• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
EETC, 2012:  Preschool Curriculum and Technology Crosswalk: An Intervention for Developers, Vendors, Researchers and Early Childhood Practitioners
 

EETC, 2012: Preschool Curriculum and Technology Crosswalk: An Intervention for Developers, Vendors, Researchers and Early Childhood Practitioners

on

  • 1,280 views

A presentation by Fran Simon and Karen Nemeth at EETC, 2012, Salt Lake City, UT.

A presentation by Fran Simon and Karen Nemeth at EETC, 2012, Salt Lake City, UT.

Statistics

Views

Total Views
1,280
Views on SlideShare
1,231
Embed Views
49

Actions

Likes
1
Downloads
0
Comments
0

3 Embeds 49

https://twitter.com 30
http://www.scoop.it 16
http://www.linkedin.com 3

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    EETC, 2012:  Preschool Curriculum and Technology Crosswalk: An Intervention for Developers, Vendors, Researchers and Early Childhood Practitioners EETC, 2012: Preschool Curriculum and Technology Crosswalk: An Intervention for Developers, Vendors, Researchers and Early Childhood Practitioners Presentation Transcript

    • Preschool Curriculum and Technology Crosswalk: for Developers, Vendors, Researchers and PractitionersEETC, March 15, 2012 Fran Simon | Engagement Strategies, LLC Karen Nemeth | Language Castle, LLC
    • Slides: DownloadsIpad/iPhone Slideshow PDF Handouts http://ow.ly/9CfgV © Copyright, Nemeth and Simon, 2012 2
    • We all need get on the samepage about how children learn
    • We share responsibility todevelop, sell, and select only meaningful technology © Copyright, Nemeth and Simon, 2012 4
    • Karen Nemeth | Language CastleFran Simon | Engagement Strategies
    • ,© Copyright, Nemeth and Simon, 2012 ? 6
    • of the top 200 selling apps on the iTunesStore are for toddler/preschool children © Copyright, Nemeth and Simon, 2012 7
    • “To stand out, developerstargeting young children shouldgo beyond skill/drill for earlylearning and embrace the uniqueopportunities that touch screenmobile devices afford.“Shuler, C. (2012). iLearn II; An Analysis of the Education Category of the iTunes App Store. NewYork: The Joan Ganz Cooney Center at Sesame Workshop © Copyright, Nemeth and Simon, 2012 8
    • But most of the EarlyLearning apps…• have moderate entertainment orproduction value• low educational value• are redundant• are rote/skill based according to Simon & Nemeth © Copyright, Nemeth and Simon, 2012 9
    • “… A framework of principles and guidelinesfor best practice in the care and education ofyoung children, birth through age 8. “ •Research on how young children develop and learn •What is known about educational effectiveness NAEYC, 2012 © Copyright, Nemeth and Simon, 2012 10
    • Relationships with responsive and Caring Adults © Copyright, Nemeth and Simon, 2012 11
    • Your task: Encourage relationshipsDevelopers:Activities that lend themselves to sharing,exploring, creating and discussing with adultsEducators:Look for a variety of tools, apps, ebooks thatencourage multi-user experiences and make surean adult is available to be involved. © Copyright, Nemeth and Simon, 2012 12
    • Active learninghands-on and mentally active © Copyright, Nemeth and Simon, 2012 13
    • Your task: Active LearningDevelopers:Develop applications that are open andencourage choice or problem solvingEducators:DEMAND and buy applications that are open andencourage choice or problem solving © Copyright, Nemeth and Simon, 2012 14
    • Help each child meetchallenging goals © Copyright, Nemeth and Simon, 2012 15
    • Your task: Achievable ChallengesDevelopers:Design activities that evolve with varying levels ofchallenge to meet each child where she is andwhere she needs to go nextEducators:Select a variety of tools and applications for alltypes of learners and activities that have varyinglevels of challenge © Copyright, Nemeth and Simon, 2012 16
