Technology Leadership in Early Childhood Education: Is There an App for That?
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A presentation by Chip Donohue and Fran S. Simon at Leadership Connections, 2012 by McCormick Center for Early Childhood Leadership.
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Technology Leadership in Early Childhood Education: Is There an App for That?
- 1. Technology Leadership in ECE: Is there an App for That? Chip Donohue, Ph.D. Fran Simon, M.Ed. Leadership Connections May 18, 2012 Copyright, Simon and Donohue
- 2. Chip Donohue, Ph.D. Director of Distance Learning TEC Center Director Erikson Institute Senior Fellow, Fred Rogers Center Fran Simon, M.Ed. Chief Engagement Officer, Engagement Strategies Founder, Early Childhood Investigations Co-Founder, Early Childhood Technology Network Author Copyright, Simon and Donohue
- 3. Surprise Guest Copyright, Simon and Donohue
- 4. About you… Copyright, Simon and Donohue
- 5. Objectives Heighten awareness of: • technology leadership • the DAP + technology link • elements of best practice • evaluation criteria • elements of technology plans
- 6. Agenda: • NAEYC Position Statement • Leadership • Technology Basics • Making Decisions • Making Plans Copyright, Simon and Donohue
- 7. Erikson Institute, child development & children’s media – current context • NAEYC/Fred Rogers Center – Joint Position Statement on Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8 • Fred Rogers Center - Framework for Quality Digital Media for Young Children, ELE Early Learning Environment • Joan Ganz Cooney Center at Sesame Workshop – Taking a Giant Step: A Blueprint for Teaching Young Children in a Digital Age • EriksonOnline – Technology and distance learning methods for early childhood teacher education and professional development • TEC Center – Curating/aggregating resources and “show me” examples of effective practice, offering online PD, and building a community of interest Copyright, Simon and Donohue
- 8. Follow Fred’s lead I went into television because I hated it so, and I thought there was some way of using this fabulous instrument to be of nurture to those who would watch and listen. Copyright, Simon and Donohue
- 9. Joint Position Statement on Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8 Copyright, Simon and Donohue
- 10. http://www.naeyc.org/content/technology-and-young-children Copyright, Simon and Donohue
- 11. http://margaret-powers.com/2012/03/09/technology-and-interactive-media-as-tools-in-early-childhood/ Copyright, Simon and Donohue
- 12. • Tools • Interactive • Intentional • Engaging Courtesy of the University of Maine Center for Community Inclusion and Disability Studies • Appropriate • Co-Engagement • Effective • Access • Integrated • Equity • Balanced • Select, Use, Integrate, Evaluate • Professional development Copyright, Simon and Donohue
- 13. What do we mean by technology? Old & new / analog & digital / low & hi-tech http://www.supersonicinc.com/Portable_Audio/fuseaction/Vi ewProductDetails/ProductID/3,3862597 http://tabletworld.in/newsdetails?id=30 http://www.hatchearlychildhood.com/ http://www.the-cameras.com/what-is-the-best-digital-camera- similar-to-professional-cameras/ http://www.couponsaver.org/computer-hardware- coupons-codes.html http://www.brightminds.co.uk/science-toys/microscopes-for-kids.htm http://www.babble.com/products/toddler-preschool-products/fisher-price- http://itdl.darton.edu/forms/help_page.htm Copyright, Simon and Donohue
- 14. What is the position? Technology and interactive media are tools that can promote effective learning and development when they are used intentionally by early childhood educators, within the framework of developmentally appropriate practice, to support learning goals established for individual children. Children’s experiences with technology and interactive media are increasingly part of the context of their lives that must be considered as part of the developmentally appropriate framework. Copyright, Simon and Donohue
- 15. What are the recommendations? • Select, use, integrate, and evaluate technology and interactive media in intentional and developmentally appropriate ways…and focus on the appropriateness and the quality of the engagement. • Provide a balance of activities in programs for young children. • Understand the limits of technology…Give careful consideration to technology with infants and toddlers…Be aware of public health concerns. • Provide leadership to ensure equitable access to technology and interactive media experiences for the children in your care and for their parents and families. Copyright, Simon and Donohue
- 16. What are the key messages? • When used intentionally and appropriately, technology and interactive media are effective tools to support learning and development • Intentional use requires early childhood teachers and administrators to have information and resources regarding the nature of these tools and the implications of their use with children. Copyright, Simon and Donohue
