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ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
ECE Tech Survey
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ECE Tech Survey

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Presented at the 40th Annual NHSA conference

Presented at the 40th Annual NHSA conference

Published in: Education, Technology
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  • How technology is used in early childhood education classrooms not well understood (Prek-3rd grade)Current surveys often about home use of technology with young children or mix passive with interactive technologiesThere is a need to hear directly from educators about how they are using interactive information processing technologies with children in the classroom
  • The demographics are comparable from Survey I and Survey II were similar and are combined
  • Rate the following reasons that technology is used with the children in your classroom. Survey I-okTechnology helps children meet the goals of the programAll: Main 51% Minor 35% Not at All 14%Required by the programAll: Main 22% Minor 34% Not at All 44% Expected by the parentsAll: Main 16% Minor 43% Not at All 41% The children enjoy itAll: Main 76% Minor 20% Not at All 4%What is the best support you have received for using technology with the children? (may choose more than one). Survey II.68% children’s enthusiasm, having access to good content 51%, having access to the right devices 49%, the gains I have seen children make 45%, having enough prof dev 40%, having a sufficient budget 33%.Which of the following statements best describes the most important uses of technology in your classroom? (choose all that apply). Survey II
  • Which of the following statements best describes the most important uses of technology in your classroom? (choose all that apply)Indirectly supporting the introduction of concepts/skills Directly teaching concepts/skills Indirectly teaching concepts/skills Extension of concepts/skills Ongoing progress monitoring Assessment a few times a year
  • What are the biggest obstacles or weaknesses of content (from software/websites/apps) that you currently have or that you have reviewed for helping children meet learning goals?
  • DerivedThinking about technology that you do NOT currently have for the children, which of the following do you think would be good to use with them in the classroom? (check all that apply). Survey I-Teacher, Survey I-Admin
  • Thinking about technology that you do NOT currently have for the children, which of the following do you think would be good to use with them in the classroom? (check all that apply)
  • How much of the program day does a child typically spend with each technology in your classroom? Survey I-TeacherHow much of the typical program day does a child spend with each technology in the classroom? Survey I-AdminIn a typical week, on how many days do children use educational technology in the classroom? Survey I-Teacher, Survey I-AdminHow much time using Information Processing Technology do you feel is appropriate for the age children you teach? Survey II.
  • In a typical week, on how many days do children use educational technology in the classroom?
  • When considering a typical week for a child in your classroom, how would you describe their use of technology in the classroom? Survey I-Teacher When considering a typical week for a child in your program, which best describes their use of technology in the classroom? Survey I-AdminWhen the children in your classroom use the following types of technology, what is the most common situation when it is used? Survey II.When you use the following technologies, what is the role adults usually take in working with the children? Survey II.When using the following technologies with the children in your class, which type of activities are most likely to be happening? Survey II.
  • For social emotional, how often is educational technology used in the classroom with the children?
  • When considering a typical week for a child in your program, which best describes their use of technology in the classroom? Survey 1
  • When using the following technologies with the children in your class, which type of activities are most likely to be happening? Tablet
  • When using the following technologies with the children in your class, which type of activities are most likely to be happening? Interactive Whiteboard
  • When using the following technologies with the children in your class, which type of activities are most likely to be happening? Interactive Whiteboard
  • For the following learning purposes, how often do you use educational technology in your classroom with the children? (with 1 being never and 5 being each time). Survey I-TeacherFor the following learning purposes, how often is educational technology used in the classroom with the children? (with 1 being never and 5 being each time). Survey I-AdminBased on your observations and/or the results of your assessment system, how much do the following types of technology help the children in meeting learning goals in the classroom? (with 1 being not at all and 5 being essential). Survey I-Teacher, Survey I-AdminHow do you mainly determine whether children have learned what you want them to learn using these technologies and content? (choose all that apply). Survey II.To what extent is educational technology used for the following purposes in the classroom? (with 1 being not at all and 5 being all of the time) Survey I-Teacher, Survey I-AdminHow often are technology-based activities included in your lesson plans? (with 1 being never and 5 being all of the time). Survey I-TeacherHow often are technology-based activities included in the lesson plans at the classroom level? (with 1 being never and 5 being all of the time). Survey I-Admin
  • How do you mainly determine whether children have learned what you want them to learn using these technologies and content? (choose all that apply)
  • For DLL, how often is educational technology used in the classroom with the children?
  • For DLL, how often is educational technology used in the classroom with the children?
  • Which of the following devices do you use with special education children?
  • How comfortable and confident do you personally feel using these technologies with young children? (with 1 being not at all and 5 being completely). Survey I-Teacher, Survey I-AdminWhat type of professional development/support have you received about using educational technology with early learners? (click all that apply). Survey I-Teacher, Survey I-Admin
  • What types of professional development/support have you received about using educational technology with early learners?
  • What is the best support you have received for using technology with the children?
  • Research shows in-depth, hands-on PD over time is more effective than one-shot workshops….
  • Transcript

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

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