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E-Learning and Technology Integration for Little Hands and Minds
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E-Learning and Technology Integration for Little Hands and Minds

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For PNC Early Childhood Conference 2013

For PNC Early Childhood Conference 2013

Published in Education , Technology
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  • 1. E-Learning and Technology Integration for LittleHands and MindsLynett Croyle, 2nd grade, Lafayette Elementary, School City ofHammondAnastasia Trekles, Clinical Assoc. Professor, Purdue UniversityCalumetNettie Eichelberger, 2nd Grade, Kouts Elementary School, PorterTownship School Corp.
  • 2. Young children can be digitallearners too!• Make literature come alive for young children in Moodle• Help students improve comprehension and higher-order thinking skills• Differentiate instruction• Leverage the Common Core standards to the fullest in grades K-4
  • 3. ObjectivesParticipants will be able to: Describe ways to integrate e-learning into the elementary classroom Instill confidence in young learners to become more independent and use higher levels of critical thinking Design lessons that incorporate digital and e-learning resources in innovative ways for young students Address Common Core standards for elementary literacy through online digital lessons.
  • 4. What does the research say?  Key elements needed to support young students online  Lots of help!  Forums for questions  Patience and redundancy  Parent communication and outreach
  • 5. Countering Critics Critics often note that young children do not need “computer skills” so young – it won’t impact their job prospects later on Maybe not, but we can argue that good digital lessons can help foster the communication, organization, and leadership skills that will be important for work Good digital learning is NOT about plunking kids in front of a game!
  • 6. Early Digital Learning Promotes… Digital citizenship skills Leadership and independent learning Information and visual literacy Problem-solving Communication and writing skills Developmental social skills
  • 7. What does experience say? Use the Model of Gradual Release Start small by giving buddies simple tasks Use the simple tasks that relate to elements in the classroom they’re already familiar with Incorporate in the regular routine of centers
  • 8. Some Ideas Dramatic and visual retellings with video “Traveling” stories via chat Collaborative writing Stop-n-chat/turn-n-talk via chat or discussion board Competitive game playing Music and art exploration Story illustration
  • 9. Let’s see some examples! Lynett’s Flat Stanley Project: http://literacy.purduecal.edu:8282/moodle19/course/view.p hp?id=128 Nettie’s kindergarten jungle adventure: http://literacy.purduecal.edu:8282/moodle19/course/view.p hp?id=288 Nettie and her kids on Adobe Connect webinars: https://gomeet.itap.purdue.edu/p23362832/ Second grade chat and daily assignments in Moodle Story retelling
  • 10. Common Core State Standards CC2RL1: Ask and answer questions such as 5W and how to demonstrate understanding of key details in a text. CC2RL3: Describe how characters in a story respond to major events and challenges. CC.2.RL.10 -- By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. CC.2.SL.1 -- Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
  • 11. What do you say? Questions?Contact us if you want to share ideas or questions! Staci: atrekles@purdue.edu Lynett: lmcroyle@hammond.k12.in.usNettie: neichelb@purduecal.edu Download these slides at http://www.slideshare.net/andella
  • 12. Resources ISTE NETS Implementation Wiki: http://nets- implementation.iste.wikispaces.net Digital Wish: http://www.digitalwish.com/dw/digitalwish/view_lesson_pla ns?subject=early_learning First 2000 Days campaign: http://first2000days.org Technology in Kindergarten: http://digitalis.nwp.org/collection/technology-kindergarten Free children’s ebooks: http://mashable.com/2013/04/07/ebooks-for-children/
  • 13. Resources Scoop.it Link: http://www.scoop.it/t/digital-learning-for- young-learners Routman, R. (2002). Reading Essentials: The Specifics You Need to Teach Reading Well. Portsmouth, NH: Heinemann. http://www.heinemann.com/products/E00492.aspx Fisher, D., & Frey, N. (2008). Homework and the gradual release of responsibility: Making “responsibility” possible. English Journal, 98(2), 40-45.
  • 14. Resources Kindergarten Collaboration: http://www.edutopia.org/kindergarten-creativity- collaboration-lifelong-learning Mrs. Davidson’s Kindergarten: http://davisonkindergarten.blogspot.com/2012/01/digital- learning-day.html Going Mobile in Early Childhood: http://www.livebinders.com/play/play?id=124339 Tech and Early Childhood resources: http://www.livebinders.com/play/play?id=60746
  • 15. Resources Etherington, M.(2008) E-Learning pedagogy in the primary school classroom: The McDonaldization of education," Australian Journal of Teacher Education, 33(5), 31-54. Retrieved from http://ro.ecu.edu.au/ajte/vol33/iss5/3. Gee, J.P. (2008). Game-like learning: An example of situated learning and implications for opportunity to learn. In P. A. Moss, D. C. Pullin, J.P. Gee, E. H. Haertel, L.J. Young, (Eds.), Assessment, equity, and opportunity to learn, (pp. 200-221). Cambridge: Cambridge University Press. Johnson, L., Adams, S., and Haywood, K., (2011). The NMC Horizon Report: 2011 K-12 Edition. Austin, Texas: The New Media Consortium. Retreived from http://www.nmc.org/publications/horizon-report-2011-k-12- edition.
  • 16. References Jonassen, D.H., & Hung, W. (2008). All problems are not equal: Implications for problem-based learning. The Interdisciplinary Journal of Problem-Based Learning, 2(2). Retrieved from http://docs.lib.purdue.edu/ijpbl/vol2/iss2/4/. Jonassen, D.H., & Rohrer-Murphy, L. (1999). Activity theory as a framework for designing constructivist learning environments. Educational Technology, Research and Development, 47(1), 61-79. doi: 10.1007/BF02299477
  • 17. Resources Merrill, M.D. (2002). First principles of instruction. Educational Technology, 50(3), 43-59. doi: 10.1007/BF02505024 Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5). Retrieved June 11, 2010, from http://www.marcprensky.com/writing/Prensky%20- %20Digital%20Natives,%20Digital%20Immigrants%20- %20Part1.pdf .
  • 18. Resources Savery, J.R., & Duffy, T.M. (1995). Problem-based learning: An instructional model and its con- structivist framework. In B. Wilson (Ed.), Constructivist learning environments: Case studies in instructional design (pp. 135-148). Englewood Cliffs, NJ: Educational Technology Publications. Savery, J. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-based Learning, 1(1), 9-20. Retrieved from http://docs.lib.purdue.edu/ijpbl/vol1/iss1/ .
  • 19. Resources Schiller, S. (2009). Practicing learning-centered teaching: Pedagogical design and assessment of a Second Life project. Journal of Information Systems Education, 20(3), 369-381. Retrieved from http://www.jise.org/Volume%2020/20-3/Contents-20- 3.htm. Sockalingam, N., & Schmidt, H.G. (2011). Characteristics of problems for problem-based learning: The students’ perspective. Interdisciplinary Journal of Problem-based Learning, 5(1), 6-33. Retrieved from http://docs.lib.purdue.edu/ijpbl/vol5/iss1/ .
  • 20. Resources van Merriënboer, J.J.G., Clark, R.E., de Croock, B.M. (2002). Blueprints for complex learning: The 4C/ID model. Educational Technology, Research, and Development, 50(2). 39-64. doi: 10.1007/BF2504993. van Merriënboer, J.J.G., & Sluijsmans, D.M.A. (2009). Toward a synthesis of cognitive load theory, four- component instructional design, and self-directed learning. Educational Psychology Review, 21(1), 55-66. doi:10.1007/s10648-008-9092-5