- 17. What are the key messages? • Limitations on the use of technology are media are important. • Special considerations must be given to the use of technology with infants and toddlers. • Attention to digital citizenship and equitable access is essential. • Ongoing research and professional development are needed. Copyright, Simon and Donohue
- 18. A neighborly reminder… ….Computers can be useful machines, especially when they help people communicate in caring ways with each other…. •Dear Mister Rogers, Does It Ever Rain in Your Neighborhood? Copyright, Simon and Donohue
- 19. Technology Position Statement Questions? Copyright, Simon and Donohue
- 20. Get ready to… Lead Copyright, Simon and Donohue
- 21. Leadership “A process of social influence in which one person can enlist the aid and support of others in the accomplishment of a common task". Chemers M. (1997)
- 22. Leadership can and should come from anywhere in the organization Smart leaders know they need leaders from within and leverage all strengths
- 23. Goal Provide support, encouragement, direction, and information to others… in your program to everyone can work together to integrate technology intentionally and meaningfully
- 24. Board Technology Funders Integration Takes a team I/T Director Community Main Office Partners Tech Lead Teachers Vendors Support Staff Families Copyright, Simon and Donohue
- 25. Shared Planning: Identify Your Team Internal External Teacher(s) Business Partners Tech Staff (If possible) Community Partners • CCRR • Colleges • Libraries • Other agencies Board Funders Parents Friends/Family © Copyright Nemeth and Simon, 2102 25
- 26. The Director Tech Lead In charge of resources and The person to whom others accountability first will turn for information • Resource • Resource • Role model • Role model • Facilitator • Facilitator • Supervision • Collaborator • Evaluation and • Encouragement redirection
- 27. Make a list of your key players, their roles, potential obstacles, and support they will need Copyright, Simon and Donohue
- 28. Tech budget: Allocations ½ on: • Internet access • Software/Apps • Peripherals • Professional Development Put aside something for maintenance/support © Copyright Nemeth and Simon, 2102 28
- 29. Tech budget: Proportions change over the years © Copyright Nemeth and Simon, 2102 29
- 30. MUST Invest in Professional Development, or investments in equipment will be wasted © Copyright Nemeth and Simon, 2102 30
- 31. Invest in software: Expensive equipment is wasted on cheap software © Copyright Nemeth and Simon, 2102 31
- 32. To be prepared to lead, you need a full deck of… answers in the palm of your hand Copyright, Simon and Donohue
- 33. Leadership means staring down the challenges Copyright, Simon and Donohue
- 35. Technology Leadership Challenge Overcoming resistance and/or Keeping excitement under control Copyright, Simon and Donohue
- 36. How to keep ducks in a row • Examples • Models • Pilots But there’s more.. Copyright, Simon and Donohue
- 37. * Plan teams * Plan Resources * * Plan Purchases * Plan Policies * © Copyright Nemeth and Simon, 2102 37
- 38. Set up internal & external support networks 38 © Copyright Nemeth and Simon, 2102
- 39. Set up evaluation and reporting systems © Copyright Nemeth and Simon, 2102 39
- 40. Schedule professional developme © Copyright Nemeth and Simon, 2102 40
- 41. Outline expectations for success and measure © Copyright Nemeth and Simon, 2102 41
- 42. Communicate with stakeholders © Copyright Nemeth and Simon, 2102 42
- 43. Plan to overcome resistance © Copyright Nemeth and Simon, 2102 43
- 44. Questions? Copyright, Simon and Donohue
- 45. “Technology tools are neutral” Chip Donohue People have to do something to make something happen Copyright, Simon and Donohue
- 46. Connect the dots- Tech and DAP © Copyright Nemeth and Simon, 2102 46
- 47. Objectives come before the tool
- 48. Help each child meet challenging goals Achievable “leveled” challenges and motivation for all ability levels
- 49. Interactive: Make something happen © Copyright Nemeth and Simon, 2102 49
- 50. Follow children’s interests and abilities Vary tools and applications for all interests
- 51. Foster relationships with other children Use software that encourages children to interact and place technology areas where they are likely to interact
- 52. Relationships with responsive adults Tools and apps that encourage interactions with adults and make sure an adult is available to be involved © Copyright, Nemeth and Simon, 2012 52
- 53. Integrate technology into the room
- 54. Integrate technology throughout choices © Copyright Nemeth and Simon, 2102 54
- 55. Integrate technology throughout the day © Copyright Nemeth and Simon, 2102 55
- 56. Integrate technology throughout special events © Copyright Nemeth and Simon, 2102 56
- 57. Integrate technology when children go home © Copyright Nemeth and Simon, 2102 57
- 58. Hardware Web sites, software, apps Internet access and internal networks
- 59. Computers Decisions, decisions, decisions… PC vs. Mac Laptop vs. Desktop
- 60. Using Computers: Does it look like this… or that? © Copyright Nemeth and Simon, 2102 60
- 61. Mobile Devices in the Classroom Highly mobile, small flat digital computers that usually have multi-touch screens. Great for integrating into learning centers and using on the go.
