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Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
Making common sense choices about technology
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Making common sense choices about technology

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Presentation by Karen Nemeth and Fran Simon at NAEYC Professional Development Institute

Presentation by Karen Nemeth and Fran Simon at NAEYC Professional Development Institute

Published in: Education, Technology
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  • 1. Just what does the new position statement say and how does it apply to my program? Common Sense Choices About Technology in Early Childhood SettingsNAEYC Professional Development Institute 6.10.2012 Copyright, Simon and Nemeth. All rights 1 reserved.
  • 2. Slideshttp://slidesha.re/CSeceTech Copyright, Simon and Nemeth. All rights 2 reserved.
  • 3. Agenda Who? When?• Planning to integrate technology• Evaluating digital products• Using technology meaningfully… What? Why? Within the context of the NAEYC/FRC Joint Position Where? How? Statement on Technology Use Copyright, Simon and Nemeth. All rights reserved. 3
  • 4. Who? When? What? Why? Where? How? The keys to DAP Technology PracticeCopyright, Simon and Nemeth. All rights reserved. 4
  • 5. New NAEYC & FRC Tech Position Statement + =Technology & Interactive Media as Tools in EarlyChildhood Programs Simon and Nemeth. All Children from Birth Copyright, Serving rights 5 through Age 8 reserved.
  • 6. Our ECE Technology Biblehttp://www.naeyc.org/content/technology-and-young- 6 children Copyright, Simon and Nemeth. All rights reserved.
  • 7. Technology can be an effective tool to support learning and development when used intentionally and appropriately 1 Copyright, Simon and Nemeth. All rights reserved. 7
  • 8. Takeaway You don’t have to use technology.If you do use tech tools intentionally, you will find they are not always the best choice. Copyright, Simon and Nemeth. All rights 8 reserved.
  • 9. 2To use tech intentionally, you need toknow about the tool itself and theimplications for young childrenusing that tool Copyright, Simon and Nemeth. All rights 9 reserved.
  • 10. TakeawayAdults need technology “play time” AND formal professional development to understand the implications of the tools. Copyright, Simon and Nemeth. All rights 10 reserved.
  • 11. Tech should only3 be used with children younger than 2 if it supports responsive interactions between caregivers and children Copyright, Simon and Nemeth. All rights 11 reserved.
  • 12. Takeaway Tech for infants and toddlers: Laptime and floortime with the youngest children might includetechnology, but in very limited doses and ONLY with an adult. Copyright, Simon and Nemeth. All rights 12 reserved.
  • 13. Copyright, Simon and Nemeth 13
  • 14. Copyright, Simon and Nemeth 14
  • 15. Copyright, Simon and Nemeth 15
  • 16. Copyright, Simon and Nemeth 16
  • 17. Limitationsshould be placedon screen timeand tech use 4 Copyright, Simon and Nemeth. All rights reserved. 17
  • 18. Takeaway Time limits: Guidelines and expectations should considervariables like age, objectives, and type of interaction. Copyright, Simon and Nemeth. All rights 18 reserved.
  • 19. How Much Time?Recommendations from Digital Decisions Copyright, Simon and Nemeth. All rights 19 reserved.
  • 20. Copyright, Simon and Nemeth 20
  • 21. Copyright, Simon and Nemeth 21
  • 22. Copyright, Simon and Nemeth 22
  • 23. Be attentive to digital citizenshipand equitable access Copyright, Simon and Nemeth. All rights reserved. 5 23
  • 24. Takeaway Digital literacy learning should bewoven into the fabric of the day, nottime set aside for “computer time”. Copyright, Simon and Nemeth. All rights 24 reserved.
  • 25. http://bit.ly/DigilitECTeach Copyright, Simon and Nemeth 25
  • 26. Takeaway Equity: Include technology that enhances dual language learning, represents diversity, and allowsaccess for children with disabilities. Copyright, Simon and Nemeth. All rights 26 reserved.
  • 27. Copyright, Simon and Nemeth 27
  • 28. Ongoing research and professional development are needed 6 Copyright, Simon and Nemeth. All rights reserved. 28
  • 29. TakeawayInvestments in technology tools are wasted without investments in professional development. Research will inform ongoing investments (or not!) Copyright, Simon and Nemeth. All rights 29 reserved.
  • 30. Who? When? What? Why? Where? How? Evaluatingproducts and tools Copyright, Simon and Nemeth. All rights 30 reserved.
