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. If your answer is "No," is it because you lack enough access to technology? This article contains the following sections: Handhelds Go to Class: Teacher Josh Barron and one of his students go through the strange-looking rite of "beaming" information to each other. Getting Started The first step in successful tech integration is recognizing the change that may need to happen inside of yourself and in your approach to teaching. Back to Top Integrating Technology Across the Access Spectrum As discussed in the What is Successful Technology Integration? Rural Washington Students Connect with the World: Getting to "Seamless" Integration Tips for Shared Hardware
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 â€˜digital natives', young children can be immersed in technology and technological worlds from birth. 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. As technology continues to influence and alter how each of us interacts with the world, the opportunities for making use of this technology in early childhood settings are growing steadily – it's up to us to keep exploring and discovering the possibilities. Gabrielle Connell Director Albury Preschool
The President’s Early Learning Initiative: A Birth to Five Continuum of High Quality Early Care and Education | Office of Child Care 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. For more information on these programs, visit:
The Play Ethic 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). Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies. Social Skills Though initially some educators expressed concern that computers might reduce socialization, researchers suggest that instead computers may increase the amount of communication and positive interaction between children (Clements, 1994; Haugland & Wright, 1997). Often computer “experts” arise in classrooms and become teachers of the other children. Cognitive Skills
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. Introduction When my grandson turned three I made the mistake of giving him a toy mobile phone for his birthday. Welcome to the world of the 'digital natives' (Prensky, 2005), the 'millenials' (Howe & Strauss, 2000; Oblinger, 2003; Wiethof, 2006; Zemke, 2001) or the D-generation (Jukes & Dosaj, 2006) who were born into a world where technology is a given and where mobile phones and computers are tools you have used since your fingers were big enough to press the keys or the touch screen. It is a technological world in which children are often more comfortable than their parents and teachers.
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. That’s why today we are releasing a new video message from President Obama focused on the importance of supporting learning in our youngest children to help bridge the word gap and improve their chances for later success in school and in life. Watch on YouTube
Essentials of Language Teaching How to use this site We recommend that you start with What Language Teaching Is, which gives a general description of learner-centered instruction and reflective teaching practice. Use the other Principles sections to develop your understanding of language teaching methodology. Use the Practice sections for guidance on specific language skill areas. What's on the site • Principles: general information on language teaching theory and method. • Practice: specific ways of applying theory in teaching grammar, listening, speaking, reading, writing, and culture. • Examples: Examples in the text are drawn from English language teaching because English is the language shared by site users. About the site This site gives college and university instructors and teaching assistants an introduction to the language teaching methods that are currently used in U.S. universities. How to cite the site If you quote material from this site, you must provide a citation. Please note:
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.
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! 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). Clearly many of these developmental needs match up well with appropriate use of technology in the classroom, especially exploration, manipulation of symbolic representation, matching alternative learning styles, and quickly changing learning modalities that individual students can control and pace to meet their individual needs. 1. 2. 3. 4. 5. 6. The use of computers in a fully integrated classroom is endless.
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. Jump to tools for: Or jump to links to other resources about research workflows. Preserving your digital assets The Library of Congress offers guidelines for preserving digital material, including photographs, audio, video, email, digital records, and websites. In general, the Library of Congress recommends that you: Developing a digital research workflow There’s no “right” research workflow. Capturing sources. Tools to Consider General Resources
Play resources What do you want kids to do with technology? 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. 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: Research The following resources may be useful to teacher researchers: