This document discusses customized, interactive software for early learners. It begins by explaining why this topic is applicable to early learners, noting decades of research showing technology supports learning in many areas. It then defines what customization and interactivity really mean, emphasizing how customization allows learners to progress based on their own abilities rather than predefined expectations. Finally, it outlines how interactivity and customization intersect in the learning process when guided by best practices for early learners.
This document discusses situated learning, which involves contextualized, problem-based scenarios set in authentic places. It emphasizes using cases, stories, and real-world settings to create genuine learning experiences. Situated learning aims to make learning mobile and augmented by placing it within actual contexts through documentary-style field research.
Kago monare applications of cognitivist learning on instructional technologyKago Monare
Cognitivism: This is the ability for human to think and adapt mentally to different environments and situations. This ability differentiates us from animals. It is way where by many psychologists and researchers have proposed theories on thought and how humans learn.
This document discusses building the infrastructure for the next generation of knowledge workers. It addresses factors like adaptability, flexibility, quick response, and resiliency that will help knowledge workers sustain themselves in an environment of accelerating change, rising uncertainty, and exploding complexity. The nature of learning, knowledge, and action must shift as the environment shifts. Knowledge is defined as the human capacity to take effective action in varied situations, and it must maintain this capacity to be sustainable. As interactions through social media expand, knowledge workers are developing more shallow knowledge from diverse global perspectives rather than just local ideas.
This document provides an overview of constructivism and its relationship to technology, cognitive function, and learning styles in education. It discusses key constructivist theorists like Piaget and Vygotsky and their varying perspectives. It also explores research on cognitive load theory and working memory, the benefits of guided discovery learning over minimally guided instruction, and models of learning styles like the Felder-Silverman learning styles model. The role of technology in constructivist classrooms is examined, noting how tools can provide sensory-rich environments for students to actively construct knowledge, with teachers as facilitators.
The document discusses various metaphors that have been used to describe learning theories and their relationship to instructional design. It describes metaphors used in behavioral learning such as "black box" and "response strengthening". It also covers metaphors for cognitive learning like "information processing" and "knowledge acquisition". Constructivist metaphors discussed include "knowledge construction", "anchoring", and "inquiry". Social constructivist metaphors include "knowledge building", "negotiations", and "participation in communities of practice".
This document discusses situated learning, which involves contextualized, problem-based scenarios set in authentic places. It emphasizes using cases, stories, and real-world settings to create genuine learning experiences. Situated learning aims to make learning mobile and augmented by placing it within actual contexts through documentary-style field research.
Kago monare applications of cognitivist learning on instructional technologyKago Monare
Cognitivism: This is the ability for human to think and adapt mentally to different environments and situations. This ability differentiates us from animals. It is way where by many psychologists and researchers have proposed theories on thought and how humans learn.
This document discusses building the infrastructure for the next generation of knowledge workers. It addresses factors like adaptability, flexibility, quick response, and resiliency that will help knowledge workers sustain themselves in an environment of accelerating change, rising uncertainty, and exploding complexity. The nature of learning, knowledge, and action must shift as the environment shifts. Knowledge is defined as the human capacity to take effective action in varied situations, and it must maintain this capacity to be sustainable. As interactions through social media expand, knowledge workers are developing more shallow knowledge from diverse global perspectives rather than just local ideas.
This document provides an overview of constructivism and its relationship to technology, cognitive function, and learning styles in education. It discusses key constructivist theorists like Piaget and Vygotsky and their varying perspectives. It also explores research on cognitive load theory and working memory, the benefits of guided discovery learning over minimally guided instruction, and models of learning styles like the Felder-Silverman learning styles model. The role of technology in constructivist classrooms is examined, noting how tools can provide sensory-rich environments for students to actively construct knowledge, with teachers as facilitators.
The document discusses various metaphors that have been used to describe learning theories and their relationship to instructional design. It describes metaphors used in behavioral learning such as "black box" and "response strengthening". It also covers metaphors for cognitive learning like "information processing" and "knowledge acquisition". Constructivist metaphors discussed include "knowledge construction", "anchoring", and "inquiry". Social constructivist metaphors include "knowledge building", "negotiations", and "participation in communities of practice".
Behaviorist theory views learning as occurring through conditioning, where behaviors become conditioned responses to stimuli through reinforcement or punishment. Cognitive theory sees learning as involving how memory processes and organizes information, with prior knowledge playing an important role. Constructivist theory approaches learning as an active process where learners construct new ideas based on their experiences. Social learning theory posits that learning happens through observation and modeling other people's behaviors. Connectivism is a learning theory for the digital age based on networking and making connections between information sources. Adult learning theory recognizes that adults commit to learning when the goals are relevant and applicable to their lives and work. Factors that influence learning according to the theories include reinforcement/punishment, memory/prior knowledge, experiences,
This document summarizes an experiment on small group dynamics using a virtual interaction environment. It included three conditions: a minority voting game with no consensus strategy, a blank interaction with no task, and a majority voting game. The experiment aimed to characterize how communication networks and affinities form in small groups. It used an interface dividing interaction between public chat and private messages, and public/private radar spaces to manipulate positions. Order parameters like activity, centrality degree, and probability matrices were used to analyze communication structure and relationships over time. The results were intended to capture fundamental aspects of individual behavior in small group virtual dynamics.
