Boom Learning offers free access to schools

From now until the end of February 2022, Boom Learning is inviting teachers to try Boom Cards for free. New customers get two months of access to Essentials memberships. This will allow you to use Boom Cards with 17 classrooms and 150 students, whether you’re teaching remotely or in the classroom. It’s our way of responding to the current crisis caused by staffing shortages and COVID outbreaks. Once you set up an account, you’ll have the ability to assign free or purchased Boom Cards, and you’ll be able to see detailed reports on your students’ performance.

At the same time, we’re giving schools the opportunity to set up free accounts, too. Admins can email helpforschools@boomlearning.com to get their staff members set up with 60 days of free access. You can see more details about the school promotion here. Sign up before the end of February to take advantage of this offer.

Boom Learning accounts have always been free for parents. Creating a single classroom for 5 students or less is easy and free!

Seattle King 5 helped us spread the word about the free offer from Boom Learning.

Here’s what our followers are saying:

@ematty9: it was my saving Grace while doing virtual therapy sessions

@mme.howell: Love this!!!

@jenwebba: Thank you so much!!!!

@slp_madness: If you haven’t tried boom cards nows the time! ❤️❤️❤️

@okanaganslp: Now this is what I’m talking about! Way to go @BoomLearning…!

@afreshbreathonteaching: If you haven’t tried Boom Cards yet (which I highly suggest), here is an awesome opportunity!

@frenchisfunavaecmmereid: If you were looking to try Boom Cards and haven’t before, this is a great time to!

Learn more about how teachers are using Boom Cards for readingmath, and speech therapy. When you search our Store, you can select from a number of subjects (ranging from “special education” to “career & technical”). It’s also possible to search by grade level.

Check out our growing list of research about using Boom Cards to meet educational objectives:

Belise, J., Burke, R., Clark, L., Jepsen, R., Welch, K., Dennis, L., McDonald, N. (2021) Developing Remote Delivery of Language and Cognitive Training for Use with Children with Autism: A Technological Report. Behavior Analysis in Practice 14:434-444. https://doi.org/10.1007/s40617-020-00544-6

Branham, A., Using High Leverage Practices to Support Early Childhood Special Education Students and Families During Distance Learning (2020). Dissertations, Theses, and Projects. https://red.mnstate.edu/thesis/399

Carpenter, J., Shelton, C.C. & Mitchell, L. (2021). “Like buying time”: Educators’ Use of Online Education Marketplaces during the COVID-19 Pandemic. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning(pp. 644-653). United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 1, 2021 from https://www.learntechlib.org/primary/p/219722/..

Chase, Anthony. A Telehealth Initiative at Hopebridge, LLC: A Doctoral Capstone Project (April 2021). Capstone Project. https://scholarworks.iupui.edu/handle/1805/26541

Davis, Kalvin, “TEACHING SPECIAL EDUCATION IN THE MIDST OF COVID-19: CURRENT CONDITIONS OF DELIVERING SPECIAL EDUCATION SERVICES DURING DISTANCE LEARNING” (2021). Electronic Theses, Projects, and Dissertations>. 1166. https://scholarworks.lib.csusb.edu/etd/1166

Deatrick, Megahn Ashley, Increasing Student Engagement and Achievement Using an Incentive Based System (2021). Dissertations, Theses, and Projects. https://www.proquest.com/openview/0db496e320c22697010fbe921041e44b/1?pq-origsite=gscholar&cbl=18750&diss=y

Grogan-Johnson, Sue. The Five W’s Meet the Three R’s: The Who, What, When, Where and Why of Telepractice Service Delivery for School-Based Speech-Language Therapy Services. Semin Speech Lang 2021; 42(02): 162-176. https://www.thieme-connect.com/products/ejournals/abstract/10.1055/s-0041-1723842

Hangen, M.M., An Assessment of Token Value and Effectiveness (2020)Dissertations, Theses, and Projects. https://www.proquest.com/openview/c30f35a33ed566ebdf57a6b670c3e675/1

Ironsi, C. S. . (2021). Strategies For Student Participation with Remote Online Learning: Instructor Expectations. The International Journal of Social Sciences World (TIJOSSW), (01), 24–36. Retrieved from https://www.growingscholar.org/journal/index.php/TIJOSSW/article/view/53 

Boom Cards, among other tools, play a valuable function in inspiring students to learn successfully in online learning climate.

