will be choosing one day to offer it for free in the very near future.  I will post the date here so you all may take advantage of it being free as a thank you for reading my blog.

2nd website and mindmapping

The second website I use is www.aaamath.com.  I often use it for my Algebra I or Pre-Algebra level students who need to practice various topics.  Today I'll be sending my students here to read and practice prime factorization.  This website has a topic, information on doing it, practice and often offers games.  My 9th graders tend to be much more focused in class when they have an iPad assigment.
I gave some thought to mindmapping last night and came up with a couple ideas of how to use it in my math classes.  So far the ideas are for geometry but its a start.
Mindmapping ideas
1.  Use it for classification of triangles.  The center topic of triangles has three arms.  One for angles, one for sides and one for both.  There are more arms off of each of those topics to list the type such as right, acute, scalene or right scalene.  Add more arms for the characteristics such as acute would have three acute angles, or right scalene might list must have a 90 degree angle with three different length sides.  A 30-60-90 degree triangle would be an example.
2.  Classification of quadrilaterals.  This would work the same way as the triangles one.
3.  Altitudes, bisectors, and medians.
This could easily be done on a mindmapping app on the iPad.  I use Simple Mind.  It is free and it allows you to use a different color for each branch of the map.  Students often remember color better than something in black and white.
I'll give some more ideas for mindmapping in a day or two.

Nice web site for use with the iPad

I use several math sites in my classroom but over the next few days I will focus on three of them.  Two of these can be used with the iPad and the third required the use of Rover the last time my students used it.  I'll talk about each of the websites over the next three days.
The first website is www.mathisfun.com  After I've introduced a topic such as prime factorization, I will often use a QR code to send my students to read the material on the website.  Most of the topics have a small quiz at the end of the reading section which I have the students do.  I do not grade them on how many they got correct, only that they did it.  Its a second way to expose them to the information.
I was reading on a website that it is good to provide both written and verbal instructions so that when students are not listening to verbal directions and they ask "What am I supposed to do?  you can point them to the written instructions.  I have put the written instructions into a QR code and had the students use the iPad to read it. It actually worked quite well. 
The same website suggested giving students choices in the classroom including choices of writing prompts.  I am going to try the writing choices out with the Journalize or the Notes program.  I am having fun trying to find ways to increase writing in the Math classroom. 
Tomorrow will be www.aaamath.com

update on two apps and a new one.

I spent some time going through the Boss T Maths I downloaded the other night.  It appears the one I found are just samplers rather than the full versions. The first one, Expanding and Factoring, shows you how to expand the distributive property or factor it from the expanded form to the original problem.  The examples are for a(b + c),  a(b-c),  (b+c)a and (b-c)a.  The app provides some vocabulary and a geometric representation.  Once you get to the practice problems, you can access the ones for the first examples but the others are locked and  you need to purchase the full priced app.  You can access the first practice problems for factoring ab + ac and evaluating ab + ac.  Again, if you want to any of the other problems you have to upgrade.  I was rather disappointed in that I was unaware of this being a lite version rather than the full version.
The special binomial products is set up in the same manner as the other.  You have to upgrade to access all parts of this app.  I think I could still use this effectively with my students for reteaching or guided practice using the examples.  Although I cannot access all of the practice problems, I can always create problems with the answers contained in a QR code so once my students have finished the problems, they can check their work.
I found a book making app Book Magic.  It allows kids to make their own books.  I can see this being used by elementary students to create books on shapes,  processes,  etc.  The app comes with basic shapes and it also allows the students to draw pictures, import photos or other material.  This is a bit too simple for older students. 

Three apps

I downloaded three apps I found on a list of apps you should have if you are teaching math.  One seems to have disappeared and I've been unable to find it.  The three I found are Ooops, Virtual Manipulatives, and iSpy-x.
The basic premise of Ooops is that you get several numbers and operations that are equal to something.  You insert parenthesis to make the problem come out right.  It has 5 levels and uses all four operations.  Sometimes it uses one set of parenthesis, sometimes it uses two.  When you think you have the answer, you hit the check button and it shows the work with the answer your problem has and tells you if it is right or wrong.  I like this app in that it gives the students a better conceptual grasp of PEMDAS and how it can effect the results of the problem.
Virtual Manipulatives has actual manipulatives for fractions, decimals and percents.  It uses the bars that start at 1 and then are subdivided for 1/2, 1/3, 1/4, etc.  The 1/3 for fractions, decimals and percents has all the same color and you can move pieces so you can have students explore 1/2 = 1/4 + 1/4 or 50% = 10% + 10% + 10% + 10% + 10%.  Virtual Manipulatives is great for the upper elementary or middle school grades.  I could see using in high school with students who struggle with basic math or in a pre-algebra class.
Finally iSpy-x which is supposed to help students learn to solve simple problems such as 2 + x = 7. You can choose the one of three levels and on each level you can select the operation or used mixed operations.  I downloaded the program 3 different times and each time it had a different bug.  I could never get it to work on more than the easy level for addition.
I know that I am going to load Ooops on my iPads next year to use in the classroom.  I like it and it can provide great differentiated instruction due to the 5 levels it offers.