This document provides an overview of learning theories that influence the use of instructional media resources. It discusses humanism versus technology and presents Dale's Cone of Experience which illustrates different types of sensory experiences. It also discusses systems approach and models of communication by Schramm and feedback. Finally, it examines the learning theories of behaviorism, cognitivism, and constructivism and how they relate to the design and use of instructional media.
This document provides an overview of learning theories that influence the use of instructional media resources. It discusses humanism versus technology and presents Dale's Cone of Experience which illustrates different types of sensory experiences. It also discusses systems approach and models of communication by Schramm and feedback. Finally, it examines the learning theories of behaviorism, cognitivism, and constructivism and how they relate to the design and use of instructional media.
Luento 4: Oppimisen uudet mallit ja teoriat (diat ja ääni eivät ole synkassa,...Jari Laru
This document discusses new models and theories of learning with a focus on the use of information and communication technology as a pedagogical tool. It provides an overview of the theoretical backgrounds that have guided the development of computer-assisted learning, including behaviorism, cognitivism, constructivism, and sociocultural theories of learning. It also discusses concepts like collaborative learning, computer-supported collaborative learning, and the role of technology in education to support cognition, interaction, and knowledge construction among learners.
Visual literacy refers to the ability to understand and create visual messages. It involves skills like interpreting visual symbols, thinking visually, and critical viewing of images. As images and visual media have become more prominent in the digital age, visual literacy skills are increasingly important for communication, learning, and thinking in the 21st century. Students today need to be able to both understand and create visual content across various digital platforms and media. Schools should focus on developing students' visual literacy abilities through infusing instruction of visual concepts and skills into the regular curriculum.
Mobile collaborative learning dr.azizah25 octHasnain Zafar
This document discusses exploring learner perceptions of mobile collaborative learning using smart devices. It begins with introducing the topic and background, then outlines the problem statement, research questions, and objectives. The document reviews relevant literature on mobile learning, collaborative learning, and their benefits. It proposes a conceptual framework and mixed methods research design to understand learner perceptions and design effective mobile collaborative learning objects. The overall goal is to reduce pedagogical gaps and promote innovative mobile collaboration activities.
This document summarizes a study on gender and institutional factors influencing the awareness and adoption of climate-smart agricultural practices in Kenya, Uganda, and Senegal. The study surveyed 200 men and 200 women in each of four sites to understand differences in awareness and adoption of practices by gender. The analysis found that while conventional extension agents had limited influence, radio increased awareness of some practices. Having a spouse aware of practices also increased one's own awareness. However, cell phones did not significantly increase awareness of climate-smart practices.
Art comes in many forms such as photographs, paintings, prints, mosaics, collages, portraits, landscapes, reflections, sculptures, monuments and buildings. The document asks what form of art one likes more and requests more examples of different art forms.
Presented by Yihenew Zewdie, Consultant for Scientific and Technical Partnerships in Africa, Environment and Production Technology Division (EPTD), IFPRI.
This document contains summaries of 4 classes taught by Natalia Klein during her teaching practicum. The classes covered topics such as the verb "to be" in positive, negative, and interrogative forms, jobs, places in the city, and the structure "there is/there are". Klein observed that the students spoke little English initially but seemed more confident over the classes. She used strategies like modeling, exemplifying, and paraphrasing to help students understand and participate. The students generally did activities well but required examples and correction on pronunciation.
IFPRI Policy Seminar “Climate Change & Food Security: Challenges and Options at Global and National Scales” on November 10, 2015. Presentation by Alex De Pinto.
This document is a resume for Ernesto B. Celedonio. It summarizes his work experience including his current role as a Product Specialist and Area Supervisor for HOSPILAND INTERNATIONAL MEDICAL EQUIPMENT since 2009. Prior to that, he worked as the Branch Manager for MEDICEL Enterprises in the Philippines from 2000 to 2008. He also held roles as a Medical Sales Representative from 1991 to 1999. The resume lists his qualifications, education, seminars attended and personal details.
This document contains contact and background information for Rohit Singh, who has over 2.5 years of experience as an Associate SAP Basis Consultant. He has worked for IZON TECHNOSOFT NOIDA since July 2012 and also did a 6-month internship there in 2011. He has technical skills in SAP Basis, Oracle, and various operating systems. He has experience implementing SAP projects and providing ongoing SAP Basis support.
BioPharm Insight Fuelling the growth of EU Pharma and BiotechDr Jobin Shaeri
While Europe continues to produce promising life sciences innovation, European biotech and pharma companies struggle to attract meaningful early-stage investments from risk-averse European investors. This is due to smaller and more dilutive funding rounds in Europe compared to the US, leading many promising European companies to relocate or be acquired earlier. However, deal activity and market capitalization of major European companies have grown in recent years, and enthusiasm for innovation remains high, especially in areas like oncology, infectious diseases, and the central nervous system.
This document provides guidance on growing edible plants in containers. It recommends using a "thriller, filler, spiller" approach, with one vertical element ("thriller"), several bushy plants ("fillers"), and trailing vines ("spillers"). Proper soil mixtures and daily watering are important for container gardening. Containers allow gardening in small spaces and provide flexibility to move plants for sun exposure. Growing food in containers has advantages such as accessibility for those with limited mobility and control over growing conditions.
This document provides an overview of key considerations for establishing a home vegetable garden, including site selection, soil preparation, garden bed systems, mulching, and weed management. Some of the main points covered are:
- Choosing a garden site that receives full sun, has good drainage, and is easily accessible.
