Supporting Early Learners with Technology

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October 13th Webinar presentation by Susan Gunnewig, the Director of Product Development for Hatch Early Learning.

October 13th Webinar presentation by Susan Gunnewig, the Director of Product Development for Hatch Early Learning.

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  • What we know about how much prek teachers use digital content and media. They do but less than K-12 teachers.
  • Some perspectives
  • * Maybe you can say something about how many “new” ideas/materials/ etc. you have seen and about being open minded…other takes on the above: Technology is a tool –not a magic bullet. Neither is it inherently damaging.
  • We all need guidance and information. One place to read about the issue and recommendations for practitioners that has a solid basis is NAEYC’s position statement, which is being revised and will be released soon. Done jointly with the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College
  • By doing so, we can better see that these features can and should be present within and in conjunction with technology for it to be appropriate and meaningful for early learners.
  • The NELP report represents a systematic and comprehensive meta-analyses of the most robust published research studies on children’s early literacy skills.
  • This report is a review of the most rigorous and informative research in early childhood math to date.
  • As most of us recognize, this is an area that has received and should much attention in early childhood.
  • In the next few slides I would like to quickly share with you some of the most important areas. Controls attentionPositive approaches to learning (curiosity, flexible thinking, persistenceCognitive skills (higher order thinking)
  • Positive group behaviors (taking turns, respecting others space)Pro-social behaviors and communication (compromising, using language and appropriate gestures to express feelings/thoughts)Self-efficacy (expressing belief as capable based on accurate opinion of abilities and limitations)
  • Self-control (such as following rules and directions)Self-regulation (using strategic actions like planning, monitoring, and evaluating progress)
  • Identifying emotions (in themselves and others)Match intensity of emotions (with the situation presented). Here is a good place to find a lot of very good information on this topic. Samhsa is substance abuse and mental health association
  • We must add to the best/right content…meeting the needs of all children. Some key ways to do this are to consider how children best learns as they interact with the environment. We typically think of this as breaking into three components, although we should keep in mind most young children use all of these..use all of their senses.
  • We must add to the best/right content…meeting the needs of all children. Some key ways to do this are to consider how children best learns as they interact with the environment. We typically think of this as breaking into three components, although we should keep in mind most young children use all of these..use all of their senses.
  • This will look familiar to you if you are an educator…what you might not realize is how important small group instruction is but how infrequently it gets used in early childhood.
  • Literacy: Example Alphabet KnowledgeAssist child to recognize uppercase and lower case lettersAssist child to learn letters in their namesHelp child to see comparisons between their names and other wordsHelp child to see the different features of lettersIncorporate manipulates into the lesson to promote understandingMathematicsUse appropriate manipulatives Focus on one math objectiveEncourage conversation during the lesson using math vocabulary (i.e., circle, add, subtract, etc.)Check for understanding
  • Refers to supported learning.Comes from the analogy of a scaffold on a building…there for support until the building can stand on its ownThen removed.This principle has been found to be extremely useful for early learners. In this case the scaffold can come in many forms: a teacher, a competent peer, or learning materials.
  • How can technology support ELL children?Show example from TSLSMaybe a page from Guided Instructions
  • There is good news here as much of the technology we have today was developed and designed first for special needs children…
  • Now we have talked about content and about meeting the needs of ALL learners as we consider how to support children using technology. Let move to the Teacher—for the teacher is the one who makes most of the decisions about what children do each day and what materials they use to do so. If teachers are going to be able to use educational technology, it has to have what they need. here are some of the major ones. We’ll take a quick look at each of them.
  • Teachers rely on these as a road map and that has not changed!
  • Some ways this can happen are to be able to place children in and move them through scaffolded levels. Another is to have templates or other features so that teachers can create activities…a template is recommended because teachers have both a starting point and a guide rather than figuring it out on there own which can be time consuming and does take quite a lot of skill and experience to get right. Teachers working together can be a great way to use everyone’s strengths from understanding how the technology works, to what the standards are, to how to map onto to a local curriculum.
  • For the best use progress monitoring should be done on a regular basis such as 3 to 4 times per year. It is also important to have several sources of information for decisions about instruction.
  • As the InstitAll aspects of the early childhood program are necessary. Having them connect or integrate with one another makes the best learning ute for Education Sciences tells us…the curriculum goals should be the driving focus for using the technology, not the “machine” itself.