Good websites for math

Due to the cultural celebration beginning at school tomorrow, today is really the last day this week I will be teaching, so I made the majority of work, iPad based. 
In period 1 we've been studying scientific notation.  The students went to http://janus.astro.umd.edu/astro/scinote/  It allows the student to do practice problems before taking the quiz.  I had the students do 10 practice conversion problems before they took the quiz.  On Monday, they will do practice multiplication and division problems using scientific notation before they take the quiz.
In period 2 we've been simplifying, multiplying and dividing rational numbers.  We used this website: http://www.regentsprep.org/Regents/math/algtrig/ATO2/indexATO2.htm to practice these types of problems.  The lessons and practice sections do work on the iPad.  I enjoyed it because the students could do the problems and then check their work.  If they got stuck they could go to the solution and check out how the problem was done step by step.  It gave them some guidance and allowed them to be independent.  I did not see any students go to the solutions and just copy down the answers.
For periods 4 and 5 They will be going to  http://www.mathguide.com/lessons/SurfaceArea.html
to learn more about Surface area.  It comes with a lovely explanation and practice problems afterwards. 
I printed QR codes on paper, put directions under the codes and had the students use the iPads to read the codes so they knew what to do and the code sent them directly to the website.  I did not spend time trying to have them type it in.
I am using these activities to engage them and to monitor their understanding of the materials.  I am glad to find sites that work on the iPad. 
Tomorrow I'll be writing on three math apps I downloaded that I plan to try tonight.  I'll let you know how they work.

Virtual manipulatives in the classroom.

Currently I use two different ones in my math classes.  One is Geoboard for the iPad.  It is just like the real life geoboards we have in our classrooms except this app comes with two different boards and lots of colored rubber bands but no chance of loosing either the board or the rubber bands.  I've used it for students to create various types of triangles such as those classified by sides, or angles, finding the number of triangles in a polynomial as a starting point to find the equation telling the interior measurements of the angles, tessellations, transformations, etc.  If you use a geoboard in real life, you can use this app to do the same thing.
The second app I've used in geometry is Geometry pad.  It allows students to use a coordinate plane for geometry.  It allows students to make all sorts of quadrilaterals and polygons, triangles, circles with radius, arcs, chords, etc.  There is an option for points, angles, lines, rays, segments, perpendicular bisectors, medians, altitudes and angle bisectors.  you can draw, type, use a ruler, and do certain functions.  I've used this one when the book has a coordinate plane problem, transformations, midpoints, diagonals, etc.  If I have to resort to worksheets for certain activities, I will have my students use this app to help them complete the worksheet. 
Due to iPads not having java, I am unable to use many of the virtual manipulative websites on the internet.  I found another app that has great ratings and I hope to down load it tonight to play with.  Its virtual manipulatives and focuses on decimals, percents and fractions.  Although it is rated for middle school, many of my lower performing high school students are weak in that area.  I think this could be used in that class to help them learn how decimals, percents and fractions relate to each other.  I hope to give more information on this app on Monday or so.

Idea for the last week of school and today's exploration.

I am about 4 to 5 weeks out from the end of school where I am.  The last week of school, we don't do much so I am thinking of running a project that will be cross curricular and should be fun. I was reading the back of a VHS tape and there was a project listed called The Math Trail. The students are to use concepts from the math curriculum and create books of problems based on objects and events in their community.  For instance, students might create problems concerning how much heating oil is held in their tank and then write a problem on how much it would cost to fill.  Students would be using math and either ibooks author or some other book making publication. They could take pictures of the items, add arrows, etc. They possibly could add a voice over.  I am going to spend the next few days working up the parameters on it.
Today I had my 9th graders use their iPads to research how scientific notation is used in real life. They found two real life examples and posted them on the board (smart board).  They came up with some really good examples.  Some were the speed of light, government debt, size of a virus, size of the space inside a computer chip, a mole etc.  The kids needed experience searching for information and they also needed to discover how scientific notation is used in real life.

A first

Today the students in my College Prep math class asked me to stop the video I was showing on the properties of logs so they could take notes.  I show the videos using the smart board because I have limited bandwidth and we don't have the serious stuttering problem that often happens if everyone is trying to watch a video at once.
I am going to explore the showme and Educreation apps over the summer.  I am thinking of using the learning menu idea where I give them the menu at the beginning of the unit and let them choose a couple projects that are due at the end of the unit right before the test.  I hope that I can have the students use either of those apps for one of the projects on the menu.
I have so much to do this summer as I plan my units.  I am going to try to have more integrated technology but it also depends on what changes they make over the summer.

