See chart on p. 61 - The Common Sense Approach to Developmentally Appropriate Evaluation of Software, Websites, and Apps Developed for Young Children
That means you!That means teachers!
That means you!That means teachers!
Consider ways that technology can help children learn and explore concepts even while they are not yet fluent in the language spoken by the teacher – for example Toca Tea Party app wordlessly allows children to take turns pouring tea and juice, serving desserts, and cleaning up spills.
In other words, don’t just use a ‘math game’ but look for activities that support the learning of specific math concepts you need to cover such as apps like My First Tangrams for spatial reasoning or Cookie Doodle for measuring and quantities.
For example, you might use multilingual websites such as www.mamalisa.com or apps like those from www.analomba.com to read stories in the child’s home language
You can’t do it all and be everywhere you need to be without the support of your teams, including board members, staff members, evangelists, supporters, funders, and your end-users. To do it all, you need social media policies that emphasize what people can do, not what they can’t do. Provide guidelines that align with NAEYC’s code of ethical conduct and your organization’s policies about privacy, but also ENCOURAGE your peeps to get involved.
How many audiences do you reach through your work? You probably connect with at least 5 different classifications of people, and within those classifications, there are different types of people with different needs and different perspectives that impact how you can/should connect with them. Develop personas for the different “types” of people you need to engage and develop a sample profile for them. Yes, you can even name them, just so you can keep them all straight! Figure out what motivates them and figure out how to best reach them.
My blog story. This is a Common Craft video I bought. It only shows when it is in slide show view and you click on it.
You must follow Beth Kanter on Twitter, Facebook, and her blog. This post is about blogging as professional development in non-profits.
Post, pin and tweet: how and when to use technology & social media in early education
POST, PIN AND TWEET: HOWAND WHEN TO USETECHNOLOGY & SOCIAL MEDIA FRAN SIMON, M.ED. ENGAGEMENT STRATEGIES, LLC. #NBCDIConf
Using “technology”• Social networking • Career• Banking and household • Communication with• Personal growth.. enrolled families & colleagues Professional Personal Networking Uses by adults for adultsUses with children Professional Classroom Development• With the children • Impacts Practice with children and families
5 Reasons to Use Technology• Enhances real life experiences• Enhances engagement• Assists people with special needs• Allows communication• Increases efficiency• Makes things easier
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
You Make the Choices Be a critical consumer. You, the teachers, and the parents are the gatekeepers who stand betweentechnology and children.
Tech tools * old & new ** analog & digital * * low & hi-tech * Copyright, Simon 2012
NAEYC/FRC Joint Position Statement on Technology in ECE CLASSROOMShttp://www.naeyc.org/content/technology-and-young-children 12 Copyright, Simon and Nemeth
You don’t have to use technology. If you do use tech toolsintentionally, you will find they are not always the best choice. Copyright, Simon and Nemeth 13
Teachers should considertechnology tools additional materials thatallow children to “do” and teachers to facilitate. Copyright, Simon and Nemeth 14
Intentional Daily Routines • Plan technology use as just another option like books, crayons, blocks etc. • Examine the learning objectives and make choices that fit • Work with children to review their choices in all areas of the room throughout the week
Decisions about using software: 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 the project/theme/study? • Does it work with the curriculum? • What is my role using this software?
Decisions about using software: 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?
Decisions about using software: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?
Adults need technology “play time” AND formal professional development to understand the implications of the toolsCopyright, Simon and Nemeth 20
http://bit.ly/DigilitECTeach Copyright, Simon and Nemeth 21
Research will inform ongoingpractice and investments (or not!) 22 Copyright, Simon
Investments in technology tools are wasted without investments in professional development. Copyright, Simon and Nemeth 23
Digital literacy learningshould be woven into the fabric of the day, not time set aside for “computer time”. Copyright, Simon and Nemeth 24
Equity: Include technology that enhances dual language learning, represents diversity, and allowsaccess for children with disabilities. Copyright, Simon and Nemeth 25
Time limits: Guidelines andexpectations should consider variables like age, objectives, and type of interaction. Copyright, Simon and Nemeth 26
How Much Time?Recommendations from Digital Decisions Copyright, Simon and Nemeth 27
Tech for infants and toddlers: Laptime and floortime with the youngest children might include technology, but in very limited cases, for a few minutes at a time and ONLY with an adult.Copyright, Simon and Nemeth 28
Resources 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 Resources and tips for teachers A website and newsletter summarizes products and trends in children’s media
Resources for Teachers, Parents and Staff 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
Engage(ment)• involve people intensely• attract people• draw people into conversation• to take part or participate - World English Dictionary It’s interactive!
Professional Social Media : is art and science that takes:• Openness • Planning • Persistence• Policies • Training
&Loss of “control” Defensive: Claim your territoryInability to sustain the effort Reach audiences where they goPrivacy Demonstrate accountabilityStaff distraction Another way to broadcast infoTransparency Respond to problems Monitoring/Listening Build partnerships Get and share information Build Increased website traffic, SEO Credibility 42
Social Media haseverything to with providing services to childrenIf they can’t find you and interact with, advocate for, or support you.
Do Not give It to the intern (without training and supervision)
Social media Board engagement Funders requires buy-in and support from the I/T program “ecosystem” DirectorCommunity Main Office Partners Tech Lead Teachers Vendors Support Staff Families Copyright, Simon and Donohue
What’s a blog?“Web log”Conceived asonline journals Blogs in Plain English
Blogs and Websites? 03Blogs WebsitesLess formal FormalAllow (invite) One to manycomments communicationImmediate Reviewed and editedWeave in links to Intended to keep theother sites, blogs visitor on the siteFocused, current, Comprehensive:and topical products, services,Updated frequently More static (except news, sales, press)
Increase SEO 03 Attract people to your siteWhy Blog? Engage more personally Provide commentary Humanize
Read B4 blogging•I’m Just Sayin’ by Dr. Lisa Lewis http://drbisa.blogspot.com/•Birth to Thrive Online: http://birthtothrive.thrivebyfivewa.org/• Early Ed Watch: http://earlyed.newamerica.net/blogmain/• Lead from the Start http://circle-time.blogspot.com/• Early Stories http://earlystories.org/• Language Castle: http://languagecastle.com/wordpress• Preschool Matters Today: http://preschoolmatters.org/•The Grass Stain Guru http://grassstainguru.com/• Teach Preschool http://www.teachpreschool.org/• 140+ In The Moment http://fssimon.wordpress.com/• Early Childhood Investigations http://earlychildhoodwebinars.com/blog-2
“Microblogging” 14 characters or lessMost often with links to information
Tweeting In Action: Decoding the Symbols@Twitter ID (@NBCDI)A tweet to a specific person that is visible to allRT @Twitter ID= ReTweet (RT @NBCDI)Broadcasting someone else’s tweetD TwitterID (D NBCDI)A direct message to a specific person (They must be followingyou, and you following them) # = HashtagHashtags define topics so they are searchable
Gr8 Examples of ECE on Facebook•NAEYC• McCormick Cntr 4 Early Childhood Leadership• National Head Start Association• Child Care Resource Center, Ohio *• Children’s Defense Fund *• Bright Horizons•Teach Preschool * 23,000 + (WOW!)• Teaching Strategies• Language Castle• The InvestiGator Club• Erikson Institute• Early Childhood Investigations
Like an art gallery. A visual Internet withyour friends as docents. Pinterest