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Technology in the Early Years: What Do We Know & Why Does it Matter to Children’s Librarians?
Technology in the Early Years: What Do We Know & Why Does it Matter to Children’s Librarians?
Technology in the Early Years: What Do We Know & Why Does it Matter to Children’s Librarians?
Technology in the Early Years: What Do We Know & Why Does it Matter to Children’s Librarians?
Technology in the Early Years: What Do We Know & Why Does it Matter to Children’s Librarians?
Technology in the Early Years: What Do We Know & Why Does it Matter to Children’s Librarians?
Technology in the Early Years: What Do We Know & Why Does it Matter to Children’s Librarians?
Technology in the Early Years: What Do We Know & Why Does it Matter to Children’s Librarians?
Technology in the Early Years: What Do We Know & Why Does it Matter to Children’s Librarians?
Technology in the Early Years: What Do We Know & Why Does it Matter to Children’s Librarians?
Technology in the Early Years: What Do We Know & Why Does it Matter to Children’s Librarians?
Technology in the Early Years: What Do We Know & Why Does it Matter to Children’s Librarians?
Technology in the Early Years: What Do We Know & Why Does it Matter to Children’s Librarians?
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Technology in the Early Years: What Do We Know & Why Does it Matter to Children’s Librarians?

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Chip Donohue ALA 2014, ECRR 2.0: Using Apps & eBooks in Storytime

Chip Donohue ALA 2014, ECRR 2.0: Using Apps & eBooks in Storytime

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  • 1.   Technology  in  the  Early   Years:  What  do  we  know   and  why  does  it  ma0er   to  children’s  librarians?     Chip  Donohue,  PhD   Dean  of  Distance  Learning  and  Con<nuing  Educa<on   Director,  TEC  Center   Senior  Fellow,  Fred  Rogers  Center     @liBleelit      #alaac14        @chipdono        @TEC_Center  
  • 2. Follow  Fred’s  lead…   We  have  to  help  give  children  tools,  building  blocks  for  ac=ve  play.     And  the  computer  is  one  of  those  building  blocks.    No  computer  will   ever  take  the  place  of  wooden  toys  or  building  blocks.    But  that   doesn’t  mean  they  have  to  be  mutually  exclusive.   …use  tech  “with”  rather  than  “instead  of”  
  • 3. We  are  the  Jetsons…   The  need  for  media  literacy  in  2014   Media  literacy  is  about  helping   children  develop  the  life  skills  they   need  to  become  thinkers  and  makers   in  the  mul=media  environment  that   is  their  reality…  It  is  precisely   because  our  culture  surrounds  us   with  media  that  we  need  to  model   healthy  and  produc=ve  ways  to   integrate  digital  media  technologies   into  our  lives.   Faith  Rogow  
  • 4. A  joint  posi<on  statement  of  the  Na<onal  Associa<on   for  the  Educa<on  of  Young  Children  and  the  Fred   Rogers  Center  for  Early  Learning  and  Children’s  Media   at  Saint  Vincent  College   Technology  and  Interac<ve  Media  as  Tools  in   Early  Childhood  Programs  Serving  Children  from   Birth  through  Age  8    
  • 5. •  Tools   •  Inten<onal   •  Appropriate   •  Integrated   •  Balanced   •  Interac<ve   •  Quality  content   •  Joint  engagement   •  Access  &  Equity   •  Professional  development   •  Select,  Use,  Integrate,  Evaluate   =  Librarians  as  curators  and  mentors   When  used  inten=onally  and  appropriately,   technology  and  interac=ve  media  are  effec=ve   tools  to  support  learning  and  development.    
  • 6. The  3Cs  for  choosing  digital  media     •  CONTENT  How  does  this  help  children  engage,  express,   imagine,  or  explore?   •  CONTEXT  How  does  it  complement,  and  not  interrupt,   children’s  natural  play?   •  The  Unique  CHILD:  How  do  we  choose  the  right  tech  tools   and  experiences  for  each  child’s  needs,  abili<es,  interests   and  development  stage?  
  • 7. Rela<onships  maBer   •  Young  children  learn  best  in  the  context  of  interac<ons   and  rela<onships  with  aBen<ve,  responsive,  caring   adults   •  Co-­‐viewing  <  joint  engagement  with  media  –  using   media  together  leads  to  more  learning     •  Media  use  in  the  context  of  the  adult/child  rela<onship   •  Media  use  to  encourage  pro-­‐social  behaviors  and   encourage  social/emo<onal  development   •  Technology  as  a  tool  to  strengthen  rela<onships  with   adults  and  peers  
  • 8. Context  maBers   •  Children  learn  best  in  ac<ve  environments   when  they  are  engaged  in  meaningful,   interac<ve  and  social  contexts   •  Providing  access  to  quality  media  requires   engaging  parents  and  children:     –  at  home   –  in  early  childhood  programs  and  schools     –  In  informal  “third  spaces”  –  libraries,  museums,   zoos,  nature  centers,  out-­‐of-­‐school  <me   programs,  community  centers  and  more  
  • 9. Crea<ng  media  maBers   •  Young  children  are  capable  of  crea<ng  their  own  messages   and  expressing  themselves  through  media   •  Give  children  (and  their  adults)  control  over  what  use  and   how  they  use  it  –  open  ended  tools  for  explora<on   •  Consuming  media  >  Meaning-­‐making  >  Crea<ng  media    
  • 10. Digital  media  literacy  maBers   •  Altudes   •  Knowledge   •  Experience   •  Competencies   •  Leading  to  fluency   Digital  Media  Literacy  ma0ers  for  early  childhood   educators,  librarians  and  parents  who  are  media  role   models  and  mentors  for  young  children  
  • 11. The  4Ms  for  digital  age  librarians   1. Manager   2. Mediator   3. Mentor   4. Maker  
  • 12. Becoming  a  mindful  media  mentor   •  Be  a  posi<ve  digital  media  role  model  and  enthusias<c  tour  guide   •  Be  inten<onal  –  use  DAP  and  guidelines  to  select,  use,  integrate,  and   evaluate  technology  tools   •  Emphasize  technology  tools  that  encourage  pro-­‐social  behaviors,   interac<ons,  rela<onships,  and  joint  engagement   •  Follow  the  children’s  lead  –  give  them  choices  and  control   •  Limit  media  <me,  plan  for  fun  offline,  connect  real  and  virtual  play   •  Help  children  progress  from  media  consumers  to  creators   •  Promote  digital  media  literacy  (yours  and  theirs)   Carpe  diem!    Join  the  tech  in  the  early  years  conversa=on  
  • 13. What  is  essen=al  is   invisible  to  the  eye   For  Mindful  Media  Use   …Let’s  not  get  so  fascinated  by   what  the  technology  can  do   that  we  forget  what  it  can’t   do…It’s  through  rela=onships   that  we  grow  best  and  learn   best.  Fred  Rogers  

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