using technology to support preschoolers' emergent literacy and family involvement - gayc 2012
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Using Technology Tools to Support Preschoolers‘ Emergent Literacy
and Family Involvement
Diane Bales, Cooperative ExtensionPhillip Baumgarner, Child Development LabHuman Development and Family ScienceThe University of Georgia
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• Technology and the early childhood field• Benefits and challenges of technology in ECE• Tips for using technology with young children• Cautions and challenges with technology• Our project: Using iPads as Tools to support
emergent literacy and family involvement
Where We’re Going Today
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• 2010: Introduction of the iPad• A “Game Changer” for ECE?• Babies using iPads? • What do you think?
Technology Itself Is Changing Quickly
Images from www.apple.com
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• The “old” question: Should young children use computers?
• The “new” question: When and how should young children be introduced to technology?
• Competing recommendations• AAP: “No screen time for children under age 2”• NAEYC: “…technology and interactive media are learning tools that, when used in intentional and developmentally appropriate ways and in conjunction with other traditional tools and materials, can support the development and learning of young children.”
The “Computer Question” Is Changing
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• Technology can be effective if used wellWhen used intentionally and appropriately, technology and interactive media are effective tools to support learning and development
• Teachers must be informedIntentional use requires early childhood teachers and administrators to have information and resources regarding the nature of these tools and the implications of their use with children
• Limits on technology use are important
NAEYC’s Position Statement on Technology and Young Children
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• Familiar tool; part of child’s world• Authentic way to explore new topics• Chance to create, share creations, and receive feedback
• Opportunity to practice meaningful two‐way communication
• Chance to work together
Technology with Children: Benefits
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• Can be a passive activity• Sometimes overused• Developmentally inappropriate uses• Unequal access to tech tools• Safety concerns for children online• Learning curve for teachers using technology
Technology with Children: Challenges
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• Developmentally appropriate and hands‐on• Child‐controlled and adult‐monitored• Used only when it’s a good tool for the task• Available as one of many learning materials• Used for exploration, discovery, creation, communication, and collaborative learning
• Available to all children• Supported and guided by skilled and experienced teachers
Technology used by young children should be…
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• iPads and other tablet computers• Camera• FaceTime• Apps
• Digital cameras • Flip video cameras• Handheld microscopes• Mp3 players
Examples of Technology That Could Be Used with Preschoolers
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StoryKit: Creating and Sharing Stories
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• “Educational” does not equal developmentally appropriate
• Rubrics to evaluate educational apps• Types of questions to ask:
• How relevant is the app to the educational goals and content?
• How can the child interact with the app?• What kinds of thinking skills does the app promote?• How well can children use the app independently?• What types of feedback does the app provide?• Can app settings be adjusted to meet individual needs?
Assessing the Quality of Digital Apps
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Avoid apps that• Provide only simple drill and practice • Market a product (overtly or subtly)• Require quick reaction time• Give the child with no way out (except to close the app)• Focus on passive viewing rather than active participation• Are too difficult for children to use independently • Contain content inappropriate for the children using them
Assessing the Quality of Digital Apps
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• Exploratory study of preschoolers’ use of iPads• Areas of interest
• Emergent literacy and storytelling• Cooperation and social interaction• Family involvement using technology
• Questions we are addressing• How can we help children see iPads as multi‐use tools?• How can children and families communicate using the iPad?
• How do teachers learn to facilitate using iPads as a learning tool?
The iPad Project at the CDL
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• New partnerships are forming between children• Peer teaching; children display expertise
• Example: Brave Temple Run
• Teachers are digital immigrants; children are digital natives
• Parents are interested and have their own ideas about children’s iPad use
What We’ve Observed
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• VoiceThread project: Visual Literacy • Researching classroom questions• StoryKit project: Using family stories to strengthen the early childhood learning community
Emergent Literacy and Storytelling Using iPads
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• Monkey vs. Ape
Small‐Group Comparison Activity
Group 1 Group 2
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• Families’ technology exposure and familiarity varies • Many families are eager for their children to use iPads
• Volunteering to communicate with FaceTime• Requests to use specific apps their children like
• Teachers must balance family feedback with DAP• Teachers must educate families about developmentally appropriate (and inappropriate) uses
Family Involvement with Classroom iPad Use
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• Teachers’ attitudes changed during the project• Breakability of iPads• Familiarity with the tool and possible uses• Requiring children to work in partners
• Need to discourage children from treating the experience as “t.v. time”
Teachers’ Developmental Process: Learning to Facilitating iPad Use
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• Creating and comparing parent‐child stories (using the same photos)
• Continue family story telling as a way to build classroom community
• Using FaceTime to encourage language development and meaningful communication• Creating community• Celebrating other cultures• Connecting children with families
Future Plans
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• Start out slowly!• Begin with specific purposes in mind• Encourage children’s cooperative use
• Use free online resources• Capitalize on parents’ interest in technology• Build technology into your budget
• Apple volume discounts• Apple computer recycling
• Investigate community resources and donors
How You Can Get Started Using Technology with Children
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Dr. Diane BalesCooperative ExtensionThe University of [email protected]
Phillip BaumgarnerChild Development Lab at McPhaulThe University of [email protected]
Questions?