  • 31. “Technology tools are neutral” Chip DonohuePeople have to do something to make something happen Copyright, Simon and Nemeth. All rights 31 reserved.
  • 32. We could tell you, but we won’tTools to help you make decisions on your own! Copyright, Simon and Nemeth. All rights 32 reserved.
  • 33. Bad news – most Early Learning apps, Websites, and software…• have moderate entertainment• have low production value• have low educational value• are redundant• are rote/skill based according to Simon & Nemeth Copyright, Simon and Nemeth. All rights 33 reserved.
  • 34. Be selective It’s not rocketscience! You do it every day! Copyright, Simon and Nemeth. All rights 34 reserved.
  • 35. Apps and websites that:• fit your philosophy• fit the needs and interests of the children• provide feedback, not praise• offer challenges through “leveled” experiences • offer more than rote direct instruction • offer a range of experiences •offer high interactivity • value learning over entertainment • do not include commercial temptations or inappropriate content Copyright, Simon and Nemeth. All rights 35 reserved.
  • 36. From Digital Decisions 36Copyright, Simon and Nemeth. All rights reserved http://bit.ly/commonsenseTECH
  • 37. Decisions about using software: Level 1- Basic pedagogical decisions• What are the objectives?• Is this the right tool for the objective?• Does it extend other activities?• Is it interactive? Is the interaction meaningful?• Does it fit in with my project/theme/study?• Does it work with the curriculum?• What is my role using this software? Copyright, Simon and Nemeth. All rights 37 reserved.
  • 38. Decisions about using software: Level 2 – A question of balanceIs the software for:• A large group, small group, or for individual children?• Teacher-directed or child-initiated activities?• Open-ended or skill-focused?• Short periods of time or deeper exploration? Copyright, Simon and Nemeth. All rights 38 reserved.
  • 39. Decisions about using software: Level 3 – Usability and instructional designIs the software:• Flashy, distracting, overwhelming or just enough appealing graphics and sounds to engage, but not distract?• Free of ads or enticements for children?• Deemed safe by trusted resources?• Easy for children to navigate independently?• Provide feedback to guide children?• Interactive with meaning or just fun? Copyright, Simon and Nemeth. All rights 39 reserved.
  • 40. PLAY TIME!!Copyright, Simon and Nemeth. All rights 40 reserved.
  • 41. Who? When? What? Why? Where? How?Best practice in the classroomCopyright, Simon and Nemeth. All rights 41 reserved.
  • 42. Daily Routines• Plan technology use along with ordinary day-to-day, project to project planning• Examine the group’s learning objectives and make choices that fit• Examine each child’s objectives and make choices that fit• Work with children to review their choices in all areas of the room throughout the week Copyright, Simon and Nemeth. All rights 42 reserved.
  • 43. Make it as natural as possible:Put technology throughout the room Copyright, Simon and Nemeth. All rights 43 reserved.
  • 44. Opportunities to foster relationships with children and adults Copyright, Simon and Nemeth. All rights 44 reserved.
  • 45. Make sure adults are available tosupport learning Copyright, Simon and Nemeth. All rights 45 reserved.
  • 46. Opportunities for Autonomy Copyright, Simon and Nemeth. All rights 46 reserved.
  • 47. Integrate technology throughout choices Copyright, Simon and Nemeth. All rights reserved. 47
  • 48. Integrate technology throughout the day Copyright, Simon and Nemeth. All rights reserved. 48
  • 49. Integrate technology throughout special events Copyright, Simon and Nemeth. All rights 49 reserved.
  • 50. Copyright, Simon and Nemeth 50
  • 51. Integrate technologywhen children go home Copyright, Simon and Nemeth. All rights 51 reserved.
  • 52. Set up internal & external support networks http://bit.ly/ECEtechResources Copyright, Simon and Nemeth. All rights 52
  • 53. Join the Digital DecisionsVirtual Book Network on To join and receive your personalized discount code your summer with a FREE online go to book club to read and discuss Digital Decisions with the authors ECEtech.net/booknet • Guided discussions It’s free to join! • Live “webinar style” online chats Copyright, Simon and Nemeth. All rights 53 reserved.
  • 54. Take the Early Childhood Technology Today Teacher’s Voice Survey Copyright, Simon and Nemeth 54
  • 55. Connect with us! Copyright, Simon and Donohue

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