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Earlychildhood NEWS - Article Reading Center

Earlychildhood NEWS - Article Reading Center
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

Using Technology in the Early Childhood Classroom By Kimberly Moore Kneas, Ph.D. and Bruce D. Perry, M.D., Ph.D. Early Childhood Today: Are young children's brains (ages three through six) well suited to the use of technology? (We define technology as children using cameras, computers, tape recorders and video cameras in classroom projects.) If so, how? Are some forms of technology better than others for these specific age levels? Dr. I see technology doing the same things today. Modern technologies are very powerful because they rely on one of the most powerful genetic biases we do have — the preference for visually presented information. The problem with this is that many of the modern technologies are very passive. Sitting young children in front of a television for hours also prevents that child from having hours of other developmental experiences. On the other hand there are many positive qualities to modern technologies. Dr. Back to top Dr. I think that balance and timing are the keys to healthy development. Dr. Dr. Dr. Dr.

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

How Tablets, Smart Phones Have Changed the Learning Landscape for Young Children Bill Cosby once said “the essence of childhood, of course, is play.” But play for children today is sometimes very different than it was even five or 10 years ago, as the prevalence of smart phones and tablets is changing the way children play and learn. Take 4-year-old Max. He’s in preschool and is learning to read and spell, sometimes with the help of apps on his mom and dad’s iPhone or iPad. “He’s only four, but I see him pointing out letters in print, like on signs or in newspapers or books that are laying around,” said Dawn Ferdinand, Max’s mom. Technology’s Continued Role Technology isn’t going anywhere, and if anything, it will continue to become more pervasive as even preschools begin to use iPads and other new technologies. “When it’s interactive,” said Sue Polojac, director of programming for the Pittsburgh Association for the Education of Young Children (PAEYC). That differentiation between passive and interactive is key, according to experts. Time Limits Digital Natives

Teaching in High Heels Australia: Average 6.4 screens per home March 29, 2017 The Q4 (October-December) 2016 Australian Multi-Screen Report – from Regional TAM, OzTAM and Nielsen – continues to document how growing content, platform and screen choices have caused a gradual shift in the way consumers apportion their viewing across devices. Australians are voracious consumers of broadcast TV and other video, and as of Q4 2016 had a dizzying array of options by which to do so. While there is much discussion about television’s place in today’s screen mix, several trends are clear: More screens. On average Australians watch 2 hours and 39 minutes (2:39) of broadcast TV each day, or 81:18 per month. The TV set is not just for TV any more. This means 28 per cent of the time people now spend with their TV sets goes to something other than watching live TV or playing back broadcast TV channel content within 28 days – and partially explains why Australians on average now watch 31 fewer minutes of live and playback TV per day than they did in Q4 2010.

www.project2061.org/publications/earlychild/online/perspect/johnson.htm Dialogue on Early Childhood Science, Mathematics, and Technology Education Perspectives Early Childhood Education in Science, Mathematics, and Technology: An NSTA Perspective Fred Johnson The National Science Teachers Association (NSTA) believes two issues must be considered regarding early childhood education. Current research on brain development emphasizes the importance of early stimulation in developing brain connections from birth. “Learning windows”—optimal times for learning at particular developmental stages—should be used to enhance understanding of science, mathematics, and technology in young children. Piaget’s theory of cognitive development was created in the 1920s, long before access to medical imaging technology and current brain research was available. Research on children’s motivation to learn and their underachievement reveals that young children are full of curiosity and a passion for learning (Raffini 1993). Financing issues are always a concern. References Clark, J.

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

Top 12 Ways Technology Changed Learning In the 21st century, technology has changed the ways in which we communicate and go about our lives. Very few educators would disagree with the notion that technology has dramatically changed the teaching and learning process. With the help of some fellow teachers, here is a short list of the top 12 ways how technology has changed education: Communication Evolution Because we text, our students have learned a dialect that we don't always understand. Expanding Audience Students' sense of audience is completely different. Effective teachers are always on the prowl for new and exciting teaching... As December rolls by, the holiday hype has most likely invaded your classroom.... Restorative justice has been helping educators entirely rethink the way they... Teachers should try out some of the following 21st-century technology in the... Here are a few signs that will ensure that you, through your teaching... Poster Boards: A Thing of the Past Bye Bye to 3-Ring Binders Interactive Textbooks

The Wise Owl Factory Some words sound the same, but are spelled differently and have very different meanings. Using the wrong word is easy to do, but it is just as easy to use them correctly if you study a few at a time. The following words are frequently confused and used incorrectly: Their: belongs to them Example: I found their house by using Google Maps. There: location (Replace it with the similar word “where.”) Example: We will be going there today. Loose: (rhymes with moose) not close together – free Example: Baby’s front tooth is loose. Lose: to suffer loss Example: Our team is going to lose tonight. Hear: to receive sound through the ears Example: I hope to hear him sing tonight. Here: this place Example: Let’s stop here and rest. Passed: verb, past tense of pass Example: Father passed me the potatoes. Past: noun, preposition, or adjective Example: I wonder if he had a troubled past. Example: Her past experience is valuable. Example: The plane flew past the buildings. Peace: the opposite of war

Using technology in service delivery to families, children and young people - Technology use in Australia Internet connectivity has increased rapidly over recent years in Australia, particularly for young people. The Australian Bureau of Statistics (ABS; 2012) reported that in 2010–11, 79% of Australians aged 15 years and older (including 96% of 18–24 year olds) had accessed the Internet in the previous twelve months. A recent national survey by Sensis and Australian interactive Media Industry Association (2012) reported that 98% of respondents had Internet access and 52% of those who had access used the Internet daily. The same study reported that access was almost universal for both regional and metropolitan locations across Australia, apart from Tasmania, where access was only slightly lower (94%). A concurrent rapid increase in Internet access via mobile devices, such as smartphones and tablets, has increased users’ access to Internet services from any location at any time. Box 2: Just because we can use social networking sites, should we?

Nature, Nurture and Early Brain Development This guide is also available in Portable Document Format. Click the PDF button to the left to get it Sara Gable, State Extension Specialist, Human Development Melissa Hunting, Undergraduate Intern, Human Development For some time, we have known that development results from the dynamic interplay of nature and nurture. New research on early brain development provides a wonderful opportunity to examine how nature and nurture work together to shape human development. The nature of early brain development At birth, the human brain is still preparing for full operation. Figure 1. As a child develops, the synapses become more complex, like a tree with more branches and limbs growing. Between birth and age 3, the brain creates more synapses than it needs. How the social and physical environments respond to infants and toddlers plays a big part in the creation of synapses. The nurture of early brain development Do people respond to me? Learning with all five senses Thinking and feeling Lally, J.

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.

How Technology is Changing the Way Children Think and Focus Thinking. The capacity to reflect, reason, and draw conclusions based on our experiences, knowledge, and insights. It’s what makes us human and has enabled us to communicate, create, build, advance, and become civilized. There is also little doubt that all of the new technologies, led by the Internet, are shaping the way we think in ways obvious and subtle, deliberate and unintentional, and advantageous and detrimental The uncertain reality is that, with this new technological frontier in its infancy and developments emerging at a rapid pace, we have neither the benefit of historical hindsight nor the time to ponder or examine the value and cost of these advancements in terms of how it influences our children’s ability to think. There is, however, a growing body of research that technology can be both beneficial and harmful to different ways in which children think. The effects of technology on children are complicated, with both benefits and costs.

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