1. Meaning-Making in Early Learning Contexts Using e-Learning Resources to Support and Extend Learning for Young Children Pamela Solvie, Ph.D.—Northwestern College, St. Paul, MN Minnesota e-Learning Summit 2012

2. E-Learning and E-Resources Tools to foster conversation, connect children with adults and other children Tools for engagement and empowerment, interaction, relationships, and community, gap closing: Using tools to help move children forward Tools with mediators or trusted guides Technology in the service of young children, families, and practitioners Chip Donohue, Ph.D., Director of Distance Learning at Erikson Institute, summarizes key themes from the 2010 Fred Forward conference

3. E-Learning and E-Resources High quality experiences promote Chip Donohue, Ph.D., Director of Distance Learning at Erikson Institute, summarizes key themes from the 2010 Fred Forward conference: Authenticity EmpowermentResponsibility Perspective Taking

4. Authenticity and Empowerment

5. E-Learning and E-Resources Consider: Differentiating technology experiences to build on children’s funds of knowledge Shifting focus from skills toward a broader range of competencies, awareness, and dispositions Providing learning environments rich in ‘environmental technology’ Recognizing the importance of authenticity for children’s learning (Plowman, McPake & Stephen, 2008)

6. Early Learning Contexts

7. Video Deficit Effect—and other things that may not be effective….

8. What does the literature say about meaning-making? What does this mean? Does it mean doing the same thing—but with technology?

9. What does the literature say about cyber-safety? But…is it safe with technology? Virtual Worlds: Club PenguinClub Penguin, Webkinz, Neopets, Dizzywood, Millsberry, and others are “online playgrounds for kids ages 6-8. They’re called virtual worlds, because they create entirely new and different environments for your children”.WebkinzNeopets DizzywoodMillsberry http://www.commonsensemedia.org/advice-for-parents/online-worlds-young-kids-tips

10. What does the literature say about use of technology? 21 st Century Skills ◦Collaboration ◦Communication ◦Critical Thinking ◦“Simply being able to use technology is no longer enough. Today's students need to be able to use technology to analyze, learn, and explore. Digital age skills are vital for preparing students to work, live, and contribute to the social and civic fabric of their communities”. http://www.iste.org/standards/nets-for-students.aspx

11. What does the literature say about access? Building Knowledge Skills (more than low-level skills) Cultural Capital Building On Dispositions for Learning Funds of Knowledge Cultural and Cognitive Experiences Meaning-making Through Curriculum Expert Interaction (Wolfe & Flewitt, 2010; Plowman, McPake & Stephen, 2010)

12. Access and Funds of Knowledge

13. Collaboration

14. Benefits Hands-on interaction Experiences through access Benefits Language Development Development of Content Knowledge Benefits Participation that encourages growth, well- being, and imagination as self-regulated learners Dispositions for Learning Doing More…Doing It Differently

15. Methods Modeling Extending & Elaborating Methods Scaffolding & Prompting Searching & Accessing Methods Mixing Tech with Tech Mixing Tech with Non-tech

16. Thinking About Healthy Child Development in Digital Environments DAP views the child as an active learner and participant in his or her own development This includes reflection and asking questions. Child directed, child-controlled tasks with careful scaffolding supports development (Cooper, 2005)

17. Thinking About Healthy Child Development in Digital Environments Reading proficiency, attention span, fine motor skills, and eye-hand coordination will determine time needed to complete tasks Appropriate levels of intervention and scaffolding will be needed ◦Cueing ◦Prompting ◦Instructing ◦Using guided interaction ◦ (Wang, Kinzie & McGuire, 2010)

18. Thinking About Healthy Child Development in Digital Environments Planning Based on Developmental Appropriateness ◦Age ◦Individual ◦Culture ◦Interest Apps 4 Stages

19. Scaffolding to Extend Language

20. Extending Language Commentary Prompts Choices

21. Playing at Learning Contexts for Play All PlayBasic Skills/Books are Privileged Playful Explorations Multimodal Experiences Bits and Bytes

22. Planning and Documenting Children use technology to plan their play experience scenarios (promoting advanced thinking, sustained attention, detail, and extension of ideas) Adults support the child and interact during the planning via computer Children print the picture, build or engage in dramatic play. The child photographs the creation Adults scaffold to help the child articulate and represent their learning (Yelland, 2011)

23. Investigating The teacher photographs play areas inside and outside the classroom and may upload (or not) to the computer Questions are posed to guide thinking such as “Estimate how many kids can fit into the cubby house. Now test to see if you are correct” and “Can you see any shapes that create a recurring pattern?” Children link the use of new technologies with playful explorations in the real world and build representations and form new understandings (Yelland, 2011)

24. Meaning-Making Reading ◦Tumble Books and other E- Readers ◦Read-Write-Think ◦Author Connections Speaking and Writing ◦Kid Pix, Dictation ◦Kidspiration/Inspiration ◦Digital Storytelling ◦Visit, Label, Record—Digital Pictures, Electronic Slide Show ◦Draw and paint Planning ◦iPads and other Pentop Computers ◦Graphing Practice with Feedback ◦Online sites ◦Electronic White Board Communications ◦Digital Cameras ◦Twitter ◦E-mail ◦Blogs Chronicle Learning ◦Evidence of Growth—Digital Cameras ◦Videoconferences