  • Could do a fun poll question here: How many of you talk to/ask others how to use your own personal technology (like your phone, tablet, or even your laptop)? So most of us need “training” to some extent, right? If you get a brand new comprehensive curriculum and you don’t get training, how well will you be able to use it to its potential? If your program implements new learning standards and you don’t get any help in what they mean and how to implement them in your teaching, how well connected will they be with what you do? The same is true of educational technology, especially since we now have opportunities with what technologies can bring compared to a few years ago.Here are some ways training and support can happen with ed tech….and it is an important part of making sure teachers have what they need.
  • Let’s spend the last part of our time talking about 21st century learning and the 21st century classroom…
  • Student-centered:  teacher is facilitator/coach v Teacher-centered:  teacher is center of attention and provider of informationDoes this already sound like early childhood?YES!
  • I would like to see something other than the sea/beach background because they show up a lot in our stuff unless we already have a lot of child drawings on these. I wanted to ask if we might be able to get a child or two in to draw some pictures/write a bit on the board..keep that and then make screen shots or something to go in this….I imagine also showing a few images from the gallery..this part could be a lot of work so if we have to skip some of the steps visually that is okay…Susan can maybe just talk about them. Idea adapted from:http://www.teachercreated.com/blog/2011/01/young-engineers-21st-century-skills-in-early-childhood-classrooms/
  • Closing….Today we talked about …“How specifically can educational technology fit in the EC classroom and support positive outcomes for children?”I hope this has helped give you a bit of a framework and some ideas for how technology can support young learners…that you will feel a little more ready to do so…and that you will let me know how it is going.
  • Before we talk a bit about 21st Century Learning and Classrooms….let’s take some questions if you have them….

Transcript

  • 1. Supporting Early Learners with Technology and the 21st Century Classroom Susan B. Gunnewig, M.Ed. October 13, 2011
  • 2. WebEx TechnologyEarly Learning Technology | www.HatchEarlyLearning.com #hatchinars | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 3. WebEx Technology Having trouble with the software? Call this number: 1-866-863-3910Early Learning Technology | www.HatchEarlyLearning.com #hatchinars | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 4. Stick Around for Your Chance to Win! Also find out how to receive your Technology Evaluation Toolkit!Early Learning Technology | www.HatchEarlyLearning.com #hatchinars | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 5. Today’s Speaker Susan B. Gunnewig, M.Ed. Product Development Director, HatchEarly Learning Technology | www.HatchEarlyLearning.com Early Learning Technology | www.HatchEarlyLearning.com #hatchexperts | |Copyright 2011 Hatch Inc. All Rights Reserved. #hatchinars Copyright 2011 Hatch Inc. All Rights Reserved.
  • 6. Are you concerned about the inclusion of technology in the early childhood classroom?Early Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 7. Grunwald & PBS Survey K-12 teachers are more avid users of digital media in their classrooms than Pre-K teachers. 100% 97% 95% 80% 60% 82% 62% 40% 65% 20% 28% Pre-K Teachers 0% K-12 Teachers Use of Frequent Digital Use of Use of Content Video Digital Content ContentEarly Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 8. Why?• One main reason may be that 50% of Pre-K teacher believe it is the content offered in fee-based resources that is not appropriate for their students’ age or ability.Grunwald, 2010Early Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 9. Susan Linn, Executive Director of Campaign for a Commercial Free Childhood & Instructor of Psychiatry at Harvard “The more you engage with it, the more you want to engage with it. Children who engage with screen media under the age of 3 tend to have a harder time turning it off when they’re older.” “We don’t seem to be thinking developmentally.” “We need to be ensuring that babies and toddlers and preschoolers have the time, the space, the silence and the inspiration to engage in play.”Early Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 10. Lisa Guernsey, director of the Early Education Initiative with the New America Foundation “I get nervous when people just close the door on technology in preschool. There’s an opening of windows onto new worlds that occurs when you have a computer there-a YouTube video or a Skype chat with other preschools in Sweden or Singapore. These are magical moments that can happen with young kids.”Early Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 11. What is Your Stance? • Different or New Does Not Automatically Mean Better—Nor Worse…. • Just bringing in technology will not increase quality IF other components are not in place • But if they are, technology can greatly enhance children’s opportunities for learningEarly Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 12. Sources of Guidance One place to go to right now is NAEYC’s new position statement on technology use with children…. • It is the position of NAEYC and the Fred Rogers Center that technology and interactive media are learning tools that, when used in intentional and developmentally appropriate ways and in conjunction with other traditional tools and materials, can support the development and learning of young children. NAEYC 2011 Technology in Early Childhood ProgramsEarly Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 13. Making the ConnectionLet’s take a step back and look at practices in general that make for an effective early childhood classroom.Early Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 14. Literacy & Math focus presented in a systematic way. Appropriate educationaltechnology which What does Attention to the supports skill learning needs development in research of all children. all domains. show works in EC classrooms? Progress Varying group size monitoring at instruction lasting least 3-4 times a 7-10 minutes year to guide with focus on a instruction. specific skill.
