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The Role of Technology in EC programs

The Role of Technology in EC programs
We are always looking for the magic bullet, something that will solve all our problems. And, today this magic bullet for education is technology. It will solve all our problems! It will increase academic skills, reduce dropout rates, eliminate the racial divide in academic performance, and increase SAT scores. And it will make the lives of teachers easier. Well, it may not accomplish all of these goals, but educational technology does have a place in early childhood. Are Computers Developmentally Appropriate? To evaluate whether computers are developmentally appropriate for children over age three, we need to determine the developmental needs of these children. Howard Gardner has shown that young children exhibit a diversity of learning styles, and that the optimum way for many children to learn is not the traditional teacher-directed, verbal approach (, 1987). 1. 2. 3. 4. 5. 6. This approach cannot be implemented with only one computer in the classroom. ReferencesElkind, D. (1998). Related:  Technology with children session

Learning with technology for pre-service early childhood teachers (Free full-text available) Anne Campbell Faculty of Education, University of Canberra Grazia Scotellaro Faculty of Education, University of Canberra This paper describes an innovative pilot project at the University of Canberra aimed at providing pre-service early childhood teachers with the skills, confidence and ideological change required to include technology-enhanced learning as part of the early childhood curriculum. The impact of the project was evaluated through participant observation, and a thematic analysis of entries in student learning diaries, student feedback and transcriptions of semi-structured interviews with staff involved in the delivery of the program. Introduction When my grandson turned three I made the mistake of giving him a toy mobile phone for his birthday. It is a technological world in which children are often more comfortable than their parents and teachers. We don't want them sitting in front of a computer screen or a TV. Context of the study Their lecturer concurred: Method Findings

Grappling with the digital divide Research has a habit of turning up surprising or controversial findings, and none more so than this: Britain's universities are populated with illiterates. Academics at De Montfort University are researching the nature and impact of a new kind of literacy: the sharp end of modern communication known as "transliteracy". The term describes the ability to read, write and interact on a range of platforms. Think of the media's teenage stereotype, a young girl watching Hollyoaks on television while simultaneously discussing its plotlines on the social networking site Facebook, listening to music on MySpace and texting her friend to discuss home study. The term "transliteracy" was coined by Alan Liu, a professor in the English department at the University of California, Santa Barbara, whose research on the subject is being carried out across University of California campuses. "I think there is probably a gap of knowledge... "We're in the transitional stage here. Melville agrees.

iPads for education About the iPad initiative Nineteen primary schools have been selected to participate in the Early Childhood iPad Initiative. The selection criteria considered the greatest level of improvement in NAPLAN reading and numeracy for results between 2009 and 2011. Selection was limited to the Literacy and Numeracy National Partnership schools in recognition of their work over the past two years. Back to top Early Childhood iPad Initiative Participating Schools Western Australian public schools that had participated in the Literacy and Numeracy National Partnership were eligible for selection into the initiative. These schools include: Background The project is based on the work undertaken in 2011 by Settlers and Aubin Grove Primary Schools where School Innovation Grants were used to implement ICT practices to improve student engagement and achievement in: phonological awareness; the acquisition of phonics; and the development of reading. Research Action Learning

Daniel Donahoo: Shifting the Conversation on Early Childhood and Technology For over a decade the debates and discussions about technology and young children have been driven by policy and statements from the American Academy of Pediatrics. They continue to urge that children under the age of two years have limited access to television or screen based entertainment. This is a very reasonable and appropriate statement, though the media are often reporting the 1999 policy as claiming children under two have no access to screens. The idea of limiting children's screentime is based on the knowledge, experience and research of people who have dedicated their lives to the health and well-being of young children. All that said, we are beginning to see the debate and discussion change. The National Association for the Education of Young Children (NAEYC) and the Fred Rogers Center (FRC) have just release a joint statement on "Technology and interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8." The challenge then has shifted.

technology and interactive media as tools in EC programs Technology and Young Children Key Messages When used intentionally and appropriately, technology and interactive media are effective tools to support learning and development. Intentional 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. View Key Messages Summary (PDF) Examples of Effective Practice View Examples of Effective Practice (PDF) Technology That Supports Early Learning Pre-recorded Webcast: Technology and Interactive Media as Tools in Early Childhood Programs This prerecorded 21-minute webcast addresses key messages in the position statement. View the webcast