Ironsi, C. S. . (2021). Strategies For Student Engagement in Remote Online Learning: A case study of Northern Cyprus. RUNAS Journal of Education and Culture 1(02), 18–31. Retrieved from https://pdfs.semanticscholar.org/6588/372693ddfb40ad3a6540732d8d051dbc9898.pdf 

Boom Cards achieved a mean response of 4.88 (scale of 5) to the question “Boom Cards were used in between lessons to ensure students are learning.” (Table 1).

Jackson, J., Juarez, L., Maurer, A. & Trevino Schouten, B. (2021). Piloting EdTPA – How Technology Improves the Plan and the Process. In E. Langran & L. Archambault (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference(pp. 959-964). Online, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 15, 2021 from https://www.learntechlib.org/primary/p/219241/.

Karlariparambil, Safna, “Secondary Mathematics Teacher’s Experiences with Technology Integration in a One-to-One School District During Face-to-Face and Remote Instruction: A Phenomenography” (2021). Doctor of Education in Instructional Technology Dissertations. 13. https://digitalcommons.kennesaw.edu/instruceddoc_etd/13 ” “Data analysis showed teachers experienced technology integration in classrooms based on their attitude towards using technology. Those who expressed positive attitudes used technology to support modeling mathematics, differentiate learning, problem-solving, expedite grading, and provide instant feedback to students.”

MacDonald, J. Les 5 au quotidien en immersion française: les représentations et les pratiques d’enseignantes de l’élémentaire (2020). Thèses http://dx.doi.org/10.20381/ruor-24495

McKenna, M., Soto-Boykin, X., Cheng, K., Haynes, E., Osorio, A. and Altshulter, J (2021). Initial Development of a National Survey on Remote Learning in Early Childhood During COVID-19: Establishing Content Validity and Reporting Successes and Barriers. Early Childhood Education Journalhttps://doi.org/10.1007/s10643-021-01216-y

Stenhoff, D.M., Pennington, R.C., Tapp, M. (2020) Distance Education Support for Students with Autism Spectrum Disorder and Complex Needs During COVID-19 and School Closures. Rural Special Education Quarterly 39-4:211-219.  https://doi.org/10.1177/8756870520959658

Walters SM, Bernis SA, Delvin-Brown MA, Hirsch SE. (April 2021) School-Based Speech-Language Services Using Telepractice. Intervention in School and Clinic10.1177/10534512211001835

Welby, Kathryn A. Remote Learning Strategies for Students with IEPs: An Educator’s Guidebook. Routledge 2021. https://play.google.com/store/books/details?id=LIkmEAAAQBAJ&rdid=book-LIkmEAAAQBAJ&rdot=1&source=gbs_vpt_read&pcampaignid=books_booksearch_viewport 

Zayats M.V. Implementation of a Token Economy in the Process of Skills Formation in Distance Learning Classes with a Child with ASD. >Autizm i narusheniya razvitiya = Autism and Developmental Disorders, 2021. Vol. 19, no. 2 (71), pp. 59—68. DOI: https://doi.org/10.17759/autdd.2021190207 (In Russ.). English translation of the conclusion: “This study has shown that behavioral intervention procedures can be effectively applied in the context of a distance-learning format. When introducing a token reward system in the learning process, the subject learned how to independently compare the same stimuli, distinguish between animals, and also answer ‘yes’ / ‘no’ under conditions of intraverbalization, which is the basis to acquire more complex and necessary functional skills, such as sorting objects, distinguishing objects by function, characteristics and categories, as well as expanding the repertoire of requests. Boom Cards were used to provide the intervention.”

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