  • 15. So how specifically can educational technology fit in the EC classroom and support positive outcomes for children?Early Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 16. The Right Equation The best content + Meets the needs of all learners + Has what teachers need to use it = Teachers want to use it = Children benefit….Early Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 17. Content • Literacy • Mathematics • Social-EmotionalEarly Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 18. Literacy Report of the National Early Literacy Panel-January 2009 The National Institute for Literacy (NIFL) funded the panel’s work in consultation with the National Institute for Child Health and Human Development (NICHD), the U.S. Department of Education, and the Office of Head Start in the U.S. Department of Health and Human Services.Early Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 19. National Early Literacy Key Findings To be school ready, all young children must: • Be able to say most of the alphabet rapidly • Be able to name objects rapidly • Be able to write name or letters • Be able to remember, detect and manipulate sounds (phonological awareness) Source: Developing Early Literacy, January 2009Early Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 20. MathematicsA landmark report: Mathematics Learning in Early Childhood: Paths TowardExcellence and Equity by the Committee on Early Childhood Mathematics NationalResearch Council and funded by the Office of Head Start, has shed light on thecritical and urgent need to attend to mathematics in early childhood.
  • 21. National Research Council Key Mathematics Findings To be school ready, young children must: • Be able to count • Be able to add and subtract • Be able to measure • Be able to identify shapes • Be able to do spatial thinking Source: Mathematics Learning in Early Childhood, July, 2009Early Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 22. Social-Emotional Why so Important? “The early years of life present a unique opportunity to lay the foundation for healthy development. It is a time of great growth and of vulnerability. Research on early childhood has underscored the impact of the first five years of a child’s life on his/her social- emotional development. Negative early experiences can impair children’s mental health and effect their cognitive, behavioral, social-emotional development.” Shonkoff, J.; Phillips, D. A.; Council, N. R. (Eds.). 2000. From Neurons to Neighborhoods: The Science of Early Childhood Development. Washington, DC: National Academy Press.Early Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 23. Social-Emotional• Executive Function – Attention – Approaches – Cognitive skillsEarly Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 24. Social Competence – Positive group behaviors – Pro-social behaviors and communication – Self-efficacyEarly Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 25. • Behavioral Skills – Self-control – Self-regulationEarly Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 26. Emotional Skills – Identifying emotions – Match intensity of emotions *http://www.samhsa.gov/children/earlychildhood_social.aspEarly Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 27. Meets All Learners’ Needs • Type of learner – Tactile/Kinesthetic – Visual – Auditory • Group Size • Scaffolded ApproachEarly Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 28. Type of Learner• Tactile/Kinesthetic• Visual• AuditoryEarly Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 29. Group Size • Large • Small • IndividualEarly Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 30. Importance of Small Groups • Children benefit from small group instruction when the teacher has a specific goal or objective in mind • Provides for opportunities to assess a child’s understanding of the skill • Allows children to develop language by encourage sharing of ideas in conversation • Groups should be flexible • Small group lesson should last no longer than 10 minutes with an intentional appropriate lesson planEarly Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 31. Group SizeEarly Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 32. Scaffolded Approach Developed Developing Emerging Pre-EmergingEarly Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 33. Learners with Special Considerations What is the definition of English Language Learners (ELL)? – A term used to identify heterogeneous populations of students who have a first (home, primary, or native) language other than English and are in the process of acquiring EnglishEarly Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 34. ELL Achievement Gap • Many ELL children lag behind compared to native-English speakers in educational achievement. • ELL children usually have lower math and reading test scores, academic grades than their peers. • If ELL have opportunities to acquire English early the outcome is not as grave.Early Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 35. Best Practices for Teaching Young ELL Children in Literacy • Have same expectations, instruction strategies, and routines that are consistent. • Use visual cues and physical gestures. • Highlight the similarities/differences between English and the home language. • Build upon home language skills. • Frequently