Digital natives come to preschool: Rethinking practice Digital natives come to preschool: Rethinking practice Many young children are growing up in a world that is increasingly dominated by digital technologies. These children bring a range of computer-related skills and learning dispositions to early childhood services. Sometimes referred to as ‘digital natives', young children can be immersed in technology and technological worlds from birth. They are more familiar with digital technologies than previous generations and their lives may be shaped in different ways (Prensky, 2001). Current research suggests technology assists children's learning and can be supportive of their sociocultural experiences (Edwards, 2005). Digital possibilities For Gabrielle, the digital corner has become part of the program – alongside the block corner, dramatic play corner and other play areas. Helen Logan Lecturer Charles Sturt University, Albury Gabrielle Connell Director Albury Preschool References Edwards, S. (2005). Prensky, M. (2001).

Moglue - Create. Play. Share Pros and Cons of the iPad in Education — Apple News, Tips and Reviews ICT in Early Childhood Education: TED Talk - J. Harris: The Web's secret stories Feeling a little under the weather, I thought I would rest, watch the sun play in the harbour from my bed, and catch up on a little ICT professional listening (prefer that to the readings!). Have you seen TED yet? TED talks, such as Ken Robinson's talk posted earlier this term on ICTECE, are mostly thought provoking, well executed and cutting edge. Check out the "Jaw Dropping" category. It was whilst browsing through this that I discovered Jonathan Harris and his amazing universe. Who is Jonathan Harris? "Artist and computer scientist Jonathan Harris makes online art that captures the world's expression -- and gives us a glimpse of the soul of the Internet." And "Jonathan Harris [is] a New York artist and storyteller working primarily on the Internet. And here Jonathan Harris tell's the secret stories of the web. Beverly Kaye – August 28 2008"At Manaia Kindergarten, we are encouraging children to tell and share their stories, to express themselves and their world.

2013. Seven myths about young children and technology | Lydia Plowman There has been widespread media coverage about the advantages and disadvantages of children being exposed to computers and other digital media at ever-younger ages, but research evidence to inform this debate is limited. In its absence, a... more There has been widespread media coverage about the advantages and disadvantages of children being exposed to computers and other digital media at ever-younger ages, but research evidence to inform this debate is limited. In its absence, a number of myths about children’s experiences with technologies have emerged. We select seven statements, both for and against children’s use of technology, to represent positions we have come across from the media, parents and educators. Download (.pdf) Share Download (.pdf)Plowman___McPake_2013_seven_myths_about_young_children_and_technology_.pdf178 KBwww.tandfonline.com/doi/full/10.1080/00094056.2013.757490tandfonline.com Loading Preview

Not all appy children get best of educations Stimulating creativity: KU Killara Park preschoolers use educational apps on the school's iPads. Photo: Ben Rushton In the expanding world of early childhood education and technology, not all apps are created equal. Several Australian studies into preschoolers and tablet computers are under way and have found the devices can be an effective learning tool if used appropriately. But the problem for parents is distinguishing between apps and overcoming their own natural concerns about children and technology. Sandra Gattenhof, of the Queensland University of Technology, is studying how creative apps can boost literacy and numeracy skills in children from three preschools in lower socio-economic areas. Advertisement She believes children get the most benefit from a tablet when teachers and parents are involved. ''A lot of parents think it's this fantastic learning tool and other parents seem to think it's tantamount to child abuse,'' he said. ''I don't like screen time as a concept,'' he said.

Does technology hinder or help toddlers' learning? 19 April 2013Last updated at 17:38 ET By Philippa Roxby Health reporter, BBC News Screen time could help children as young as two to learn words and be curious Children under five years old have an uncanny knack of knowing how to master new technology. From smart phones to tablet computers and game consoles, it is not unusual to see toddlers intuitively swiping screens and confidently pressing buttons. Even if parents enjoy the momentary peace that comes with handing a small child a gadget to play with, parents secretly worry that this screen time is damaging their brains. But it appears that screens can be beneficial to learning - and the more interactive the experience the better. Research from the University of Wisconsin, presented at a meeting of the Society for Research in Child Development this week, found that children aged between two and three were more likely to respond to video screens that prompted children to touch them than to a video screen that demanded no interaction.

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