    • Follow children’s interests and abilities © Copyright, Nemeth and Simon, 2012 17
    • Your task: Appeal to InterestsDevelopers:Design applications and experiences that allowchildren to pursue their own interests. Thinkabout how to capture imaginations beforebuilding skills.Educators:Select a variety of tools and applications for allchildren’s interests. © Copyright, Nemeth and Simon, 2012 18
    • Meeting a childwhere he is as anindividual © Copyright, Nemeth and Simon, 2012 19
    • Your task: IndividualizeDevelopers:Design applications and experiences all types oflearners- Dual language learners, children with avariety of special needs, and for all modalities.Educators:Select a variety of applications and tools for all ofthe children in your classroom. Diversify yourtechnology the way you would diversify yourlibrary. © Copyright, Nemeth and Simon, 2012 20
    • Building on what the child already knows and can do© Copyright, Nemeth and Simon, 2012 21
    • Your task: Capture and use data about progressDevelopers:Design applications and experiences that trackwhat the child is able to do, responds to whatthey already know. Not just progress for progresssake… to respond to their learningEducators:Expect and select tools that capture, respond toand report about child progress. © Copyright, Nemeth and Simon, 2012 22
    • Fosterrelationships with other children © Copyright, Nemeth and Simon, 2012 23
    • Your task: Get children to interact with each otherDevelopers:Design applications that encourage multipleusers who engage with one another IRL usinglanguage and other forms of communication.Educators:Expect and select tools applications thatencourage children to interact. Integratetechnology into the social areas of the room. © Copyright, Nemeth and Simon, 2012 24
    • © Copyright, Nemeth and Simon, 2012 25
    • © Copyright, Nemeth and Simon, 2012 26
    • Do this: FEEDBACK © Copyright, Nemeth and Simon, 2012 27
    • Monotonous Repetition © Copyright, Nemeth and Simon, 2012 28
    • Do this: Repetition with novelty © Copyright, Nemeth and Simon, 2012 29
    • Assume Understanding © Copyright, Nemeth and Simon, 2012 30
    • © Copyright, Nemeth and Simon, 2012 31
    • Busy work and Worksheets© Copyright, Nemeth and Simon, 2012 32
    • Give children meaningful experiences © Copyright, Nemeth and Simon, 2012 33
    • Entertain© Copyright, Nemeth and Simon, 2012 34
    • Do this Engage with interactivity © Copyright, Nemeth and Simon, 2012 35
    • Crosswalk foundationbuilt from key commonalities of DAP ANDCommercial Curricula Respected Approaches •Project Approach• Creative Curriculum •Montessori• High Scope •Project Approach•Tools of the Mind •Montessori•Investigator Club •Reggio Emilia•Curiosity Corner•High Reach•Opening the World of Learning © Copyright, Nemeth and Simon, 2012 36
    • Basic tenets of major national preschool curriculum models* Child centered* Active learning* Plenty of time for children to pursue interests* Studies or projects.* Reading with dialog, questions, discussions* Creative, open-ended experiences © Copyright, Nemeth and Simon, 2012 37
    • Effectiveness* Comprehensive domains of learning* Specific learning goals
* Well-designed learning activities
* Intentional teaching* Culturally and linguistically responsive* Individualizing instruction* Ongoing assessment* Family involvement* Appropriate for program staff, children and families © Copyright, Nemeth and Simon, 2012 38
    • © Copyright, Nemeth and Simon, 2012 39
    • © Copyright, Nemeth and Simon, 2012 40
    • © Copyright, Nemeth and Simon, 2012 41
    • Wrap upThis is a technologyrenaissance for ECE.Make the most of it. © Copyright, Nemeth and Simon, 2012 42
    • You can do it.They are counting on you. © Copyright, Nemeth and Simon, 2012 43
    • Our book Our SiteGryphon House Our Survey Fall, 2012 Early Childhood Technology Network © Copyright, Nemeth and Simon, 2012 ECEtech.net/survey 44