we've got technology in our program, but now what
DESCRIPTION
Presentation at the NAEYC Annual Conference, 2012 in AtlantaTRANSCRIPT
“We've got technology in our program! Now what?“
Making decisions about digital apps and software
that support active learning
Karen Nemeth, Ed.M. Fran Simon, M.Ed.
NAEYC Annual Conference, 2012
Fran Simon, M.Ed. Karen Nemeth, Ed.M.
About us
Be a critical consumer.
You are the who
stand between technology and children.
You Make the Choices
NAEYC/FRC Joint Position Statement on Technology in ECE CLASSROOMS
www.naeyc.org/content/technology-and-young-children Copyright, Simon and Nemeth
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Copyright, Simon and Nemeth 5
You don’t have to use technology. Choose to use tech tools
intentionally, and choose not to use them when they’re not the best
choice.
Daily Routines • Plan technology as another
option like books, crayons, blocks etc.
• Examine learning objectives and make choices that fit
• Work with children to review their choices in all areas of the room
Inte
nti
on
al
Computer Software and Apps
Meaningful
Pedagogical value
Engaging
Interactive
“Sticky”
Productive
Up to date
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Download Smack Talk app now
Decisions about using software: Basic pedagogical decisions
• What are the objectives?
• Is this the right tool for the objective?
• Does it extend other activities?
• Is it interactive?
• Is the interaction meaningful?
• Does it fit in with the project/theme/study?
• Does it work with the curriculum?
• What is my role using this software?
Open your Smack Talk app
• Play with it for 3 minutes
• In small groups come up with a way to use this app in a lesson plan for your classroom
• Discuss – how does this address the points on previous slide?
Decisions about using software: A question of balance
Is the software for:
• A large group, small group, or for individual children?
• Teacher-directed or child-initiated activities?
• Open-ended or skill-focused?
• Short periods of time or deeper exploration?
Decisions about using software: Usability and instructional design
Is the software: • Flashy, distracting, overwhelming or just
enough appealing graphics and sounds to engage, but not distract?
• Free of ads or enticements for children? • Deemed safe by trusted resources? • Easy for children to navigate
independently? • Provide feedback to guide children? • Interactive with meaning or just fun?
Open a children’s story you have on your device
How does the story app or ebook fit with points on
previous slide?
(ex Pooh’s Birthday Surprise or There’s a Monster at the End of this Book)
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Adults need technology
“play time” AND formal
professional development to understand the implications of
the tools
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http://bit.ly/DigilitECTeach
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Research will inform ongoing practice and investments (or
not!)
Investments in technology tools are wasted without investments in
professional development. Copyright, Simon and Nemeth 20
Digital literacy learning should be woven into the
fabric of the day, not time set aside for “computer time”.
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Equity: Include technology that enhances dual language learning, represents diversity, and allows
access for children with disabilities.
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Time limits: Guidelines and expectations should consider variables
like age, objectives, and type of interaction.
How Much Time? Recommendations from
Digital Decisions
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What can you do with…
Cookie Doodle?
MyStory?
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People asked us: why use Toca Tea Party when real teacups are
available?
Here’s our answer:
Toca Hair Salon
Tech for infants and toddlers: Laptime and
floortime with the youngest children
might include technology, but in very limited cases, for a few minutes at a time and ONLY with an adult.
Copyright, Simon and Nemeth 35
Family photo albums
Stories in the child’s home language
Familiar songs related to current activities
Babies app
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© Copyright, Nemeth and Simon, 2012 37
#ECEtechCHAT
Twitter Chat
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Thank you!