Bayhan et al 2002 and Ertmer 2005 support Downes et al’s (2001) claims that despite significant technology being accessible to teachers, there has been little uptake of these tools in education. Ertmer suggests that this is, in part, due to teachers’ lack of pedagogical knowledge on how to use the tools effectively within the context of the learning environment. Bayhan et al (2002) reported their participants felt that computers restricted the social development of children. Judge et al (2002) reported a similar position, arguing that there has been a rapid growth in the area of technology and teachers need to be supported in its uptake so as to ensure quality learning experiences for young students. There is a considerable amount of work to be done in the professional development of educators to support them I using technologies effectively in the classroom. Having access to technologies dos not necessarily transfer into quality programs. As Ertmer (2005) claims, teachers need to know how to use the tools effectively.
Toy makers and retailers are filling shelves with new tech devices for children ages 3 and up, and sometimes even down. They say they are catering to junior consumers who want to emulate their parents and are not satisfied with fake gadgets.The increased prevalence of commercially available electronic media products targeting children ages 0 – 6 years and the dearth of scientific research regarding media usage and children’s development are of deep concern to educators, parents, health providers, policy makes and advocates (Garrison & Christakis, 2005; Rideout & et al., 2003). The majority of research about technology occurred when technology was emerging around the late 1990s and the early 2000s (Gaither & Redfield, 2006). Consequently, the impact of technology on young children remains unclear
Mobile devices are part of the fabric of children’s lives today: They are here to stay, a finding of the Pew Internet & American Life Project that children under age 12 form one of the fastest-growing segments of users of mobile devices (http://www.edweek.org/dd/articles/2009/01/09/04mobile.h02.html)For many young people, the mobile phone is a status symbol and an extension of identity. For aspirational young kids and tweens, this is no different. For them, getting a phone is a rite of passage, and the age at which this happens is getting younger and younger. According to Nielsen Mobile, the average age a kid starts using a borrowed cell phone is 8.6, and they typically get their own at 10.1. But the market is even for younger children…. Fisher-Price offers the Pixter, a PDA-style portable activity center for kids. It has a color touchscreen and stylus with which children can draw, color and play with, not entirely unlike Adobe Illustrator. Separate software adds more features like math lessons, and an extra snap-on digital camera makes the "phone" just like Mom and Dad’s. While the Pixter is a fun tool, it still seems more like other handheld gaming devices for children than an actual mobile.If realism is what you're going for, Bandai has you covered there with the "Mobile Communicator Smart Berry" for kids. This Japanese “toy” lets users actually email, text and play online games with each other as long as they’re within 10 meters of one another. It works on a wireless network and comes with a keyboard and an LCD touchscreen. Following this TotBerry trend, LeapFrog recently introduced the Text & Learn, affectionately known as the ‘baby BlackBerry.’ It even looks like a giant, colorful version of the real thing. Made for kids ages three and up, the Text & Learn features a full QWERY keyboard and pretend browser, and encourages little users to “text” with the virtual guide Scout.Presentation given October 30, 2009 Pockets of Potential: Using Mobile Devices to Promote Children’s Learning. Joan Ganz Center at Sesame Street http://www.joanganzcooneycenter.org/pdf/mLearnpdf.pdf
Marketing firms and advertisers are looking to a younger demographic, increasingly targeting tweens and even younger children. And these kids have huge control over the flow of parents' spending, statistics show — 8- to 12-year-olds spend $30 billion of their own money each year and influence another $150 billion of their parents' spending.And as kids begin using cell phones at younger and younger ages, marketers are getting savvier about getting kids to approve the spending of their parents' money. From "free" downloads that aren't to ringtones and picture-sharing services that show up on parents' cell-phone bills only months later, when cellphones are in kids' hands, they can be a field day for marketers.What's advergaming?Kids' exposure to so much advertising has been shown to harm more than just parents' pocketbooks. In fact, a task force from the American Psychological Association has recommended that advertising targeting children under the age of 8 be restricted.That's because kids younger than 8 have been shown to be largely unable to distinguish between advertising and other content — especially concerning product placement. For the