Presentation at the NAEYC Annual Conference, 2012 in Atlanta

1. “We've got technology in our
program! Now what?“
Making decisions about
digital apps and software
that support active learning
Karen Nemeth, Ed.M.
Fran Simon, M.Ed.
NAEYC Annual Conference, 2012

2. About us
Karen Nemeth, Ed.M. Fran Simon, M.Ed.

3. You Make the Choices
Be a critical consumer.
You are the
who
stand between
technology and children.

4. NAEYC/FRC Joint Position Statement on
Technology in ECE CLASSROOMS
www.naeyc.org/content/technology-and-young-children
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Copyright, Simon and Nemeth

5. You don’t have to use technology.
Choose to use tech tools
intentionally, and choose not to use
them when they’re not the best
choice.
Copyright, Simon and Nemeth 5

6. Intentional Daily Routines
• Plan technology as another
option like books, crayons,
blocks etc.
• Examine learning
objectives and make
choices that fit
• Work with children to
review their choices in all
areas of the room

7. Computer Software and Apps
 Meaningful
 Pedagogical value
 Engaging
 Interactive
 “Sticky”
 Productive
 Up to date
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9. Download Smack Talk app now

10. 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?

12. Open your Smack Talk app
• Play with it for 3 • In small groups come up
minutes with a way to use this
app in a lesson plan for
your classroom
• Discuss – how does this
address the points on
previous slide?

13. 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?

14. 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?

16. Open a children’s story you have
on your device
(ex Pooh’s Birthday Surprise or There’s a Monster at
the End of this Book)
How does the story app or
ebook fit with points on
previous slide?

17. Adults need
technology
“play time” AND
formal
professional
development to
understand the
implications of
the tools
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18. http://bit.ly/DigilitECTeach
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19. Research will inform ongoing
practice and investments (or
not!)
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Copyright, Simon

20. Investments in technology tools are
wasted without investments in
professional development.
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21. Digital literacy learning
should be woven into the
fabric of the day, not
time set aside for
“computer time”.
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23. Copyright, Simon and Nemeth 23

24. Equity: Include technology that
enhances dual language learning,
represents diversity, and allows
access for children with disabilities.
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25. Time limits: Guidelines and
expectations should consider variables
like age, objectives, and type of
interaction.
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26. How Much Time?
Recommendations from
Digital Decisions
Copyright, Simon and Nemeth 26

28. What can you do with…
Cookie Doodle?
MyStory?
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29. Copyright, Simon and Nemeth 29

30. People asked us: why use Toca Tea
Party when real teacups are
available?
Here’s our answer:
Toca Hair Salon

35. 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.
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36. Family photo albums
Stories in the child’s home language
Familiar songs related to current activities
Babies app
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37. Twitter Chat
#ECEtechCHAT
© Copyright, Nemeth and Simon, 2012 37

38. Fran@ECEtech.net
Karen@ECEtech.net
#ECETECHCHAT
Early Childhood Technology Network
ECEtech.net

39. Thank you!
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