- Improving soil fertility through additions of compost and other organic matter to build healthy soil.
- Options for garden bed systems include traditional in-ground rows or raised beds, each with pros and cons.
- Mulching is important for suppressing weeds and retaining soil moisture. Recommended mulches include shredded leaves and bark chips.
- Cultural practices like crop rotation, cover crops, and timely
This session will help organizations and communities better understand the Ontario food hub sector as a whole, and the preparation work that is required to plan and implement a successful food hub. For the first time, a survey of food hubs in Ontario has been completed, and results of that survey will be presented. Then, hear a practical example about one hub’s journey from the feasibility stage to the opportunities and challenges in the first two years of operation. The session will conclude with an overview of best practices for planning food hub projects and resources available to support that stage.
Pengantar awal bahasa Jepang - 103: menyatakan kelas & asal negaraRachmat Wahidi
Pemerintah Indonesia berencana mengembangkan industri halal untuk meningkatkan ekspor dan pariwisata. Beberapa langkah yang akan dilakukan antara lain mempromosikan produk halal ke pasar global, meningkatkan sertifikasi produk halal, serta melatih SDM agar dapat bersaing di industri halal.
Carol Moore Ferguson is a registered nurse seeking a travel nursing position utilizing her skills and experience in pre-op, PACU, and ambulatory surgery centers. She has over 30 years of nursing experience in various clinical and administrative roles. Her experience includes travel nursing contracts in Oregon, Washington, Missouri, Colorado, and Massachusetts. She has extensive experience with electronic medical record systems such as Epic, Meditech, and Allscripts. Ferguson has an MBA with an IT emphasis and is certified in peri-anesthesia nursing, critical care nursing, and orthopedic nursing.
Behaviorist theory views learning as occurring through conditioning, where behaviors become conditioned responses to stimuli through reinforcement or punishment. Cognitive theory sees learning as involving how memory processes and organizes information, with prior knowledge playing an important role. Constructivist theory approaches learning as an active process where learners construct new ideas based on their experiences. Social learning theory posits that learning happens through observation and modeling other people's behaviors. Connectivism is a learning theory for the digital age based on networking and making connections between information sources. Adult learning theory recognizes that adults commit to learning when the goals are relevant and applicable to their lives and work. Factors that influence learning according to the theories include reinforcement/punishment, memory/prior knowledge, experiences,
This document summarizes an experiment on small group dynamics using a virtual interaction environment. It included three conditions: a minority voting game with no consensus strategy, a blank interaction with no task, and a majority voting game. The experiment aimed to characterize how communication networks and affinities form in small groups. It used an interface dividing interaction between public chat and private messages, and public/private radar spaces to manipulate positions. Order parameters like activity, centrality degree, and probability matrices were used to analyze communication structure and relationships over time. The results were intended to capture fundamental aspects of individual behavior in small group virtual dynamics.
This document provides an overview of learning theories that influence the use of instructional media resources. It discusses humanism versus technology and presents Dale's Cone of Experience which illustrates different types of sensory experiences. It also discusses systems approach and models of communication by Schramm and feedback. Finally, it examines the learning theories of behaviorism, cognitivism, and constructivism and how they relate to the design and use of instructional media.
This document provides an overview of learning theories that influence the use of instructional media resources. It discusses humanism versus technology and presents Dale's Cone of Experience which illustrates different types of sensory experiences. It also discusses systems approach and models of communication by Schramm and feedback. Finally, it examines the learning theories of behaviorism, cognitivism, and constructivism and how they relate to the design and use of instructional media.
Luento 4: Oppimisen uudet mallit ja teoriat (diat ja ääni eivät ole synkassa,...Jari Laru
This document discusses new models and theories of learning with a focus on the use of information and communication technology as a pedagogical tool. It provides an overview of the theoretical backgrounds that have guided the development of computer-assisted learning, including behaviorism, cognitivism, constructivism, and sociocultural theories of learning. It also discusses concepts like collaborative learning, computer-supported collaborative learning, and the role of technology in education to support cognition, interaction, and knowledge construction among learners.
Visual literacy refers to the ability to understand and create visual messages. It involves skills like interpreting visual symbols, thinking visually, and critical viewing of images. As images and visual media have become more prominent in the digital age, visual literacy skills are increasingly important for communication, learning, and thinking in the 21st century. Students today need to be able to both understand and create visual content across various digital platforms and media. Schools should focus on developing students' visual literacy abilities through infusing instruction of visual concepts and skills into the regular curriculum.
Mobile collaborative learning dr.azizah25 octHasnain Zafar
This document discusses exploring learner perceptions of mobile collaborative learning using smart devices. It begins with introducing the topic and background, then outlines the problem statement, research questions, and objectives. The document reviews relevant literature on mobile learning, collaborative learning, and their benefits. It proposes a conceptual framework and mixed methods research design to understand learner perceptions and design effective mobile collaborative learning objects. The overall goal is to reduce pedagogical gaps and promote innovative mobile collaboration activities.
This document summarizes a study on gender and institutional factors influencing the awareness and adoption of climate-smart agricultural practices in Kenya, Uganda, and Senegal. The study surveyed 200 men and 200 women in each of four sites to understand differences in awareness and adoption of practices by gender. The analysis found that while conventional extension agents had limited influence, radio increased awareness of some practices. Having a spouse aware of practices also increased one's own awareness. However, cell phones did not significantly increase awareness of climate-smart practices.