- 62. The Integration Power of Mobile Copyright, Simon and Donohue
- 63. Questions? Copyright, Simon and Donohue
- 64. Just what can kids do on computers and multi-touch devices? • Educational software • Games • Internet research • Interactive websites • Videos • Communications • Photo sharing • What else? Copyright, Simon and Donohue
- 65. The Guts: Software Use and Evaluation Copyright, Simon and Donohue
- 66. Daily Routines: Recommendations for Intentional teachers • 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
- 67. Computer Software Meaningful Pedagogical value Engaging Interactive “Sticky” Productive Up to date © Copyright Nemeth and Simon, 2102 67
- 68. Good news! of the top 200 selling apps on the iTunes Store are for toddler/preschool children © Copyright, Nemeth and Simon, 2012 68
- 69. Making Choices About Tech: It’s the Leader’s… • choices …with the staff for the children and families • planning …with the staff for the children and families • responsiveness …to the staff, children and families • relationships …with the staff and program ecosystem
- 70. You Make the Choices Be a critical consumer. You, the teachers, and the parents are the gatekeepers who stand between technology and children.
- 71. Be selective 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 © Copyright Nemeth and Simon, 2102 71 according to Simon & Nemeth
- 72. Making good choices: Software / Apps © Copyright, Nemeth and Simon, 2012 72
- 73. © Copyright, Nemeth and Simon, 2012 73
- 74. Do this Find software and apps that provide feedback, not praise, and be present when children are using technology. © Copyright, Nemeth and Simon, 2012 74
- 75. Use applications that offer meaningless excessive repetition © Copyright, Simon and Donohue, 2012 75
- 76. Do this: Find applications that offer repetition with novelty © Copyright, Nemeth and Simon, 2012 76
- 77. Use tech for busy work and offer programs that are like worksheets or flash cards © Copyright, Nemeth and Simon, 2012 77
- 78. Do this Engage with © Copyright, Nemeth and Simon, 2012 interactivity 78
- 79. Use tech to entertain © Copyright, Nemeth and Simon, 2012 79
- 80. Give children meaningful © Copyright, Nemeth and Simon, 2012 experiences 80
- 81. Selecting Software Making choices is all about the lens through which you view the software © Copyright Nemeth and Simon, 2102 81
- 82. 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?
- 83. Decisions about using software: Level 2 – A question of balance Is 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?
- 84. Decisions about using software: Level 3 – Usability and instructional design Is 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?
- 85. No in-app purchases Copyright, Simon and Donohue
- 86. Review by Warren Buckleitner Children’s Technology Review
- 88. Site Safari: Resources for Information for Teachers, Parents and Staff Review site Technology position statement and fantastic resources to support it. Resources for ECE teachers and administrators Resources for ECE teachers and administrators Fred Rogers Center’s Early Learning Environment Great resources and tips for teachers that weave activities together
- 89. Site Safari: Resources and Information for Teachers, Parents and Staff A website and monthly PDF newsletter designed to summarize products and trends in children’s interactive media Information for teachers about reading and literacy activities American Library Association – Listing of great sites for children and teachers International Reading Library- free ebooks from around the world Songs, ryhmes and traditions from around the world. Free ebooks to read online Great resource for teachers and the tech section offers great suggestions
- 90. Site Safari: Interactive Sites for Children Click to go to BE CAREFUL! SOME the site: ARE GOOD, AND OTHERS NOT SO MUCH. Use the evaluation criteria we discussed to be sure they are appropriate.
- 91. Site Safari: Interactive Sites for Children Click to go to BE CAREFUL! SOME the site: ARE GOOD, AND OTHERS NOT SO MUCH. Use the evaluation criteria we discussed to be sure they are appropriate.
