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Technology and Young Children

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

Mobile Learning Publications UNESCO Mobile Learning Publications Today there are over six billion mobile phone subscriptions worldwide, and for every one person who accesses the internet from a computer two do so from a mobile device. Given the ubiquity and rapidly expanding functionality of mobile technologies, UNESCO is enthusiastic about their potential to improve and facilitate learning, particularly in communities where educational opportunities are scarce. This Working Paper Series scans the globe to illuminate the ways in which mobile technologies can be used to support the United Nations Education for All Goals; respond to the challenges of particular educational contexts; supplement and enrich formal schooling; and make learning more accessible, equitable, personalized and flexible for students everywhere. UNESCO Policy Guidelines for Mobile Learning Illustrative Initiatives and Policy Implications Exploring the Potential of Mobile Technologies to Support Teachers and Improve Practice Mobile Reading Back to top

The Fred Rogers Center Do technology tools and interactive media like iPads, cameras, or e-readers, belong in the early childhood classroom? If so, how should early childhood educators be using them? What are the best ways and when are the best times to use technology with very young kids in a classroom setting? The NAEYC-Fred Rogers Center position statement is meant to help educators answer some of these questions. Enter the Pennsylvania Digital Media Literacy Project, an initiative that supports standards-aligned practices and high-quality programs that extend and enrich opportunities for learning and development through digital media literacy. How can educators know if they’re using technology well? To help, we are pleased to introduce a checklist that brings together recommendations from all of these experts. We hope this document will serve as a planning and reflection tool. It isn’t scored.

What are e-Portfolios? An e-portfolio is a purposeful aggregation of digital items – ideas, evidence, reflections, feedback etc, which ‘presents’ a selected audience with evidence of a person’s learning and/or ability.Sutherland and Powell (2007) If portfolios are ‘simply a collection of documents relating to a learner’s progress, development and achievements’ (Beetham 2005) then e-portfolios could be defined as simply digital collections of these documents. However, ideas of what an e-portfolio ‘is’ are complex and to an extent the definition and purpose will vary depending on the perspective from which a particular person is approaching the concept. Consensus is beginning to grow as experience of e-portfolios develops which will help converge these different ideas and definitions. Essentially then, an e-portfolio is a product created by learners, a collection of digital artefacts articulating learning (both formal and informal), experiences and achievements. Understanding how e-portfolios work

Early Educator – New Resources and Teaching Strategies for Early Childhood Education Teachers Working in Kindergarten, Nursery, Daycare, Preschool and Child Care centres with kids 0 to 5 years on the App Store My Reflections:Challenges of Early Childhood Education - Blog

National Education Technology Plan About the National Educational Technology Plan The U.S. Department of Education released the 2024 National Educational Technology Plan (NETP): A Call to Action for Closing the Digital Access, Design and Use Divides. First released in fulfillment of the 2000 Educate America Act, NETP has been updated multiple times since its original release, most recently in 2016. While past NETPs have largely served as surveys of the state of the field, the Department of Education’s 2024 NETP frames three key divides limiting the transformational potential of educational technology to support teaching and learning, including: The Digital Use Divide, addressing opportunities to improve how students use technology to enhance their learning, including dynamic applications of technology to explore, create, and engage in critical analysis of academic content and knowledge;

Selected Resources on Technology in Early Childhood Education Essential Resources Recent reports Barron, B., G. Selected References & Resources from the 2009-2012 Position Statement Process Alliance for Childhood. 2004. Selected Readings on Teaching and Learning Online for EC Teacher Education & Professional Development Center for the Child Care Workforce. 2007.

e-Learning Roadmap The e-Learning Roadmap is a planning tool designed to help your school identify where it currently is in relation to e-Learning, and where it would like to go. The e-Learning Roadmap provides a number of statements under the following headings: Leadership & PlanningICT & the CurriculumProfessional Developmente-Learning CultureICT Infrastructure The statements are categorised as follows: Initial; e-Enabled; e-Confident & e-Mature. The e-Learning Roadmap is available in a number of different formats: Printed as an A2 poster in the e-Learning Handbook.To download as an A2 poster. PDF Versions of Roadmap: Download as an A2 poster: English version Irish version Download and print section by section: Leadership and Planning Area ICT in the Curriculum area Professional Development area eLearning Culture area ICT Infrastructure area

Leo's Pad: Preschool Kids Learning Series on the App Store What Does “Reggio-Inspired” Mean? | The Voices of Children Allie is three years old. She is highly verbal. She amazes her parents, Paul and Michelle, with her language, her insightful questions and her observations on a daily basis. They read that children in a truly Reggio-inspired classroom become self-directed learners, confident in their competence to accomplish whatever they set out to do. Small groups of children working on different endeavors.Perhaps one group resuming work on yesterday’s goal of building a block castle taller than they’ve built before.Another group working with a teacher on an ongoing project to make a birdhouse out of clay.Another small group studying through drawing a butterfly that volunteered in the outdoor classroom and is temporarily captured in a large cylindrical net habitat.Three children working together to create the longest train ever with magnet rods.And a small group working to write letters to a friend who has been home sick for a few days. What does working with Reggio principles require of the teacher?