Technology in Early childhood education By: Mandy Galle EDUC W200 26754

Presentation Overview Technology in the Early Childhood Classroom Summary Reflection Technology in Early Childhood Education – Finding the Balance Learning and Technology Conclusion

Technology in the Early Childhood Classroom Adults consistently model for children the use of technology in everyday life. Technology needs to be introduced to children before they can be expected to use it independently. Instructional strategies coupled with technology can creative powerful learning experiences. The use of technology helps children practice skills and better understand concepts. Interactive educational games provide immediate feedback and encouragement to children. Software can provide individualized instruction by allowing children to work at their own skill levels. Multimedia provides nonlinguistic representation for learning subjects using a combination of audio, video and interactivity. “As with any learning tool, technology should be used alongside a variety of learning experiences.” Adults use technology when they scan groceries, email pictures, shop online etc. We introduce books to babies long before they can speak or read.

Continued… Identifying Similarities and Differences Homework and Practice Kidspiration (a software application) Humphrey Bear’s “What Doesn’t Belong?” Game National Institute of Environmental Health Sciences Starfall BBC Little Animals Activity Game Get Ready to Read Nonlinguistic Representation Generating and Testing Hypothesis Kidspiration is used to gather ideas, assign pics and sounds to words and put ideas to outline form. It is child friendly with voice overs to help emergent readers. Humphrey Bear and NIEHS have games that help children determine what doesn’t belong. Starfall helps build reading skills. BBC includes rhyming games, beginning and ending sounds…interactive stories. Get Ready to Read is a tool for teachers and parents to see if their child is “ready to read”. Create a graph is by the National Center for Education Statistics. National Geographic has a live webcam. PBS Kids Africa introduces them to the country through pictures , folktales and activities. PBS Creativity Challenge includes a game that puts pieces of pipe together to see if a marble falls through. National Library of Virtual Manipulatives has math manipulatives. Create a Graph National Geographic WildCam AFRICA PBS Kids Africa PBS Parents Creativity Challenge National Library of Virtual Manipulatives

Personal Reflection There is an array of websites and software available to scaffold learning in early childhood classrooms. “As with any learning tool, technology should be used alongside a variety of learning experiences.” Elizabeth Ross Hubbell states, “Technology is and will continue to be an integral part of classrooms, workplaces and our everyday life. Using technology helps early learners to communicate, practice life skills, and better understand concepts. If used pragmatically in the early childhood classroom, students will be better equipped to begin using 21st century tools independently as they enter elementary schools.” I believe that the use of technology in a classroom can help bring a concept full circle for children. It’s not just enough to tell children about a topic, you need to help them experience it. Through the use of various forms of media and technology, teachers can truly help children make learning more meaningful. The more meaningful it is, the more a child is likely to retain the concept.

Technology in Early Childhood Education – Finding the Balance “Whatever materials or tools are best suited to the activity will be used; sometimes computers are the best tools for the job, and sometimes they are not; the secret is knowing the difference.” Children birth to age eight learn through play and exploration. Technology in the classroom enhances learning in a variety of ways. Computers motivate young children and contribute to cognitive and social development. Computers can enhance children’s self concept and their attitudes toward learning. Children show increased levels of spoken communication and cooperation during computer use. Children share leadership roles and initiate interactions more frequently. They engage in turn taking and peer collaboration. Children tend to narrate what they are doing at the computer as they type text or move objects around on the screen.

Learning is a layered process! Technology (Computers, Keyboards, Video Cameras and Audio Equipment) Manipulatives and other objects that further explain a concept Books and other written information about concepts Learning is a layered process! Using computers with supporting activities provides a greater benefit than using any one thing alone.

Personal Reflection “Whatever materials or tools are best suited to the activity will be used; sometimes computers are the best tool for the job, and sometimes they are not; the secret is knowing the difference.” Teachers cannot rely on technology alone to be the only method of learning in their classrooms. Just as teachers cannot rely on only books or manipulatives to explain a concept. All learning needs to come from a variety of sources. Learning becomes the most meaningful when children can thoroughly understand and explore a concept. When used in conjunction with other modes of learning, technology can be a very powerful tool in the classroom.

Learning and Technology Do images and events on the screen represent experiences that have meaning for the child? Is the child able to make connections between what is on the screen and what is in the real world? Does the child really understand who controls the computer, or is he/she randomly hitting keys? From birth to age 3, the answers to these questions is usually “no”. Around the age of 3, the answers begin to change from “no” to “yes”. Social Development Computer use fosters social interactions. Place the computer in an area of the class that is open for sharing. Place extra chairs at the computer so that other children may participate. Ask children open ended questions about their work on the computer. Offer comments about what they are doing. The adult attention is important. Approaches Toward Learning Provide a lot of opportunities for children to interact with many things in the classroom (blocks, dolls, clay etc.)

Continued… Language Development Cognition and General Knowledge Make sure that connections are drawn from computer learning to real world experiences by encouraging the children to use all 5 senses. Limit screen time to less than 1 hour per day. Language Development Use open ended software that encourages thought and conversation. Make sure to use 3 dimensional objects to make the connection between letter and number symbols seen on the screen to the real world. Cognition and General Knowledge Help children understand the “if then” sequences on the computer. Explain what happens while they are on the computer. If you press this button, this will happen. Pay close attention to social interactions at the computer.

Personal Reflection “Computers do not provide the kinds of learning they (children under age 3) need for the growth and development of social, emotional, and cognitive skills.” It is important to remember that computers are not for everyone. Children need to be ready to reap the benefits of technology. Young children simply do not understand that images on a screen could have any meaning for them. It is important for older children to couple their computer learning with other “real world” experiences. If they are doing a lesson on the computer about how plants grow, it is important for them to also physically work with dirt and seeds and observe how plants grow. Adult interaction with children during their computer time is very important. As adults ask open ended questions, it encourages more critical thinking from the child.

Conclusion Computers in the classroom enhance learning. It is important to remember that computers must be used in conjunction with a variety of other materials to get the most benefit from the technology. Choose software that makes sense. Encourage conversation between students at the computer. Expand concepts by providing “real world” experiences. You can provide an enriching learning environment for your students!

References Hubbell, Elizabeth Ross. (March 2007). Technology in the Early Childhood Classroom. Learning Connections. Retrieved April 18, 2009 from http://www.mcrel.org/pdf/educationtechnology/9713IR_TechEarlyChildho od.pdf Unknown. (June 2001). Technology in Early Childhood Education – Finding the Balance. NWREL. Retrieved April 18, 2009 from http://www.nwrel.org/request/june01/technology.html Unknown. Learning and Technology. Early Connections. Retrieved April 18, 2009 from http://www.netc.org/earlyconnections/childcare/technology.html