Art comes in many forms such as photographs, paintings, prints, mosaics, collages, portraits, landscapes, reflections, sculptures, monuments and buildings. The document asks what form of art one likes more and requests more examples of different art forms.
Presented by Yihenew Zewdie, Consultant for Scientific and Technical Partnerships in Africa, Environment and Production Technology Division (EPTD), IFPRI.
This document contains summaries of 4 classes taught by Natalia Klein during her teaching practicum. The classes covered topics such as the verb "to be" in positive, negative, and interrogative forms, jobs, places in the city, and the structure "there is/there are". Klein observed that the students spoke little English initially but seemed more confident over the classes. She used strategies like modeling, exemplifying, and paraphrasing to help students understand and participate. The students generally did activities well but required examples and correction on pronunciation.
IFPRI Policy Seminar “Climate Change & Food Security: Challenges and Options at Global and National Scales” on November 10, 2015. Presentation by Alex De Pinto.
This document is a resume for Ernesto B. Celedonio. It summarizes his work experience including his current role as a Product Specialist and Area Supervisor for HOSPILAND INTERNATIONAL MEDICAL EQUIPMENT since 2009. Prior to that, he worked as the Branch Manager for MEDICEL Enterprises in the Philippines from 2000 to 2008. He also held roles as a Medical Sales Representative from 1991 to 1999. The resume lists his qualifications, education, seminars attended and personal details.
This document contains contact and background information for Rohit Singh, who has over 2.5 years of experience as an Associate SAP Basis Consultant. He has worked for IZON TECHNOSOFT NOIDA since July 2012 and also did a 6-month internship there in 2011. He has technical skills in SAP Basis, Oracle, and various operating systems. He has experience implementing SAP projects and providing ongoing SAP Basis support.
BioPharm Insight Fuelling the growth of EU Pharma and BiotechDr Jobin Shaeri
While Europe continues to produce promising life sciences innovation, European biotech and pharma companies struggle to attract meaningful early-stage investments from risk-averse European investors. This is due to smaller and more dilutive funding rounds in Europe compared to the US, leading many promising European companies to relocate or be acquired earlier. However, deal activity and market capitalization of major European companies have grown in recent years, and enthusiasm for innovation remains high, especially in areas like oncology, infectious diseases, and the central nervous system.
This document provides guidance on growing edible plants in containers. It recommends using a "thriller, filler, spiller" approach, with one vertical element ("thriller"), several bushy plants ("fillers"), and trailing vines ("spillers"). Proper soil mixtures and daily watering are important for container gardening. Containers allow gardening in small spaces and provide flexibility to move plants for sun exposure. Growing food in containers has advantages such as accessibility for those with limited mobility and control over growing conditions.
This document provides an overview of key considerations for establishing a home vegetable garden, including site selection, soil preparation, garden bed systems, mulching, and weed management. Some of the main points covered are:
- Choosing a garden site that receives full sun, has good drainage, and is easily accessible.
- Improving soil fertility through additions of compost and other organic matter to build healthy soil.
- Options for garden bed systems include traditional in-ground rows or raised beds, each with pros and cons.
- Mulching is important for suppressing weeds and retaining soil moisture. Recommended mulches include shredded leaves and bark chips.
- Cultural practices like crop rotation, cover crops, and timely
This session will help organizations and communities better understand the Ontario food hub sector as a whole, and the preparation work that is required to plan and implement a successful food hub. For the first time, a survey of food hubs in Ontario has been completed, and results of that survey will be presented. Then, hear a practical example about one hub’s journey from the feasibility stage to the opportunities and challenges in the first two years of operation. The session will conclude with an overview of best practices for planning food hub projects and resources available to support that stage.
Pengantar awal bahasa Jepang - 103: menyatakan kelas & asal negaraRachmat Wahidi
Pemerintah Indonesia berencana mengembangkan industri halal untuk meningkatkan ekspor dan pariwisata. Beberapa langkah yang akan dilakukan antara lain mempromosikan produk halal ke pasar global, meningkatkan sertifikasi produk halal, serta melatih SDM agar dapat bersaing di industri halal.
Carol Moore Ferguson is a registered nurse seeking a travel nursing position utilizing her skills and experience in pre-op, PACU, and ambulatory surgery centers. She has over 30 years of nursing experience in various clinical and administrative roles. Her experience includes travel nursing contracts in Oregon, Washington, Missouri, Colorado, and Massachusetts. She has extensive experience with electronic medical record systems such as Epic, Meditech, and Allscripts. Ferguson has an MBA with an IT emphasis and is certified in peri-anesthesia nursing, critical care nursing, and orthopedic nursing.
Według Project Management Institute (PMI) : „Projekt można zdefiniować jako tymczasowe przedsięwzięcie podjęte w celu wytworzenia unikalnego produktu lub usługi. Projekty różnią się od innych ciągłych działań operacyjnych w organizacji tym, że — w odróżnieniu od operacji — projekty mają określony początek i koniec; mają ograniczony czas trwania.”
Definicja ta wydaje się bardzo precyzyjna, jednak w codziennej pracy z klientami spotykam się często z zagorzałymi dyskusjami na temat tego, czy dana aktywność jest projektem czy procesem/działalnością operacyjną. Typowymi przykładami takich kontrowersji są: rozwój nowych produktów czy też ekspansja sieci handlowej.
