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.
Empowering Our Children by Bridging the Word Gap Research shows that during the first years of life, a poor child hears roughly 30 million fewer total words than her more affluent peers. Critically, what she hears has direct consequences for what she learns. Children who experience this drought in heard words have vocabularies that are half the size of their peers by age 3, putting them at a disadvantage before they even step foot in a classroom. This is what we call the “word gap,” and it can lead to disparities not just in vocabulary size, but also in school readiness, long-term educational and health outcomes, earnings, and family stability even decades later. It’s important to note that talking to one’s baby doesn’t just promote language development.
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. Limitations on the use of technology and media are important. Learning Outcome 4: Discuss different strategies on incorporating technology in the classroom When technology integration in the classroom is seamless and thoughtful, students not only become more engaged, they begin to take more control over their own learning, too. Effective tech integration changes classroom dynamics, encouraging student-centered project-based learning. Think about how you are using technology with your students.
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! The President’s Early Learning Initiative: A Birth to Five Continuum of High Quality Early Care and Education Birth to age 2 includes Child Care, Home Visiting, and Early Head Start Age 3 includes Child Care, Home Visiting, and Head Start Age 4 includes Child Care, Home Visiting, and Pre-K Age 5 includes Child Care, and Kindergarten “In states that make it a priority to educate our youngest children…studies show students grow up more likely to read and do math at grade level, graduate high school, hold a job, form more stable families of their own. We know this works. So let’s do what works and make sure none of our children start the race of life already behind.” - President Barack Obama (State of the Union, February 12, 2013) The beginning years of a child’s life are critical for building the foundation needed for success later in school and in life. In his State of the Union address, President Obama called on Congress to expand access to high-quality preschool to every child in America.
Finding the Education in Educational Technology with Early Learners Finding the Education in Educational Technology with Early Learners Lilla Dale McManis and Susan B. Gunnewig How the Use of Technology Enhances Children's Development Through the use of technology, children learn technology skills, while enhancing social and cognitive development. Technology Skills As children use the computer and other forms of technology, they have the opportunity to meet the following technology standards. Established by the International Society for Technology in Education (ISTE), these standards are for children ages prekindergarten through second grade (2000).
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. Over 850 iPad devices have been distributed to the 19 schools. Embarrassments of riches: Managing research assets Last updated May 15, 2013 There’s research, there’s writing, and then there’s that netherworld in between: wrangling all the digital files you gather over the course of your work. Digital files are often easier to deal with than stacks of paper, but they can also proliferate frighteningly quickly. I teach a workshop on this topic, catchily titled Managing Research Assets (better names welcome). Below is a digital version of the workshop handout, followed by a link dump of my favorite posts about developing and refining digital research workflows.
Blog Some key findings from the Early Childhood Technology Today survey in 2012 (by the Early Childhood Technology Collaborative: Fran Simon, L. Dale McManis and Karen Nemeth) can help to build awareness about how technology is being used to teach dual language learners (DLLs) in early childhood. 485 early childhood teachers and administrators responded to the survey. Of those who said […]
Learning Outcome 5: Discover technology programs to formulate children’s drive for creativity. About ETR Community EdTechReview (ETR) is a community of and for everyone involved in education technology to connect and collaborate both online and offline to discover, learn, utilize and share about the best ways technology can improve learning, teaching, and leading in the 21st century. EdTechReview spreads awareness on education technology and its role in 21st century education through best research and practices of using technology in education, and by facilitating events, training, professional development, and consultation in its adoption and implementation.
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. It has served us well, but also is limiting in that it has influenced broader discussion and exploration of the value of digital media for all children by placing negative perspectives on digital media that align with other important and well reported issues like video game violence and children accessing inappropriate content online.
"The Mobile LAM (Library, Archive & Museum): New Space for Engagement" by Rovatti-Leonard, Angela - Young Adult Library Services, Vol. 12, Issue 2, Winter 2014 In response to technological advances, budgetary issues, and changes in the needs of researchers and patrons, two ideas have become part of discussions in LIS literature: collaboration among libraries, archives, and museums (LAMs) and user-centered services. This article focuses on the prospect of combining LAMs and user-centered services, along with collaboration, technology, and user-orientation models to create something new--the Mobile LAM. What's a Mobile LAM?