25. Videatives (Video + Narrative) Videotape children’s spontaneous play based on prompts or themes, edit and screen the footage for children to watch in small and large group Have children watch it play back on a screen and ask questions:  Can you tell the story?  What were you doing there? Why?  Did anything mysterious happen?  What did you discover?  What will happen next in the story? Record children’s voices and re-edit the videos, leaving some of the natural sounds of play interwoven with the voiceover narration Send home the final videos that range from 2-10 mns. (Eno, 2008)

26. Videatives (Video + Narrative) ◦“When you ask children questions about their play, without video footage for them to reference, you will get a few replies. Show them a videotape of themselves at play, however, and suddenly those questions will receive ten times as many answers, which will then lend themselves to 1,000 more things to play, videotape, and think about.” (Eno, 2008)

27. Digital Storyboards Listen to a story, draw pictures for storyboards to plan frames for their movie “to get their idea across” Children draw upon their own experiences and the story to generate a visual text Children infer, reflect, and “generate” ideas as they find an entry into the text ◦ (Mills, 2008)

28. Digital Movies (Collaborative Digital Microdocumentaries) Listen to a story Change the story by imagining different events from those in the plot Study the genre and textual features of micro- documentaries Include an introduction by a narrator, an observation, re- enactment of events, and an interview of the main characters Prepare storyboards; script-write (revise the script as needed for filming), act it out and film it (deciding on long and short shots); make use of digital editing (Mills, 2008)

29. Writing Comics Provide instruction then have students handwrite a comic that contains only three frames, and then present it digitally using http://www.makebeliefscomix.com/ Engage in problem solving as they seek ways to work within the framework (Mills, 2008)

30. Photo-Booklets Provide children with cameras Take visual walks; children take photographs Children photograph what is important to them to voice and share what is important to them Integrated within units, children capture real-world examples of things they had been learning about in the curriculum Mount photographs on charts with favorite sentences, art, and poetry Transition to joint construction with leveled questions for interactional routines using first, next, now, above, below to photograph items from different vantage point Each small group creates a digital photo-booklet to document the route of their walk by inserting jpeg images into PowerPoint presentations with key vocabulary Students experiment with custom animation for photos and text Other groups view the photo—booklet and answer questions

31. Using Photographs Gather, sort, and interpret photographs from many different sources and study captions Children take photographs and insert them into Word, use Word drawing tools, and write captions (in pairs) of their interpretation Children passed the photograph on to the next pair for their caption to be added Vocabulary lists were generated to describe and interpret photographs for the subjects represented Humor is used to help children think about the multiple ways the same photograph can be read by different audiences in different contexts with different experiences Graphic organizers (Inspiration) were used to sort, classify and order information children want to present to others—first Tree Diagrams and then with subcategories to scaffold what the children wanted to communicate and tell others. Graphic organizers provide a way of evaluating and planning Present digital stories in the form of PowerPoint presentations to record and then report on events at assemblies, in the school newsletter, and through displays around the school.

32. Using Projectors to Support Meaning-Making Project and Share ◦documents, ◦websites, videos, ◦worksamples, ◦photographs, ◦artifacts, and digital ◦books Model and demonstrate Support ◦inquiry, ◦Vocabulary development, and ◦Creativity Engage in ◦project based learning ◦collaboration

33. Videoconference Host Parent- Teacher Conferences Talk With ePals Interview Experts in the Field Take Virtual Field Trips Skype ePals ooVoo iChat (Apple) AIM Gmail Chat Google+ FaceTime (Apple)

34. Conduct Collaborative Research Take a virtual field trip View reality via webcams or video Sketch and label (KidPix) Visit websites to gather, extend, and clarify information Gather information from local sites and community guest speakers Connect with other classrooms via e-mail/chart stories/dictation and videoconferencing Write collaborative stories to create a whole-class story Create video snapshots for review and reflection (Water is Wonderful and Japan themes)

35. Connect with Authors Select authors with whom children are familiar; read multiple texts by the author Have children compare/contrast themes, characters, and settings in the text Have children select and illustrate ‘golden phrases’ using KidPix Prepare interview questions in collaborative groups; group questions as a whole class (life, decision to write, writing topics…) Create a videoconference account Use http://skypeanauthor.wetpaint.com to connect with the authorhttp://skypeanauthor.wetpaint.com Prepare and share information with others (newsletter, PowerPoint) Respond to thank the author (e-mail dictation)

36. Publish e-books

37. Book Trailers as Book Reviews ◦Watch trailers ◦http://www.homepages.dsu.edu/mgeary/bookt railers/default.htmhttp://www.homepages.dsu.edu/mgeary/bookt railers/default.htm Identify questions Select scenes from the book Prepare text Create video blurb Post to webpage and create QR Codes

