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The Captivating Power of Mobile Devices for Young Children through Elementary
 

The Captivating Power of Mobile Devices for Young Children through Elementary

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BridgingApps Presentation, Down Syndrome Guild of Dallas 2013 Fall Conference ...

BridgingApps Presentation, Down Syndrome Guild of Dallas 2013 Fall Conference

Children with disabilities often have difficulty with engagement and interaction. This session focused on methods of using the iPad to help children develop engagement and encourage social engagement and interactivity. Specific apps that encourage engagement were also discussed.

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    The Captivating Power of Mobile Devices for Young Children through Elementary The Captivating Power of Mobile Devices for Young Children through Elementary Presentation Transcript

    • Captivating Power of Mobile Devices With Young Children Through Elementary
    • Agenda • BridgingApps Program and History • Using mobile devices with young children • App demonstrations • Raffle
    • Who We Are BridgingApps is a volunteer community of parents, therapists, doctors, and teachers who share information on how we are using mobile devices such as the iPad, iPhone, iPod Touch and Android devices with people who have special needs. www.bridgingapps.org
    • Beginnings
    • BridgingApps Website www.bridgingapps.org • Getting Started—hardware, accessibility, communication apps, videos, tablet accessories • App Search Tool—search apps, read app reviews, create lists, share lists • Programs—Classes, services, AT labs, training • Community—Online community groups, local meetings in Houston, Austin, McAllen • About Us—Contact us & success stories
    • Engagement and Interactivity Children with disabilities often have difficulty with engagement and interaction. • This session will discuss methods of using the iPad and other mobile devices to help children develop engagement and encourage social engagement and interactivity.
    • Why Use a Mobile Device With A Young Child? • Great for visual tracking & eye contact • Shared enjoyment with a caregiver • Mobile devices are a fantastic cause and effect toy • Great for fine motor practice • Safer for kids - and they can’t write on the walls with the iPad • Vocabulary development
    • Definitions What is engagement? • Engagement - the act of sharing in the activities of a group • The “group” can be as few as two people interacting What is interactivity? Interactivity in learning is "a necessary and fundamental mechanism for knowledge acquisition and the development of both cognitive and physical skills" (Barker, 1994:1) Barker, P. (1994). Designing Interactive Learning, in T. de Jong & L. Sarti (Eds), Design and Production of Multimedia and Simulation-based Learning Material. Dordrecht: Kluwer Academic Publishers.
    • Vital Skills • Children must learn to engage with and interact with others. • These are vital social skills that we all use every day. • iPads should enhance skills rather than allow the child to move farther into his/her own world. Engagement and interactivity are very important skills at home, in the classroom and in therapy sessions. • The iPad is a great tool to foster these skills. • The level of engagement between an app and the user is a good indicator of usefulness of the app.
    • Social Engagement • Automatic magnet for peers • Can help level playing field, brings child with special needs “up to” the skills of the typical child • A central theme to talk about! Texting - kids communicate with texts - a nonverbal child can join in the texting • Social stories - Toca Boca, Story Creator - writing your own story
    • Apps for Young Children • Apps should be engaging, colorful with high quality graphics • Apps should react easily and consistently • The amount of sensory stimulation should match the child’s sensory needs • Apps should be rotated based on development • Enough but not too much sound, sight - Injini Child Development Game Suite is a great example • Ability to customize app
    • Strategies for Reluctant Readers • Text to Speech • Interactive Books • E Books • Make your own books • iBooks - will read aloud, you can look up words • Do not replace “real”books with ebooks - the child should be exposed to both
    • Quick Feedback • The almost instantaneous feedback is very engaging for children especially those with special needs. • The timing is key • Children with delayed processing also benefit when they are in control of the feedback
    • Parental Involvement • It is crucial that iPads add to parental involvement, rather than detract from it • Screen time should be limited • A child under 2 should never be left with a mobile device to “work” on their own. • Close contact - lap sitting • Larger devices are better for sharing - 10” screen size
    • Vocabulary Development • A recent study funded by the Department of Education showed that the PBS Kids iPhone app “Martha Speaks” boosted 3-to-7-year-olds vocabularies by as much as 31% over the course of two weeks. • Read more: http://healthland.time.com/2011/10/20/no- screen-time-for-2-year-olds-do-ipad-apps- count/#ixzz2BkDmI8Ey
    • Classroom Example • This small device worked with every different learning style. Students that before had found lessons inaccessible were able to thrive with this new tool. Kinesthetic learners were able to manipulate information and materials with their hands. Visual learners saw pictures displayed at multiple angles, in three dimensions, rotating and spinning, with vivid colors that engulfed their senses. The auditory learners heard their stories read to them, listened to the pronunciations of words, and listened to music. It was beautiful. By Sarah Hayden, 5th Grade Teacher, Salem Keizer-School District - dreemdigital.com
    • • According to the literacy test results, classes using the iPads outperformed the non-iPad students in every literacy measure they were test on. ”We are seeing high levels of student motivation, engagement and learning in the iPad classrooms,” said Sue Dorris, principal at East Auburn Community School. “The apps, which teach and reinforce fundamental literacy concepts and skills, are engaging, interactive and provide children with immediate feedback. What’s more, teachers can customize apps to match the instructional needs of each child, so students are able to learn successfully at their own level and pace.” http://www.ipadinschools.com/328/largest-deployment-of-ipads-in-schools/
    • NAEYC Position • “As the lives of children, parents, families, and educators are infused with technology and media, early childhood classrooms can benefit from the possibilities of extending children’s learning through judicious use of these tools.” • http://www.naeyc.org/files/naeyc/PS_technology_WE B.pdf
    • Additional Resources • http://www.naeyc.org/content/technology-and- young-children/infants-and-toddlers • http://www.naeyc.org/files/naeyc/PS_technology_ WEB.pdf • http://www.naeyc.org/files/naeyc/PS_technology_E xamples.pdf