- 92. App Safari: Apps for Children Toca Boca Doctor BE CAREFUL! SOME ARE GOOD, Wheels on the Bus by AND OTHERS NOT SO MUCH. Use the evaluation criteria we discussed Duck Duck Moose to be sure they are appropriate. Winnie the Pooh Birthday story DoodelCast Elmo's Monster Maker Little Pim Drawpad Cow Says Moo Cookie Doodle Speech with Milo Sequencing iTot Cards Dancing Animals Alpha Baby free Chalk Walk Copyright, Simon and Donohue
- 94. #ECETECHCHAT Fran@ECEtech.net Karen@ECEtech.net Early Childhood Technology Network ECEtech.net
- 95. Contact Chip CDonohue@erikson.edu www.teccenter.erikson.edu
- 96. You can do it! They are counting on you.
Editor's Notes
- Think about when Fred Rogers first confronted TV, a new and untested technology, and found ways to turn it into a tool for supporting healthy social and emotional development of young children and for educating adults about child development.Fred said, “I went into television because I hated it so, and I thought there was some way of using this fabulous instrument to be of nurture to those who would watch and listen”
- http://margaret-powers.com/2012/03/09/technology-and-interactive-media-as-tools-in-early-childhood/Technology and Interactive Meia as Tools in Early ChildhoodWordle of 30 Most Frequently Occurring Words in the Position Statement
- Technology and interactive media are tools that can promote effective learning and development when they are used intentionally by early childhood educators, within the framework of developmentally appropriate practice, to support learning goals established for individual children…Children’s experiences with technology and interactive media are increasingly part of the context of their lives that must be considered as part of the developmentally appropriate framework. In order to make informed decisions regarding the intentional use of technology and interactive media in ways that support children’s learning and development, early childhood teachers and staff need information and resources about the nature of these tools and the implications of their use with children.
- Summary of the recommendationsThe six recommendations from NAEYC and the Fred Rogers Center can be found near the end of the Position Statement. I’ve summarized the key points on the slide, and I encourage you to read the full recommendations. In summary, the recommendations encourage educators to… Select, use, integrate, and evaluate technology and interactive media in intentional and developmentally appropriate ways…and to give careful attentionto the appropriateness and the quality of the engagement. To Provide a balance of activities in programs for young children as I’ve spoken of previously. To Understand the limits of technology, Give careful consideration to technology with infants and toddlers, and to Be aware of public health concerns Finally to Provide leadership to ensure equitable access…to technology and interactive media experiences for the children in your care and for their parents and families.
- The issuesThere is conflicting evidence about the value of technology to children’s development. The appeal of technology can lead to inappropriate uses in early childhood settings.Issues of equity and access remain unresolved.
- The issuesThere is conflicting evidence about the value of technology to children’s development. The appeal of technology can lead to inappropriate uses in early childhood settings.Issues of equity and access remain unresolved.
- Training is important as the tool – planning and budget MUST include adequate training or the money spent on equipment will be wasted.
- Software, apps and peripherals as important as equipment. Expensive equipment with cheap software is just cheap.(You can buy expensive oven – but if all you cook on it is hotdogs – you still only eat hotdogs no matter how much the oven cost)
- IntentionalWell-PlannedOptional, Not ForcedMeets State & National StandardsEnhances ActivitiesConnected to the curriculumInteractiveCollaborativeIndividualized Supports creative thinkingMatched to Learning ObjectivesClosely Monitored
- When you plan, you don’t say “I want to use crayons, so I need an objective.” You say, “I need to offer opportunities for creativity and fine motor control, so today I am choosing to use crayons.”
- BB House: reinforces letter names & sounds, rhyming words, adjectives, text relating to visual symbols, positional wordsMM House: reinforces numbers/counts, addition/subtraction, patterns, problem solving, geometric shapes, size, etcSS House: reinforces sorting, sequencing, observing, predicting, constructionTT House: reinforces telling time, relationship between earth, globe, and world map, names/locations of continents, oceans, etc, mapping and direction skills
- Mobile devices are small computers that we carry around to keep and get information, perform applications, and sometimes make phone calls. Examples: tablets, iPads, Androids, iPod Touch, Kindle Fire, and smartphones
- See chart on p. 61 - The Common Sense Approach to Developmentally Appropriate Evaluation of Software, Websites, and Apps Developed for Young Children
- KN – Busy work, worksheets, nor FLASHCARDS!!!
- Just because it is a name you recognize or it is a nonprofit, doesn’t mean it is 100% great. Every site we have evaluated has features we like and others we don’t.
- CHIPhttp://www.teccenter.erikson.edu/SlidesResourcesLinksResponses to your questions