Nagranie: http://mndrn.co/2gBmNPk
Peekawin Suwannasin is a Thai CAD jewelry designer born in 1980 in Ratchaburi, Thailand. He received a Bachelor's degree in business administration and has over 10 years of experience as a senior CAD/CAM jewelry designer for various jewelry companies. His portfolio showcases his jewelry designs created using Rhino and Matrix software and features collections utilizing rose gold and gemstones.
This document summarizes Vicki Suter's presentation at the 2007 AERA Conference on learning and the sense of presence in the virtual world Second Life. The presentation defines presence as an action-based process and contextualized individual experience. It proposes using an ethnographic action-based approach and activity theory as a conceptual framework to study how the sense of presence develops for individuals engaged in collaborative learning activities in Second Life. The study aims to provide insights into design attributes that may contribute to developing a sense of presence to support collaborative learning in 3D virtual worlds.
Optimising the use of note-taking as an external cognitive aid for increasing...Tamas Makany
This study compared the effectiveness of linear note-taking versus a non-linear (SmartWisdom) note-taking technique. 26 adult learners participated and were split into a linear note-taking group and a non-linear note-taking group. Both groups took notes during two video presentations - a science lecture and a panel discussion. They were then tested on comprehension, accuracy, knowledge representation, memory, and metacognition. The researchers hypothesized that non-linear note-taking would lead to better cognitive performance.
Pedagogical patterns for learning programming by mistakes (presentation) (1)Ljubomir Jerinic
This document discusses teaching programming and computer science. It notes that programming is difficult to teach because it requires communicating complex tasks to basic hardware. It reviews Seymour Papert's view that learning is underserved academically compared to pedagogy. The document then outlines constructivist learning theory and how it guides creating real-world problem solving environments where teachers take the role of facilitator. It discusses the goal of transforming how and what children learn. Finally, it reflects on challenges in teaching IT and CS, such as where to introduce these subjects and what baseline knowledge is needed for university.
Laru, J. & Järvelä, S. (2004). Scaffolding different learning activities with...Jari Laru
Laru, J. & Järvelä, S. (2004). Scaffolding different learning activities with mobile tools in three everyday contexts. In P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning. Proceedings of the EARLI SIGs Instructional Design and Learning and Instruction with Computers (pp.11-21). Tübingen: Knowledge Media Research Center.
Open Entrepreneurship: Exploring the Role of Entrepreneurs in Private-collect...Paul Di Gangi
The following is a presentation that explores the roles entrepreneurs take in a private-collective community. The focus is on how entrepreneurs position themselves structurally, maintain diverse ties to understand a community, and develop a shared language and contribute to a private-collective community within the framework of an open entrepreneurship business model.
My Dinosaur Park: Exploring Students’ Learning Experiences in a Hong Kong Cla...CITE
Students reported learning new knowledge about dinosaurs, improving their English language skills, learning how to use computers and the internet efficiently for learning, exchanging ideas online, and reflecting on their own learning through participating in the "My Dinosaur Park" project. They felt it was a valuable learning experience.
Transformations of scaffolding concept in socio-technical systems.pdfKai Pata
The document discusses how the concept of scaffolding has transformed as learning has moved from natural to digitally mediated and hybrid forms. It provides an overview of scaffolding from its origins in the tutor/student dynamic to its application in technology-mediated learning environments. Scaffolding is now seen as a process that can involve multiple actors, be distributed across groups and technologies, and focus on supporting the emergence of collective phenomena to facilitate learning. While challenges remain in fully realizing scaffolding in socio-technical systems, the concept continues to provide a useful framework for understanding how to effectively support learning through adaptive assistance within rich learning environments.
Learning theory and its application in the digital ageTwaambo Nzobokela
The document discusses different learning theories and their application in the digital age. It describes three traditional learning theories: behaviorism, cognitivism, and constructivism. For each theory, it provides an overview and examples of software that can be used to support learning aligned with that theory, such as drill and practice software for behaviorism or collaborative and project-based software for constructivism. The document concludes that technology allows for new possibilities in learning based on different theoretical approaches.
Changing Minds, Changing Organizations, Changing TechnologiesGigi Johnson
This document provides an overview of a presentation on changing technologies, organizations, and minds. It discusses how technologies are shaped by narratives and assumptions. Technologies not only change organizations but are also shaped by existing organizational structures and decision-making processes. The presentation explores how examining narratives around technologies can help identify underlying assumptions and power dynamics that influence organizational adoption and use of technologies. It argues for the need to consider concepts like affordances, brands, connections of time and place through data, and existing organizational assumptions when seeking to change minds and technologies within an organization.
Social constructivism is a theory of learning that says knowledge is constructed through social interaction and collaboration. It emphasizes active learning where students work together to solve problems. According to this theory, knowledge arises through discourse, negotiation, and shared understanding between learners interacting within a community. The document then provides examples of how social constructivist principles can be implemented through tools like gaming modules, social media, and simulations to create collaborative learning environments.
This chapter introduces the concept of mediating artefacts, which are representations that mediate the learning design process. Mediating artefacts can take various forms like narratives, visual models, or vocabularies. They are derived from learning activities through abstraction and highlight different aspects of the learning activity. Mediating artefacts can then be aggregated into meta-mediating artefacts like repositories, scaffolds, or mixed formats to further support the design process. Understanding learning activities through mediating artefacts allows practitioners to make informed choices in designing new learning activities.
