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Technology Planning & Support:  Using Data Effectively to Plan Classroom Implementation and Professional Development, by Dale McManis, Karen Nemeth, and Fran Simon
 

Technology Planning & Support: Using Data Effectively to Plan Classroom Implementation and Professional Development, by Dale McManis, Karen Nemeth, and Fran Simon

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Presented at NHSA 2013.

Presented at NHSA 2013.

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    Technology Planning & Support:  Using Data Effectively to Plan Classroom Implementation and Professional Development, by Dale McManis, Karen Nemeth, and Fran Simon Technology Planning & Support: Using Data Effectively to Plan Classroom Implementation and Professional Development, by Dale McManis, Karen Nemeth, and Fran Simon Presentation Transcript

    • TechnologyPlanning & Support:Using Data Effectivelyto Plan ClassroomImplementation andProfessionalDevelopmentMay, 20131Lilla Dale McManis, Ph.D.Karen Nemeth, Ed.M.Fran Simon, M.Ed.NHSA AnnualConference 2013
    • About USLilla Dale McManisHatch Early LearningKaren NemethLanguage Castle, LLCFran SimonEngagement Strategies, LLCEarly ChildhoodTechnology Collaborative
    • Learning ObjectivesYou will:• understand the types and uses of educationaltechnology that may be considered for your program• learn about national survey data and resources thatcan inform your technology decisions• learn how to collect internal data for more effectivetechnology planning and professional development• learn and practice new strategies to evaluatetechnology professional development options forinclusion in your Head Start E-Rate Technology Plansas recommended in the Reference Guide under item4, Core Element II – Professional Development
    • OurStudy4On Tech Use in ECE Overview
    • Rationale for EarlyChildhood TechnologyCollaborative Study• Lack of research about ECE tech• Differentiate home use and classroom use• Sort out conclusions about passive techuse vs. interactive technologies• Need to hear directly from EC educators
    • Who Responded?•485 in the U.S.•116 Administrators•369 Teachers
    • About the RespondentsCommunity Type Poverty Children Served
    • About the RespondentsProgram Type Ages Children Served
    • WhyECE Educators Use Technology
    • Primary Reasons
    • How Tech Tools Are Used
    • Why don’tsome programsuse tech?
    • Obstacles/Weakness
    • WhatTechnology is Used?
    • Types of Tech Tools
    • What Educators Don’t Havebut Would Like for Children
    • How MuchTime?
    • How Many Days of the Week
    • Desk/LaptopsFeel Appropriate Actually Spend
    • IWBsFeel Appropriate Actually Spend
    • TabletsFeel Appropriate Actually Spend
    • The Results• Used regularly but not excessively• Used because children enjoy it & it helps meetgoals of program• More a support than for direct instruction• What’s used followsavailability• Differences betweenbeliefs and practices foramount of time
    • WhatActivities?
    • Frequency by ContentLanguage/Literacy Mathematics
    • Frequency by ContentScience Social Studies
    • Frequency by ContentArt Music
    • Frequency by DomainSocial-Emotional
    • Logic/Problem Solving Approaches to LearningFrequency by Domain
    • Teacher’s Role
    • Who is Guiding Activities
    • Who is Guiding Devices
    • Who is Guiding Devices
    • Who is Guiding Devices
    • • Used more for traditional content areas• Rarely used to support social-emotional goals• Educators “drive” some kinds of tech morethan others• Also allow child-initiated• Balance: teacher-guidedand child-initiatedThe Results
    • How are Goals Monitored?
    • Determining Learning
    • For ChildrenNeeding Extra Support?
    • DLL/ELL Learners
    • Tech with DLL/ELL LearnersChosen specifically to meetneeds of ELL childrenIn every language spokenin your group now
    • Special Needs Learners
    • Special Needs LearnersDevices usedwith childrenwho havespecial needs
    • ProfessionalDevelopment?
    • Types Professional Development
    • Best support received for usingtechnology
    • Comfort Level Using w/ Children1 = not at all, 5 = completelyDesk/laptops IWBs
    • Comfort Level Using w/ Children1 = not at all, 5 = completelyTablets Multi-touch Tables
    • • Technology is being used to monitorprogress• Seems available but low implementationfor DLL/ELL children and special needschildren• Many different kindsof PD available andmost have received• More comfortable withmore established techThe Results
    • Implicationsfor yourprogram?48Discussion
    • 49From theconferenceto yourprogramWhat next?
    • Put your plan into action!–Needs Assessment w/key players• Roll the results into a professionaldevelopment plan• Roll the results into a phasedTechnology Action Plan–Measure results & revise accordingly–Revisit the plan regularly–Be open to change as change occurs
    • Copyright, Simon and DonohueTechnologyimplementationrequires buy-in andsupport from theprogram“ecosystem”DirectorBoardFamiliesFundersSupportStaffCommunityPartnersVendorsMainOfficeI/TTeachersTechLead
    • Look for Internal Data!• Sources– Observation of use– Dialogue and conversation– Feedback forms– Organization records• Think about– What do teachers/children ask for? Get excitedabout?– What do teachers/children never use? Avoid?– What do they rush to “show” others?– What do they “grumble” about?
    • Professional DevelopmentTeachers need:– Hands-on playtime– Relevant reasons to use technology– Technology role models, coaches, peermentors– Ongoing formal PD opportunities– Professional learning networks– Reliable resources: books, websites, blogs,
    • 54Resources
    • Resources for PlanningGryphon House, Amazon,Follett Early LearningHatchTeachersPayTeachers.com
    • Learn More-Stay Connected• Early Childhood Technology Network• Twitter: #ECEtechCHATEvery Other Weds. @ 9pm ET• http://www.ecetech.net/• Free resources by Hatchhttp://hatchearlylearning.com/resources/
    • ReadingsSuggested readings• Simon, F. & Nemeth, K. (2012). “Digital Decisions: Choosing the RightTechnology Tools for Early Childhood Education.” Lewisville, NC: GryphonHousehttp://www.gryphonhouse.com/store/trans/productDetailForm.asp?BookID=10023• McManis, L.D. & Gunnewig, S. (2012). “Finding the education in educationaltechnology with early learners.” Young Children, 67(3), 14-25.http://www.naeyc.org/yc/files/yc/file/201205/McManis_YC0512.pdfAcknowledgement• The Early Childhood Technology Collaborative would like to thank PerryMcManis, M.A. Economics, for statistical analyses of the survey data.
    • 58QuestionsLilla Dale McManisDMcmanis@HatchEarlyChildhood.comKaren NemethKaren@LanguageCastle.comFran SimonFran.Simon@ESbyFS.com