past few years, advertisements have been prevalent in the online games kids like to pay online. These have been dubbed "advergames," and can subject kids to hours of exposure to everything from McDonalds to movie characters, from Skittles to SpongeBob.Jupiter Research reported that 67 percent of teens and 37 percent of children between the ages of five and 12 purchased or researched products on the Internet. American youth aged five and older were expected to spend roughly $1.3 billion online for consumer goods by 2003. According to Forrester Research, children's online spending constitutes a market worth $37 billion. As a result, it was a market that businesses increasingly coveted.The Internet has accelerated "age compression," and American children have more sophisticated consumer tastes than those of past generations. Trends are communicated almost instantaneously across the Net. Half of American children grow up in dual-income families, and another fourth in single-parent households. Thus, they experience more independence than ever before. This independence often encompasses autonomy when it comes to shopping.Since advertisers believe brand preferences are set by age 12, merchandisers are anxiously probing this market and devising new methods to tap its potential. Read more: Children and the Internet - Marketing To Children Onlinehttp://ecommerce.hostip.info/pages/204/Children-Internet-MARKETING-CHILDREN-ONLINE.html#ixzz0iN2r1ZJm
Schuler, C. (2009). Pockets of Potential: Using Mobile Technologies to Promote Children’s Learning. New York: The Joan Ganz Publishing Center. http://www.joanganzcooneycenter.org/pdf/pockets_of_potential.pdfNew habits for learning and social development start in the pre-school and elementary grades. Kaiser Family Foundation found that children around 8 and younger spend as much time on the “screen” as in school. Just as Sesame Street transformed the television, the mobile technologies are here to stay and we have to harness them for educational purposes.Children under 12 are now the fastest growing population of handheld devices around the world.Positives: POSITIVES of Mobile Learning: 1. Anywhere, anytime learning. Students can gather, access, and process information outside of the classroom Real0world context and bridges school, afterschool and home . 2. read underserved children…low cost accessibility..gets to populations at the edges. 3. Improve 21stcentru social interactions..collaboration and communication. 4. fit with learning environments 5. Enable a personalized learning experience..diversity differenetiated. CHALLENGES: potential for distraction or unethical behavior; physical health concerns and privacy issues. 2. cultural norms and attitudes : Most teachers see mobile devices as distractions. 3. NO MOBILE THEORY OF LEARNING. 4. Differentiated access and technology. 5. Limiting physical attributes (restricted text entry, small screen size and limited battery life.
ECE and Tech Integration
Wired TeachersTeach Young Children ― DAP EARLY CHILDHOOD SUMMER INSTITUTE UNION UNIVERSITY MAY 30, 2012
HTTP://WWW.DOPPELME.COM ANNA CLIFFORD, ED.D. UNION UNIVERSITY
Screen Media … Who’s that? 1:58 hours ... screen media 2:01 hours playing outside 39 minutes reading 48% have used a computer 30% play video games 43% under 2 watch TV everyday 26% have TV in bedroom 2 out of 3 of all children under 2 will use a screen media 2:05http://www.kff.org/entmedia/upload/zero-to-six-electronic-media-in-the- lives-of-infants-toddlers-and-preschoolers-PDF.pdf
The Alliance for Childhood…is a private non-profit group that focuses on child development creativity eye strain repetitive stress injuries children need a living education
The Good News ...WebMDComputers Boost Kids’ Intelligence Higher skill development test scores – twice as high IQ scores 12 points higher than children who didn’t use computers Better school readiness scores BUT…
Are we listening to them?~Babysitter ~ Less prepared for school … daily ~ Long periods of time ~ Socialization skills ~ Additional research…HS…social, psychological and physical development
Tips for Early Childhood Teachers1. Early childhood professionals must apply the principles of developmentally appropriate practice and appropriate curriculum and assessment when choosing technology for use in their classrooms or programs.2. 2. Used appropriately, technology can improve childrens thinking ability and help them develop good relationships with peers.3. Technology should be integrated into daily learning activities.4. Teachers should work for equity in access to technology for all children and their families.5. Technology has a powerful influence over childrens learning … it must not teach them to stereotype or use violence to solve their problems.6. Work together with parents to promote appropriate uses of technology. ~NAEYC
PBS...Maximize Computer Time Ask questions Screen time ... physical activity No! Software and Website ...fan their creativity Play games alongside others Child make decision and try something new No dominating program choices! So, let’s get started!