This document explores the definition, history, major proponents, and applications of andragogy. Andragogy is defined as the art and science of helping adults learn. The term was first coined in 1833 but popularized in the 1920s. Major proponents include Malcolm Knowles, who identified six assumptions of adult learners and developed an andragogical process model. Knowles' work emphasized that adult learners are self-directed, draw on life experiences for learning, and are ready to learn skills required to deal with life situations. The document suggests that andragogy can benefit human resource development specialists, vocational instructors, spiritual educators, managers, and college professors working with adult learners.
The document discusses the evolution of eLearning from eLearning 1.0 to the emerging eLearning 3.0. eLearning 1.0 focused on making content accessible online and tracking user activities. eLearning 2.0 enabled social learning and user-generated content through technologies like blogs and social media. eLearning 3.0 will utilize artificial intelligence, big data, and learning analytics to automatically discover new learning models from user data and apply them to support learners. It will activate learning theories like pragmatism and connectivism through technologies like semantic networks that connect people and information. The document proposes creating learning networks to improve knowledge sharing and make connections between learners, content, and tasks.
The document discusses enhancing empathy and emotion in mental health training. It proposes using activities like role-playing exercises and real-life narratives to help trainees understand conditions like schizophrenia and mental health recovery from the patient's perspective. References are provided on topics like emotional intelligence, experiential learning, and building empathy through understanding other viewpoints. Barriers to developing empathy, like assumptions and fatigue, are also addressed.
This study examined how different types of 3D visualizations (interactive 3D animation, 3D animation, and static 3D illustrations) combined with narration and text affect learning among 212 eighth grade students in Greece. The study tested an interactive multimedia application on methods of separating mixtures that was produced in three versions differing only in the type of visualization. The results showed that versions with interactive 3D animations and 3D animations increased student interest and engagement. However, the version with static 3D illustrations allowed students more control over their learning pace and placed less cognitive load on working memory.
This document provides a 3-part lesson on digital citizenship. Students will first research an assigned topic related to digital citizenship such as cyberbullying or internet safety. They will then discuss their topic in an online forum, responding to other students. Finally, students will work in groups to create an online poster about their topic to teach their peers. The goal is for students to understand what it means to be a responsible digital citizen.
Critical Reflection And The Reflective PractitionerYan Karaliotas
The document discusses critical reflection and reflective practice. It defines critical reflection as thinking about one's own thinking and being open to change, which enables reflective practice. Critical reflection broadens traditional reflection by considering sociocultural and historical contexts. Reflection can occur on action after an event or in action as a problem unfolds. Reflective practice provides a safe environment for learners to apply knowledge and develop more sophisticated judgements over time. Critical reflective practice challenges technical rationality and requires diagnosing problems, testing solutions, and taking responsibility amid uncertainty.
Similar to Customized Interactive Software EETC 2012 (20)
Learning with New Technologies: Encouraging and Scaffolding Activities & Expl...Hatch Early Learning
Dr. Nicola Yelland of Victoria University shares her experience with the use of technology in classrooms around the world and how educators can use technology to tailor learning in their own classrooms.
Lili Levinowitz and Lauren Guilmartin of Music Together share how music can be used to engage families in children's learning and how to encourage learning at home!
Understanding How to Use Real Time Assessment as a Tool in Curriculum DesignHatch Early Learning
This document summarizes Cathy Grace's webinar on using real-time assessment as a tool in curriculum design. The webinar addressed how developmentally appropriate assessment of children is important for developing high-quality, child-focused programs and classrooms. It also discussed reasons for teacher resistance to technology in the classroom and how its use can be better integrated into overall program design. The webinar aimed to show how data-driven decisions based on ongoing assessment can improve instruction and ensure children's needs are met.
What's REALLY Happening with Technology in Early Childhood Programs?Hatch Early Learning
Dale Mcmanis, Karen Nemeth, and Fran Simon shared the results of their 2012 survey in which they asked teachers and administrators to share how they are using technology in their programs.
This document discusses using technology for progress monitoring of young children. It begins by explaining that progress monitoring is used to determine if children are benefiting from instruction and to improve instruction for children who need additional help. Technology can strengthen progress monitoring by facilitating data-based instructional decisions to better meet children's diverse needs. The document then provides an overview of effective progress monitoring practices and reviews research demonstrating that technology-based progress monitoring improves children's performance in key academic areas compared to controls.
This document summarizes a webinar about using eBooks in early childhood classrooms. The webinar discussed the potential benefits of eBooks, how to structure shared reading of eBooks using techniques similar to reading print books, features of eBooks that can engage students and provide instruction, and recommendations for evaluating educational eBook apps. The presenters were Dr. Kathy Roskos from John Carroll University and Jeremy Brueck from the University of Akron.
The document discusses the work of FirstSchool, an initiative aimed at improving education for young minority and low-income children. It does this by partnering with schools to help teachers implement research-based practices through collaborative inquiry. Data is collected on student experiences and used to facilitate changes in instructional practices and classroom culture. Results show increases in teaching time, literacy instruction, collaboration and student autonomy, and decreases in transitions between activities. The goal is to create a high-quality, seamless educational experience for young children.