Guided practice

I find that I waste way too much paper when I have students do their first few problems on paper.  Most of my students throw the paper out rather than use it as an example for later, so I have them use an app like doodle buddy or SAS gloss.  Doodle buddy is more of an art program where students can use their fingers to try the problem.  It allows them to choose the background, the ink, insert text, etc.  I usually walk around the class checking their progress, answering questions, etc.  if they have done the problem correctly, I draw a smiley face, if not, they get a frowny face.  They can save the image and email it if desired.  The other program offers a bit more.
Gloss offers the drawing surface but it also allows you to choose graph paper, wide ruled or college ruled paper as a background.  This program also allows you to add shapes, write or insert text and is easier to use in a math class room.  I am going to install this program in a day or two and try it out.  I am thinking it might offer me a way to increase the amount of writing I have them do in class.  I will keep you posted on how it goes.

More on yesterday's QR experiment

I was able to export the results of the 10 question protest I gave my students on scientific notation.  The information provided includes all 10 questions, student names, their answers and their score for the quiz.  Now I can take the information, analyze it , and have a place to start teaching rather than just teaching by the shotgun effect.
I plan to use this with other classes and I am going to make it a regular part of my arsenal for next year. The site again for building your own test is testmoz.com  
I love finding places like this that I can use with the iPads.

Quizzes and such

I spoke to the school board president this morning about math and the students and ways to help the students who are not college bound prepare for life after school.  Since I am piloting the iPad program for our school,  I told the president that it is a process of my learning how to use the iPad effectively during instruction while helping the kids learn to use it as a tool so that when they leave school, they can work in a technologically heavy world.  He understands that to really integrate the iPads it will take more than one year because I am learning as I go. 
Tomorrow I"ll show him some apps on my iPad for both elementary and high school so he has an idea of what can be accomplished especially with free apps for the  iPads and mini iPads.  The elementary school will be getting mini iPads and I will be overseeing that program. 
I think for the younger elementary I'll be recommending Doodle Buddy for math and reading, the math app from SAS which has a variety of units that are great for K to about 3.  I think the Doodle Buddy will be good for students learning letters, numbers, writing words, and sentences. 
For the high school, I found a test making site  with fewer bells and whistles to use on the ipads.  I can design my own questions, decide the type (multiple choice, fill in the blank, true or false) and then get information on how the students did.  I am trying a short 10 question true or false quiz for my 9th grade Algebra class as a way to see what they already know about scientific notation.  Once done, they will go to a website to read up on the topic and take another short quiz that will give them instant feedback.  I am going to try a fill in the blank exercise from the book with the questions spread around the room (perhaps done with QR codes) and they have to find the answer in the book. 
I'll let everyone know how that goes. 
The reason for the last activity is that my students do not want to read and they need to learn to read for comprehension. 

Which is first, the lesson plan or the technology in planning?

I just read an article on edtechreview.in about technology and pedagogy in which they discussed teaching and technology.  Do you choose the technology and then write the lesson plan or do you write the lesson plan and choose the technology?  Personally, I don't think it is either.
From my perspective of teaching math, it is more important to choose the concept first, decide how you want the concept to be understood by the students and then look at where in the process the technology is best used.  Technology is a tool to help students learn the material.
One item taught during transformations is tessellations.  I introduced this section by showing pictures of tesselations on my smartboard. I asked questions about what they saw and how they think these were made.  We reviewed types of transformations and discussed  how they were used to produce certain pictures.  This was followed by a video on tessellations and I asked them to design their own tessellation on the geoboard app on the iPad.  Once they had their tessellation created, they transferred the design onto graph paper and colored it in.  This took about two 55 min periods to complete.  The students stayed engaged and we used technology to further the lesson.

I have an app on the iPad called Free graphing calculator.  I have not been using it much but I had my students in the College Prep math class use it today because it allows you to enter in a log with a base other than 10 to graph without going through the change of base formula.  That will make things so much easier teaching logs and natural logs. 
This application does more than just graphing in that it has a calculator, a table window much like the handheld graphing calculators with the x and y values,  the graphing window and the window to enter equations.  It is really nice and combines both calculator and graphing functions.  Just like a TI-82.  I am finding it is quite handy to use without having to juggle a classroom set of graphing calculators.
I am still exploring all the functions it has.  I think I"ll be spending the weekend checking it out more so that I can report back on everything it does.
I think putting enough apps on the iPad to do the job without being addicted to the apps is important.  As a teacher I need to stay at least one step ahead of my students and show them ways the iPad can be effectively used as a tool and not a toy. 
I know many of my students would rather go on the internet to play games rather than doing their work simply because most of my student's parents do not work where a computer is used for its productivity.