TechnologyPlanning & Support:Using Data Effectivelyto Plan ClassroomImplementation andProfessionalDevelopmentMay, 20131Lil...
About USLilla Dale McManisHatch Early LearningKaren NemethLanguage Castle, LLCFran SimonEngagement Strategies, LLCEarly Ch...
Learning ObjectivesYou will:• understand the types and uses of educationaltechnology that may be considered for your progr...
OurStudy4On Tech Use in ECE Overview
Rationale for EarlyChildhood TechnologyCollaborative Study• Lack of research about ECE tech• Differentiate home use and cl...
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 su...
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 ...
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 need...
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 ...
Copyright, Simon and DonohueTechnologyimplementationrequires buy-in andsupport from theprogram“ecosystem”DirectorBoardFami...
Look for Internal Data!• Sources– Observation of use– Dialogue and conversation– Feedback forms– Organization records• Thi...
Professional DevelopmentTeachers need:– Hands-on playtime– Relevant reasons to use technology– Technology role models, coa...
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...
ReadingsSuggested readings• Simon, F. & Nemeth, K. (2012). “Digital Decisions: Choosing the RightTechnology Tools for Earl...
58QuestionsLilla Dale McManisDMcmanis@HatchEarlyChildhood.comKaren NemethKaren@LanguageCastle.comFran SimonFran.Simon@ESby...
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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

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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

  1. 1. TechnologyPlanning & Support:Using Data Effectivelyto Plan ClassroomImplementation andProfessionalDevelopmentMay, 20131Lilla Dale McManis, Ph.D.Karen Nemeth, Ed.M.Fran Simon, M.Ed.NHSA AnnualConference 2013
  2. 2. About USLilla Dale McManisHatch Early LearningKaren NemethLanguage Castle, LLCFran SimonEngagement Strategies, LLCEarly ChildhoodTechnology Collaborative
  3. 3. 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
  4. 4. OurStudy4On Tech Use in ECE Overview
  5. 5. 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
  6. 6. Who Responded?•485 in the U.S.•116 Administrators•369 Teachers
  7. 7. About the RespondentsCommunity Type Poverty Children Served
  8. 8. About the RespondentsProgram Type Ages Children Served
  9. 9. WhyECE Educators Use Technology
  10. 10. Primary Reasons
  11. 11. How Tech Tools Are Used
  12. 12. Why don’tsome programsuse tech?
  13. 13. Obstacles/Weakness
  14. 14. WhatTechnology is Used?
  15. 15. Types of Tech Tools
  16. 16. What Educators Don’t Havebut Would Like for Children
  17. 17. How MuchTime?
  18. 18. How Many Days of the Week
  19. 19. Desk/LaptopsFeel Appropriate Actually Spend
  20. 20. IWBsFeel Appropriate Actually Spend
  21. 21. TabletsFeel Appropriate Actually Spend
  22. 22. 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
  23. 23. WhatActivities?
  24. 24. Frequency by ContentLanguage/Literacy Mathematics
  25. 25. Frequency by ContentScience Social Studies
  26. 26. Frequency by ContentArt Music
  27. 27. Frequency by DomainSocial-Emotional
  28. 28. Logic/Problem Solving Approaches to LearningFrequency by Domain
  29. 29. Teacher’s Role
  30. 30. Who is Guiding Activities
  31. 31. Who is Guiding Devices
  32. 32. Who is Guiding Devices
  33. 33. Who is Guiding Devices
  34. 34. • 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
  35. 35. How are Goals Monitored?
  36. 36. Determining Learning
  37. 37. For ChildrenNeeding Extra Support?
  38. 38. DLL/ELL Learners
  39. 39. Tech with DLL/ELL LearnersChosen specifically to meetneeds of ELL childrenIn every language spokenin your group now
  40. 40. Special Needs Learners
  41. 41. Special Needs LearnersDevices usedwith childrenwho havespecial needs
  42. 42. ProfessionalDevelopment?
  43. 43. Types Professional Development
  44. 44. Best support received for usingtechnology
  45. 45. Comfort Level Using w/ Children1 = not at all, 5 = completelyDesk/laptops IWBs
  46. 46. Comfort Level Using w/ Children1 = not at all, 5 = completelyTablets Multi-touch Tables
  47. 47. • 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
  48. 48. Implicationsfor yourprogram?48Discussion
  49. 49. 49From theconferenceto yourprogramWhat next?
  50. 50. 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
  51. 51. Copyright, Simon and DonohueTechnologyimplementationrequires buy-in andsupport from theprogram“ecosystem”DirectorBoardFamiliesFundersSupportStaffCommunityPartnersVendorsMainOfficeI/TTeachersTechLead
  52. 52. 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?
  53. 53. 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,
  54. 54. 54Resources
  55. 55. Resources for PlanningGryphon House, Amazon,Follett Early LearningHatchTeachersPayTeachers.com
  56. 56. 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/
  57. 57. 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.
  58. 58. 58QuestionsLilla Dale McManisDMcmanis@HatchEarlyChildhood.comKaren NemethKaren@LanguageCastle.comFran SimonFran.Simon@ESbyFS.com

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