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With so many "educational" apps in the marketplace, how do you decide which ones are worth keeping--and which ones to throw back? Don't let the perfect educational app be the one that got away!
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This document summarizes the findings of a study on technology use in early childhood education. Key findings include:
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- Effective technology implementation requires buy-in from program leadership, staff, families and the community.
Learn how to increase communication effectively with children through the use of sign language at home or in your early childhood development program. We hope you will use this information to guide you through the process of introducing and using sign language successfully in your classroom or home. Visit http://hatchearlylearning.com/webinars for upcoming events and recordings.
Our presentation at the 58th annual meeting of the International Reading Association. Most of our students may be pre-readers, but an early start down the path to literacy pays off in the end!
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This document summarizes a presentation on a study examining cooperation and collaboration among preschoolers using an interactive multi-touch table. The study found that the preschoolers exhibited mostly cooperative behaviors while playing educational games on the table, with some collaborative and competitive behaviors also observed. Specifically, the children verbally and physically demonstrated cooperation through actions like finding objects near their space and celebrating together. Collaboration was shown through behaviors like moving objects for peers to reach and high-fiving after finishing activities. A moderate level of competition also emerged but was not excessive. The children engaged with the technology successfully and were excited to interact on the multi-touch surface.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
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There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
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Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
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تتميز هذهِ الملزمة بعِدة مُميزات :
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1. Customized, Interactive Software Sounds Great!
Now What Does that Really Mean?
Handout: http://www.hatchearlychildhood.com/layout-images/documents/EETC/Customized_handout.pdf
EETC Conference March 2012
Susan Gunnewig, M.Ed. Lilla Dale McManis, Ph.D.
sgunnewig@hatchearlychildhood.com dmcmanis@hatchearlychildhood.com
Copyright 2012
2. Overview
• Why is this topic applicable to early learners?
• What are customization and interactivity really?
• Why are they important?
• How do these intersect in the learning process?
• What are best practices for early learners?
• How do we know we are on the right path for a
child/children?
*Disclaimer: Photos do not imply endorsement .
3. Why is this topic applicable to early learners?
• Technology supports learning
– Thirty plus years of research
– Covers many areas
• Literacy/Language
• Mathematics
• Social-Emotional
• Critical Thinking
See reviews by Penuel et al. 2009; McCarrick & Xiaoming 2007; Glaubke 2007; Clements & Sarama 2003
4. • Much wider variety of types of technology
and content available:
– Desktops/laptops
– Interactive whiteboards
– Tablets
– Tables
– eReaders, smartpens,
iPod touch, digital cameras
Rideout 2011; Gutnik et al. 2010
5. • Acceptance growing
– Dedicated groups
– US DOE Ready to Learn
– Books, Articles, Websites, YouTube
– Teacher preparation programs
– NAEYC/Rogers Center Position Statement
– This conference
7. What are Customization and Interactivity really?
Customization is a vital subset of interactivity…..
• “…Interactivity refers to those functions and/or
operations made available to the learner to enable
them to work with content material presented in a
computer based environment.” (Sims 2000)
• Customization allows “all learners to progress from
where they are and not where we would have
imagined them to be.” (CAST UDL Guidelines 2011)
8. Why be concerned with Interactivity?
“I click/touch/speak therefore
I am interacting…”
Not so fast it turns out.
When we pay attention to the elements that
truly define interactivity in computer enhanced
settings we can see the powerful potential for
learning.
So, let’s take a look….
9. How can we understand Interactivity?
Work of Rod Sims...
• Relationships between interactive constructs
and learning theories
• Understanding/applying can reinforce
potential for implementing appropriate
strategies
• Laid out as dimensions
10. What theories underlie Interactivity?
Sims created his classification as dimensions:
• Learners - the who of the learning process
• Content - the what of the learning process
• Pedagogy - the how of the learning process
• Context - the when and where of the learning
process
11. Interactivity and learners
• Consideration of the learner dimension…
– make applications more adaptive to specific
characteristics of the target population
12. Focus Interactive Constructs Related Theories
Goal Navigation; o Select navigational paths Sign Learning (Tolman, 1932); Constructivist
Exploration o Retrieve appropriate content (Bruner, 1966); Information Pick Up (Gibson,
o Move within a simulated environment 1966); Structural Learning (Scandura, 1973);
o Explore conditions of rule operation Androgogy (Knowles, 1984); Adult Learning
o Compare results (Cross, 1981); Soar (Newell, 1990)
Making Selections o Access manageable pieces of material Information Processing (Miller, 1956)
o Modify content structure
Tools o Access help or support tools Cognitive Dissonance (Festinger, 1957)
Control: to Construct o Construct or modify properties of and/or Gestalt (Wertheimer, 1959); Lateral Thinking (de
or Deconstruct relationships between learning objects Bono, 1967); Experiential (Rogers, 1969); Dual
