Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Using Technology to Support Preschoolers' Emergent Literacy and Family Involvement - GAYC 2012


Published on

Published in: Education, Technology
  • I thought I was good at writing essays all through freshman and sophomore year of high school but then in my junior year I got this awful teacher (I doubt you’re reading this, but screw you Mr. Murphy) He made us write research papers or literature analysis essays that were like 15 pages long. It was ridiculous. Anyway, I found ⇒ ⇐ and since then I’ve been ordering term papers from this one writer. His stuff is amazing and he always finishes it super quickly. Good luck with your order!
    Are you sure you want to  Yes  No
    Your message goes here

Using Technology to Support Preschoolers' Emergent Literacy and Family Involvement - GAYC 2012

  1. 1. Using Technology Tools to Support  Preschoolers‘ Emergent Literacy  and Family Involvement  Diane Bales, Cooperative Extension Phillip Baumgarner, Child Development Lab Human Development and Family Science The University of Georgia
  2. 2. Where We’re Going Today• Technology and the early childhood field• Benefits and challenges of technology in ECE• Tips for using technology with young children• Cautions and challenges with technology• Our project: Using iPads as Tools to support emergent literacy and family involvement 2
  3. 3. Technology Itself Is Changing  Quickly Images from• 2010: Introduction of the iPad• A “Game Changer” for ECE?• Babies using iPads? • What do you think? 3
  4. 4. The “Computer Question” Is  Changing• The “old” question: Should young children use  computers?• The “new” question: When and how should young  children be introduced to technology?• Competing recommendations • AAP: “No screen time for children under age 2” • NAEYC: “…technology and interactive media are  learning tools that, when used in intentional and  developmentally appropriate ways and in conjunction  with other traditional tools and materials, can  support the development and learning of young  children.” 4
  5. 5. NAEYC’s Position Statement on  Technology and Young Children• Technology can be effective if used well When used intentionally and appropriately,  technology and interactive media are effective  tools to support learning and development• Teachers must be informed Intentional use requires early childhood teachers  and administrators to have information and  resources regarding the nature of these tools and  the implications of their use with children• Limits on technology use are important 5
  6. 6. Technology with Children:  Benefits• Familiar tool; part of child’s world• Authentic way to explore new topics• Chance to create, share creations, and receive  feedback• Opportunity to practice meaningful two‐way  communication• Chance to work together 6
  7. 7. Technology with Children:  Challenges• Can be a passive activity• Sometimes overused• Developmentally inappropriate uses• Unequal access to tech tools• Safety concerns for children online• Learning curve for teachers using technology 7
  8. 8. Technology used by young children  should be…• Developmentally appropriate and hands‐on• Child‐controlled and adult‐monitored• Used only when it’s a good tool for the task• Available as one of many learning materials• Used for exploration, discovery, creation,  communication, and collaborative learning• Available to all children• Supported and guided by skilled and experienced  teachers 8
  9. 9. Examples of Technology That Could  Be Used with Preschoolers• iPads and other tablet computers • Camera • FaceTime • Apps• Digital cameras • Flip video cameras• Handheld microscopes• Mp3 players 9
  10. 10. StoryKit: Creating and Sharing Stories 10
  11. 11. Assessing the Quality of Digital Apps• “Educational” does not equal              developmentally appropriate• Rubrics to evaluate educational apps• Types of questions to ask: • How relevant is the app to the educational goals and  content? • How can the child interact with the app? • What kinds of thinking skills does the app promote? • How well can children use the app independently? • What types of feedback does the app provide? • Can app settings be adjusted to meet individual needs? 11
  12. 12. Assessing the Quality of Digital AppsAvoid apps that • Provide only simple drill and practice  • Market a product (overtly or subtly) • Require quick reaction time • Give the child with no way out (except to close the app) • Focus on passive viewing rather than active participation • Are too difficult for children to use independently  • Contain content inappropriate for the children using them 12
  13. 13. The iPad Project at the CDL• Exploratory study of preschoolers’ use of iPads• Areas of interest • Emergent literacy and storytelling • Cooperation and social interaction • Family involvement using technology• Questions we are addressing • How can we help children see iPads as multi‐use tools? • How can children and families communicate using the  iPad? • How do teachers learn to facilitate using iPads as a  learning tool? 13
  14. 14. What We’ve Observed• New partnerships are forming between children• Peer teaching; children display expertise • Example: Brave Temple Run• Teachers are digital immigrants; children are digital  natives• Parents are interested and have their own ideas  about children’s iPad use 14
  15. 15. Emergent Literacy and Storytelling  Using iPads• VoiceThread project: Visual Literacy • Researching classroom questions• StoryKit project: Using family stories to  strengthen the early childhood learning  community 15
  16. 16. Small‐Group Comparison Activity• Monkey vs. ApeGroup 1 Group 2 16
  17. 17. Family Involvement with Classroom  iPad Use• Families’ technology exposure and familiarity varies • Many families are eager for their children to use iPads • Volunteering to communicate with FaceTime • Requests to use specific apps their children like• Teachers must balance family feedback with DAP• Teachers must educate families about  developmentally appropriate (and inappropriate)  uses 17
  18. 18. Teachers’ Developmental Process:  Learning to Facilitating iPad Use• Teachers’ attitudes changed during the  project • Breakability of iPads • Familiarity with the tool and possible uses • Requiring children to work in partners• Need to discourage children from treating the  experience as “t.v.  time” 18
  19. 19. Future Plans• Creating and comparing parent‐child stories (using  the same photos) • Continue family story telling as a way to build  classroom community• Using FaceTime to encourage language  development and meaningful communication • Creating community • Celebrating other cultures • Connecting children with families 19
  20. 20. How You Can Get Started Using  Technology with Children• Start out slowly! • Begin with specific purposes in mind • Encourage children’s cooperative use• Use free online resources• Capitalize on parents’ interest in technology• Build technology into your budget • Apple volume discounts • Apple computer recycling• Investigate community resources and donors 20
  21. 21. Questions?Dr. Diane BalesCooperative ExtensionThe University of Georgiadbales@uga.eduPhillip BaumgarnerChild Development Lab at McPhaulThe University of 21