38. Additional Examples Kidblog.org to blog Tumble Books and other e-readers Share published writing via iMovie (Author’s Chair) including labels, images, and illustrations Wonderopolis to tweet Create QR Codes to link to children’s work

39. Think About a Broader Range of Competencies, Awareness, and Dispositions…. Think about differentiating technology experiences to build on children’s funds of digital knowledge Shift focus from skills toward a broader range of competencies, awareness, and dispositions Provide learning environments rich in ‘environmental technology’ Recognize the importance of authenticity for children’s learning (Plowman, McPake & Stephen, 2008) Document Cameras Kid Pix Hyper Studio Kidspiration/Inspiration Pentop Technology ◦Tablet computers ◦iPads

40. Meaning-Making and E-resources BenefitsChallenges Tasks are problem or project oriented Projects are student centered Tasks are often collaborative Tasks are authentic/relevant Tasks are motivating Interaction on the part of the teacher increases Students work for extended periods of time Students are engaged Student voice is encouraged Positive gains in dispositions toward learning and academic skills are evidenced Scaffolding needed Interaction needed Additional time for activities is required Just in time assistance is needed Time is needed for professional development and preparation Time is needed to troubleshoot technical problems Role instruction for groups and individuals is needed Grouping, instructional routines, and center organization may need to be revisited

41. Meaning-making in Early Learning Contexts Intentional Planned Structured and Flexible Involves guided interaction that draws attention to important aspects of visual display

42. References Berk, L. (2012). Infants and Children: Prenatal through Middle Childhood. Boston: Allyn & Bacon. Duhaney, B & Duhaney, C. (2008). Technology and young children revisited. International Journal of Instructional Media. 35.4. Fall 2008. Eno, K. (2008). Not too young to watch, not too young to make. Youth Media Reporter. Issue 6, December 2008. Mitchell, L. Using technology in Reggio Emilia-inspired programs. Theory Into Practice, 46(1), 32-39. Mills, K. (2011). ‘I’m making it different to the book’: Transmediation in young children’s multimodal and digital texts. Australian Journal of Early Childhood. Vol. 36, No. 3, September 2011. Plowman, L., McPake, J. & Stephen, C. (2010). The technologisation of childhood? Young children and technology in the home. Children & Society. Vo. 24. pp. 63-74. National Children’s Bureau. Plowman, L. & Stephen, C. (2008). Enhancing learning with information and communication technologies in pre-school. Early Childhood Development and Care. Vo. 178, No. 6, pp. 637-654. August 2008. Plowman, L., McPake, J. & Stephen, C. (2008). Just picking it up? Young children learning with technology at home. Cambridge Journal of Education, Vol. 38, No. 3, September 2008, 303-319 Wolfe, S. & Flewitt, R. (2010). New technologies, new multimodal literacy practices and young children’s metacognitive development. Cambridge Journal of Education, Vol. 40, December 2010, 387-399. Routledge Taylor & Francis Group.

43. References Britsch, S. (2010). Photo-booklets for English language learning: Incorporating visual communication into early childhood teacher preparation. Early Childhood Journal, 38: pp.171-177. Cooper, L. (2005). Developmentally appropriate digital environments for young children. Library Trends, Vol. 54, No. 2, Fall 2005, pp. 286-302 Couse, L. & Chen, D. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education, Vol. 43, No. 1. International Society for Technology in Education. Grieshaber, S. (2010). Beyond discovery: A case study of teacher interaction, young children and computer tasks. Cambridge Journal of Education. Vol. 40, No. 1, March 2010, 69-85. Puerling, B. (2012). Teaching in the Digital Age: Smart Tools for Age 3 to Grade 3. St. Paul, MN: Red Leaf Press. Schiller, J. & Tillett, B. (2004). Using digital images with young children: challenges of integration. Early child development and Care. Vol. 174(4), pp. 401-414. Theobald, M., Danby, S. & Ailwood, J. (2011). Child participation in the early years: Challenges for education. Australian Journal of Early Childhood. Vol. 36, No. 3. September 2011, pp. 19-26. Wang, F., Kinzie, M, McGuire, P, & Pan E. (2010). Applying technology to inquiry-based learning in early childhood education. Early Childhood Education Journal, 37:381-389. Yelland, N. (2011). Reconceptualising play and learning in the lives of young children. Australian Journal of Early Childhood, Vol. 36, No. 2, June 2011.

44. References Early Connections ◦http://www.netc.org/earlyconnections/index.htmlhttp://www.netc.org/earlyconnections/index.html International Society for Technology in Education ◦http://www.iste.org/standards/nets-for- students.aspxhttp://www.iste.org/standards/nets-for- students.aspx NAEYC References ◦http://www.naeyc.org/content/technology-and- young-children/resourceshttp://www.naeyc.org/content/technology-and- young-children/resources Technology and Young Children Interest Forum ◦http://www.techandyoungchildren.org/index.htmlhttp://www.techandyoungchildren.org/index.html