Digital Citizenship … nine elements1.Digital Access2. Digital Commerce3. Digital Communication4. Digital Literacy5. Digital Etiquette6. Digital Law7. Digital Rights and Responsibility8. Digital Health and Wellness9. Digital Safety (Security) http://digitalcitizenship.net/
Digital CitizenshipRespect Your Self/Respect Others 5. Digital Etiquette 1. Digital Access 6. Digital Law Educate Your Self/Connect with Others 3. Digital Communication 4. Digital Literacy 2. Digital Commerce Protect Your Self/Protect Others 7. Digital Rights and Responsibility 9. Digital Safety (Security) 8. Digital Health and Wellness
Google-Translate Language Issue Use Google Translate (Do you have a Google Account?) Got to http://google.com Create a Google Account Click More, even More, then look for Translate Follow the user-friendly directions Need more assistance? http://www.youtube.com/watch#!v=QTNiLLPfb6k OR search for How to use Google Translate at http://youtube.com ;)
VoiceThread (*You will need a mic & turn up the speakers!) http://voicethread.com Create an account Remember your login info Additional info: http://youtube.com (search: How to create in Voicethread) http://redclif.weebly.com (an ongoing project)
Weebly http://weebly.com Create and account…write login info down Remember your URL: http://__________.weebly.com Think about the layout….Choose-Drag-Drop Remove the instructions and add your info! Additional info: http://youtube.com (search: How to create in Weebly) http://redclif.weebly.com (an ongoing project)
Don’t forget about…YouTube … teaching tool How to… create an avatar using DoopleMeOR Conjunction Junction The Tale of Peter Rabbit
New findings? Top Ten Web 2.0 Tools for Young Children
By the End of Kindergarten Year - NationalStandards for Computer and Media Usage
Additional Websites Story telling Mighty Book http://mightybook.com/ StoryPlace Pre-school Library is full of great activities for you to explore. Choose a theme- the fun begins! http://www.storyplace.org/preschool/other.asp National Library of Math Manipulatives http://nlvm.usu.edu/en/nav/vlibrary.html Handwriting http://handwritingforkids.com/handwrite/manuscript/names/_mynameis.htm # Kindersite http://kindersite.org/ Kindersite has 1,000s of links to the best games, songs and stories for young children.
What about mobile technology? … and the young child? Isaac …almost 2
Technology Slowly permeating toy business for number of years; trend is accelerating Six of the nine best-selling toys for 5- to 7- year-olds on Amazon.com - tech gadgets Toys & Games › 2 to 4 Years › Electronics for Kids › 2 to 4 Years Showing 785 Results
Mobile Devices & Young ChildrenHalf (50%) of all 4-6year-olds have playedvideo gamesOne in four (25%) playseveral times a weekor more.Kaiser
…what do they see?Android Market-Edu Apps 123s ABC Kids Shape Kids ABC Shapes
Mobile Technologies … Ouch! Increases screen play – Human interaction? Difficult monitoring access – Content? Potential of distraction – Lack of educational engagement? Growing acceptance of slag/abbreviation –Writing? Cyberbulling? Too much use –Health?
Apple Reports … Over 200, 000 Apps(iPad 3) for young children -5.29.12
Uncovering Apps for the Classroom …iPad & iPhoneGrandma’s App Ideas for Mother’s Day http://www.ecetech.net/early-childhood- technology/grandmasapp-ideas-for-mothers-day/ http://www.reacheverychild.com/feature/apps.html http://www.parenting.com/gallery/25-iphone-apps- for-kids http://www.smartappsforkids.com/2012/03/montes sori-crosswords-giveaway.html#more
Use Common Sense Monitors facing Family area History file Learn how to use the “I” Make “I” a family activity Respond…not react! Talk through! Banned – Block and Beware!
Technology has the potential to positively impactthree areas of our profession: 1) Classroom practices and curriculum 2) Communication and marketing 3) Networking and professional developmenthttp://earlyliteracycounts.blogspot.com/2009/08/technology- literate-early-childhood.html
New Technology Used Effectively teachers are fully trained and supported programs and Internet sites used are developmentally appropriate, nonsexist, nonracist, non-biased against people with disabilities, and respect religious differences technology must be fully integrated with the program’s educational goals and objectives computers do not drain critical resources from other essential instruction - both material and staff training - and that they don’t become an agent or excuse for the early childhood field to retreat from our commitment to educate the whole child in developmentally appropriate ways use technology in ways where it is particularly powerful: individualizing, addressing learning disabilities and different learning styles, and bringing the world into the classroom