1. Teaching the Swipe Generation Beth Poss possbeth@gmail.com On Twitter @possbeth

2. By the end of this training session, participants will be able to: 1.Cite examples of current research on the use of technology for children birth to 8 years 2.Differentiate the implications of Assistive Technology for young children with disabilities versus the use of technology as an early learning tools 3.Identify developmentally appropriate apps and other technology resources that support the growth of language, play, literacy and early math skills, including assistive technology tools for access and communication 4.Consider how to include developmentally appropriate technology in IFSPs and IEPS Today’s Outcomes

4. What are your thoughts? ●Children under the age of 5 should have minimal screen time ●Children 2 and under should have no screen time ●Some screen time is ok, even for infants and toddlers ●It does not matter how much screen time young children get

5. Policy Statements to Guide Use ●National Association for the Education of Young ChildrenNational Association for the Education of Young Children ●American Academy of PediatricsAmerican Academy of Pediatrics ●Zero to ThreeZero to Three ●RandRand

6. American Academy of Pediatrics Narrow definition of media use: “For the purposes of this policy statement, the term “media” refers to television programs, prerecorded videos, Web-based programming, and DVDs viewed on either traditional or new screen technologies.”

7. NAEYC Policy Statement “The distinction among the devices, the content, and the user experience has been blurred by multi-touch screens and movement-activated technologies that detect and respond to the child’s movements. With guidance, these various technology tools can be harnessed for learning and development; without guidance, usage can be inappropriate and/or interfere with learning and development.”

8. NAEYC Policy Statement ●Guidance for early childhood educators about the use of technology and interactive media in ways that can optimize opportunities for young children’s cognitive, social, emotional, physical, and linguistic development ●Interactive vs. non-interactive/solitary ●What is screen time? ●Technology for technology’s sake vs. a means to an end ●Assistive Technology ●Ensure that any use of technology and media serves as a way to strengthen adult-child relationships ●Effective uses of technology and media are active,hands-on, engaging, and empowering

9. NAEYC Policy Statement 0 to 2 years “There may be appropriate uses of technology for infants and toddlers in some contexts (for example, viewing digital photos, participating in Skype interactions with loved ones, co-viewing e-books, and engaging with some interactive apps)... educators should limit the amount of screen time and, as with all other experiences and activities with infants and toddlers, ensure that any use of technology and media serves as a way to strengthen adult-child relationships.”

10. Play is central to children’s development and learning. Children’s interactions with technology and media mirror their interactions with other play materials and include sensorimotor or practice play, make-believe play, and games with rules. Therefore, young children need opportunities to explore technology and interactive media in playful and creative ways.

11. Moving Beyond Screen TimeMoving Beyond Screen Time--Rand Six Considerations in Redefining Technology Use ●Is it purposefully integrated to support learning? ●Is the use solitary or taking place with others? ●Is the activity sedentary or mobile? ●What are the content and features of the media? ●Are the device's features age-appropriate? ●What is the total screen time involved?

12. Zero to Three Research:2D to 3D-- The Transfer Deficit ●Easier for young children to comprehend information from real-life experiences with people and objects compared with information delivered via a screen ●Transfer Deficit o children less than 2 years old do not have the symbolic thinking skills necessary to understand that what they see on the screen is a stand- in, or symbol, for the real thing. ●Repetition of 2-D experiences reduces the transfer deficit o to use information they take in from the 2-D world and transfer it to real-world situations.

13. Zero to Three Recommendations for Parents ●Participate in the screen experience and make it a language rich, interactive activity ●Create transference from 2D to 3D--make the connection between what she sees on a screen and the real world. o Play games with her afterward using objects similar to what she has seen on the device, such as blocks or a ball. o Point out and label objects in real life that she has seen on TV or on touchscreens, such as animals and flowers.

14. Assistive Technology Misconceptions create limited recommendations for AT or AAC in young children ●provider perspective that children with disabilities must possess an understanding of cause and effect or other cognitive skills before they can effectively use AT devices ( Sullivan and Lewis, 2000; Cress & Marvin, 2003)Sullivan and Lewis, 2000Cress & Marvin, 2003 ● providers believe that using AT means giving up on a child being able to learn to perform a particular skill independently (Mistreet, 2004)

15. Assistive Technology for Young Learners

16. Incorporating Technology into the IFSP ●How does the family view technology as a part of their routines? ●Priorities, needs, and concerns? ●How is the technology going to be used? ●Built into the outcome? ●A service or a strategy?

17. Appalanch Common Sense Media--resource for app and other media reviews

18. What Makes an Effective Early Childhood App? ●Open ended to support play and problem solving ●Promotes literacy, language and vocabulary development without drill and kill ●Include rich, engaging activities that invite a high degree of interactivity and control by the user ●Encourages movement--fine and gross motor ●Enhances and encourages interactions with adults or peers, rather than promoting solitary exploration ●Culturally diverse/free of stereotypes ●Meets a developmental need

19. Apps that promote open-ended play and problem solving ●My PlayHome Series ●Toca Boca ●Face4KidsFace4Kids ●Wood Blocks for Kids ●Sesame Street Family Play

20. Apps for Communication (AT) ●Go Talk Now ●TouchChat ●LAMP Words for Life ●FTVS Key features to consider ●SNUG ●Core vocabulary ●Beyond wants and needs

21. Features ●images ●text ●choice of layouts ●video ●audio ●choice boards ●print ●share FTVS HD App

22. Apps that promote literacy and language ●Epic! ●David Wiesner’s Spot ●Go Talk Now (not just for communication!) ●This is My Story ●First Phrases HD Digital StoryTime App Reviews

23. Movement--Fine and Gross ●Dexteria Jr ●Drawing Pad ●Moves Like Me ●Yogaverse--I am Love

24. What are your thoughts now? ●Mobile technology and the apps that are a part of this can be used in meaningful ways, even with the youngest learners. ●While screentime and media should not dominate a young child’s play, it can be used effectively to promote language development, play, interactions with peers and adults, and the development of critical preschool skills ●What do you think? Type in the chat window and let me know!

25. Resources Available from: Diigo “Swipe Generation” Articles, websites, reviews https://www.diigo.com/user/possbeth/%22swipe %20generation%22 Pinterest Pre-K Apps page https://www.pinterest.com/possbeth/apps-for- pre-k/

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