assess comprehension. • Avoid “flip flopping” between languages.Early Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 36. How Can Technology Support ELL Children?Early Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 37. Special Needs • Tailoring instruction – We talked about types of learners; many special needs learners are dominant in tactile, visual, or auditory so technology can easily adapt to this. – Attention problems are common; technology can often be novel and self-contained enough to capture and keep their attention so learning can occur. – Technology can be customized by level or type of activity for their specific need (e.g., more exposure to a certain concept; extra support in math)Early Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 38. How can technology support special needs children?Early Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 39. Has What Teachers Need • Standards/Objectives/Outcomes • Lesson Plans/How To’s • Customizable • Progress Monitoring • Integrates with Curriculum • Training and SupportEarly Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 40. Do you know where you are going?Early Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 41. How to get there?Early Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 42. Customizable, so all children get there…Early Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 43. Confirm children got there…Early Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 44. Integrates with the CurriculumEarly Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 45. Training & Support • Teachers should know how to use the educational technology – Built in to software (help videos) – Offered by Company/Vendor • Training • Professional development – Learning Communities • Professional development at the program level with teams and mentors/coaches or on-line opportunities)Early Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 46. 21st Century Classroom • Dramatic Technological Revolution • Will have a greater impact on society than the transition from an oral to a print culture.1 1 Kellner, Douglas; New Media and New Literacies: Reconstructing Education for the New MillenniumEarly Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 47. “21st Century Skills” Term being used a lot now. • Emphasizes core subjects • Emphasizes learning skillsFrom Learning for the 21st Century, www.p21.org Early Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 48. Key Principles • Learning is Active vs Passive • Outcome-based vs Time-based • What Students Know, Can Do and Are Like vs Memorization of Discrete Facts • Student-centered vs Teacher-centered • Integrated -Interdisciplinary Curriculum vs Fragmented CurriculumEarly Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 49. Portfolio SamplesEarly Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 50. "Tell me and I forget. Show me and I remember. Involve me and I understand." - Chinese proverbEarly Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 51. Summary & Questions • Effective EC Classrooms • How these components translate to Ed Tech supports for EC Classrooms • 21st Century ClassroomEarly Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 52. Interactive Technology & Learning Activities Brought to you by The Early Learning ExpertsEarly Learning Technology | www.HatchEarlyLearning.com Early Learning Technology | www.HatchEarlyLearning.com #hatchexperts | |Copyright 2011 Hatch Inc. All Rights Reserved. #hatchinars Copyright 2011 Hatch Inc. All Rights Reserved.
  • 53. Touchscreen Solutions + Research-Based Activities = Better Student Results RECENT STUDY of Hatch TeachSmart Learning System: 82% “ready to read” & 92% “school ready” in mathEarly Learning Technology | www.HatchEarlyLearning.com Early Learning Technology | www.HatchEarlyLearning.com #hatchexperts | |Copyright 2011 Hatch Inc. All Rights Reserved. #hatchinars Copyright 2011 Hatch Inc. All Rights Reserved.
  • 54. Early Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.
  • 55. NEXT SESSION: November 15 @ 2PM EST The Impact of ‘screen time’ on Kids Lisa Guernsey Director of the Early Education Initiative at New America FoundationEarly Learning Technology | www.HatchEarlyLearning.com Early Learning Technology | www.HatchEarlyLearning.com #hatchexperts | |Copyright 2011 Hatch Inc. All Rights Reserved. #hatchinars Copyright 2011 Hatch Inc. All Rights Reserved.
  • 56. December 1st @ 2PM EST 5 Big Ideas for The Future of Early Childhood David Kirp Author of “KIDS FIRST” November 15th @ 2PM EST How “Screen Time” Impacts Toddlers & Preschoolers Lisa Guernsey Director of the Early Education Initiative at New America Foundation Early Learning Technology | www.HatchEarlyLearning.comEarly Learning Technology | www.HatchEarlyLearning.com #hatchexperts | |Copyright 2011 Hatch Inc. All Rights Reserved. #hatchinars Copyright 2011 Hatch Inc. All Rights Reserved.
  • 57. And the Winner Is…Early Learning Technology | www.HatchEarlyLearning.com Early Learning Technology | www.HatchEarlyLearning.com #hatchexperts | |Copyright 2011 Hatch Inc. All Rights Reserved. #hatchinars Copyright 2011 Hatch Inc. All Rights Reserved.
  • 58. Webinars@HatchEarlyChildhood.comEarly Learning Technology | www.HatchEarlyLearning.com #hatchexperts | Copyright 2011 Hatch Inc. All Rights Reserved.