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Gen's Power Point


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Gen's Power Point

  1. 1. ECE and Technology Can They Work Together? A presentation by Genevieve Allen
  2. 2. Let’s Ask the Experts <ul><li>There is a substantial body of research on technology use with young children. A large portion of this research focuses on the use of computers to enhance social, language, and cognitive skills (Seng, 1998). Studies highlight the opportunities for language use and social interaction that technology offers, along with increased motivation. Computers also make possible experiences and representations that cannot take place in the real world, providing new experiences and improved understanding. </li></ul>
  3. 3. Technology and Child Development <ul><li>Social and Emotional Development: </li></ul><ul><li>Properly used, computers and software can serve as catalysts for social interaction and conversations related to children's work . </li></ul><ul><li>Language Development: </li></ul><ul><li>Language and literacy development are major strengths of technology use with young children through the opportunities and motivation it provides. </li></ul>
  4. 4. Technology and Child Development <ul><li>Physical Well-Being and Motor Development: </li></ul><ul><li>Fine and gross motor skills develop at varying rates, and learning to write can be tedious and difficult as children struggle to form letters. A word processor allows them to compose and revise text without being distracted by the fine motor aspects of letter formation (Davis & Shade, 1994). </li></ul><ul><li>Cognition and General Knowledge: </li></ul><ul><li>Technology offers unique intellectual experiences and opportunities for young children. Computers allow representation and actions not possible in the physical world. </li></ul>
  5. 5. Technology and Child Development <ul><li>Technology offers additional ways to learn, and to demonstrate learning. For some children who have unique learning styles, computers can reveal hidden strengths. At the computer, children can approach learning from a variety of perspectives and follow various paths to a goal (Clements, 1999). Poor concentration and attention problems can be addressed by limiting screen time, helping children focus on the task, and choosing software that does not employ excessively stimulating noises or constantly moving graphics. </li></ul>
  6. 6. Integrating Technology into the ECE Classroom <ul><li>I found &quot;Can You Follow Directions?“ at Internet4Classrooms Kindergarten Resources under the Reading and Listening subject. Kids help a little girl, Tina, collect bugs for her bug jar by following directions like &quot;Through the woods, over the bridge, and into the barn&quot; as they click on the corresponding pictures. This is a fun, interactive way to see if they can follow spoken directions. (see left) </li></ul>To tie this more directly to literacy, after playing this game kids could write their own directions for classmates to do around the classroom. (Example: Go over to the cubbies, knock once, turn around twice.)
  7. 7. Integrating Technology into the ECE Classroom <ul><li>Math Clocks has kids match the time on the digital clock by clicking arrow buttons with corresponding numbers. They can check their answers after they have selected a time. (see below) </li></ul>Clock Wise allows students to enter in a time that they choose and see what is displayed on the digital clock. This enables them to visualize a time like 9:45 and see the actual position of the two hands. (see above)
  8. 8. Integrating Technology into the ECE Classroom <ul><li>Application for Clock Wise and Math Clocks: </li></ul><ul><li>These virtual manipulatives could easily be tied into a lesson that asks students to present a sequence of their day using clock pictures, getting hints from Clock Wise if they are unsure how the hands are positioned at a specific time. </li></ul>
  9. 9. What Next? <ul><li>So, now that we know that technology can be a great strength in the ECE classroom, what do we do next? </li></ul><ul><li>USE IT!!! </li></ul>