Young children can bedigital learners 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
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.
What does the researchsay? Key elements needed to support young students online Lots of help! Forums for questions Patience and redundancy Parent communication and outreach
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!
Early Digital LearningPromotes… Digital citizenship skills Leadership and independent learning Information and visual literacy Problem-solving Communication and writing skills
What does experiencesay? 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
Let’s see some examples! Lynett’s Flat Stanley Project: http://literacy.purduecal.edu:8282/moodle19/cou rse/view.php?id=128 Nettie’s kindergarten jungle adventure: http://literacy.purduecal.edu:8282/moodle19/cou rse/view.php?id=288 Nettie and her kids on Adobe Connect webinars: https://gomeet.itap.purdue.edu/p23362832/
Common Core StateStandards 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.
Resources ISTE NETS Implementation Wiki: http://nets- implementation.iste.wikispaces.net Digital Wish: http://www.digitalwish.com/dw/digitalwish/view_less on_plans?subject=early_learning First 2000 Days campaign: http://first2000days.org Technology in Kindergarten: http://digitalis.nwp.org/collection/technology- kindergarten
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.
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
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.
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
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%2 0- %20Digital%20Natives,%20Digital%20Immigrant s%20-%20Part1.pdf .
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/ .
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/ .
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