o Create personal narratives Coding (Paivio, 1986); Levels of Processing (Craik
& Lockhart, 1972); Script (Schank, 1982);
Component Display (Merrill, 1983); Cognitive
Flexibility (Spiro, Feltovich, Jacobson & Coulson,
1992)
Prompt for o Generate original responses Originality (Maltzman, 1960); Constructivist
engagement (Bruner, 1960);
Scaffolding; o Assemble or disassemble support tools as Constructivist (Bruner, 1966); Social Learning
Modelling required (Bandura, 1971); Script (Schank, 1982)
o Adapt dynamic scaffolding according to
individual schema
o Access exemplars to support knowledge
acquisition
Interactivity and learners
13. Making o Access manageable Information Processing
Selections pieces of material (Miller, 1956)
o Modify content
structure
14. Interactivity and content
• Second dimension is content or subject
matter in which…
– level, depth, underlying information and
presentation design are critical to overall
interactive experience
15. Focus Interactive Constructs Related Theories
The more the better o Present questions frequently Connectionism (Thorndike, 1913)
Essential o Ensure interactions implemented Contiguity (Guthrie, 1930); Drive Reduction
(Hull, 1943)
Engagement o Integrate meaningful engagement through Dual Coding (Paivio, 1986), Levels of Processing
access to different content representations (Craik & Lockhart, 1972)
o Enable the means to control displayed media
elements
Content Dependent o Vary structural presentation as a function of Algo-Heuristic (Landa, 1974); Component
content domain Display (Merrill, 1983); Elaboration (Reigeluth,
o Enable learner elaboration of epitomes 1992)
Multimedia o Enable the means to select media used to Symbol Systems (Salomon, 1979); Dual Coding
display content structures (Paivio, 1986); Cognitive Flexibility (Spiro et al,
o Enabling access to and manipulation of 1992)
content
Minimalist o Include only necessary content GOMS (Card, Moran & Newell, 1983);
Minimalist (Carroll, 1990)
Interactivity and content
16. Minimalist o Include only GOMS (Card, Moran &
necessary content Newell, 1983);
Minimalist (Carroll,
1990)
17. Interactivity and pedagogy
• This dimension determines extent learner is
able to move/navigate, test/explore, and
maneuver/self-pace…
• Attends to what measures will represent
completion:
– teaching ‘instructivist’ model = assessment
– learner ‘constructivist’ model = task completion
18. Focus Interactive Constructs Related Theories
Vary according to o Vary as a function of developmental stage Genetic Epistemology (Piaget, 1929); Conditions of
learner o Vary according to individual skills Learning (Gagne, 1985); Subsumption (Ausubel,
o Integrate contextual and socio-cultural 1963); General Problem Solver (Newell & Simon,
elements 1972); Androgogy (Knowles, 1984); Adult
Learning (Cross, 1981); ACT (Anderson, 1976);
ATI (Cronbach & Snow, 1977); Triarchic
(Sternberg, 1977);
Question- Answer- o Adopt a cyclic question (stimulus), answer Operant Conditioning (Skinner, 1950)
Feedback (response) and feedback loop
Self pacing o Enable learner control Mathematical (Atkinson, 1972); Criterion
o Enable self testing of achievement (mastery) Referenced (Mager, 1988)
Problem Based o Enable assessment of individual success Experiential (Rogers, 1969); General Problem
o Enable testing and problem solving of Solver (Newell & Simon, 1972); Double Loop
currently held beliefs or concepts (Argyris & Schon, 1974); Repair (Brown & Van
o Provide tools to solve problems Lehn, 1980); Mathematical Problem Solving
(Schonfield, 1985)
Interactivity and pedagogy
19. Self pacing o Enable learner control Mathematical (Atkinson,
o Enable self testing of 1972); Criterion
achievement (mastery) Referenced (Mager, 1988)
20. Interactivity and context
• Fourth dimension is context in which learning
occurs…
• Can range from abstract to concrete
• Context for learning demands two conditions:
– integration of knowledge and
information into situation
– learner able to position self
in that context to understand
situation and purpose of
information
21. Focus Interactive Exemplars Related Theories
Contextual, Situated o Enable access to people (real or simulated) Functional Literacy (Sticht, 1976); Social
to provide assistance Development (Vygotsky, 1962); Symbol
o Focus on action-consequence model Systems (Salomon, 1979); Phenomenography
o Relate contextual controls (tools) to (Marton, Hounsell & Entwistle, 1984);
support facilities Cognitive Flexibility (Spiro et al, 1982);
o Enable social operations Situated (Lave & Wenger, 1990)
Learning Styles o Enable learner and program adaptation Modes of Learning (Rumelhart & Norman,
strategies 1978); Multiple Intelligences (Gardner, 1993)
Interactivity and context
22. Contextual, o Enable access to people (real Functional Literacy (Sticht, 1976);
Situated or simulated) to provide Social Development (Vygotsky,
assistance 1962); Symbol Systems (Salomon,
o Focus on action-consequence 1979); Phenomenography (Marton,
model Hounsell & Entwistle, 1984);
o Relate contextual controls Cognitive Flexibility (Spiro et al,
(tools) to support facilities 1982); Situated (Lave & Wenger,
o Enable social operations 1990)
23. Take-Aways about Interactivity
• Not a given just because using technology
• Need to actively consider the “interaction” in
interactivity
• By attending to the:
– Learner
– Content
– Pedagogy
– Context
• Develop a tool to assess such as a
rubric, checklist, observation form....make it real
by having a photo or video to reference!
25. Why be concerned with
Customization?
• In learning environments, such as schools and
universities, individual variability is the
norm, not the exception. When curricula are
designed to meet the needs of an imaginary
“average,” they do not address the reality learner
variability. They fail to provide all individuals with
fair and equal opportunities to learn by excluding
learners with different abilities, backgrounds, and
motivations who do not meet the illusive criteria
for “average.”
UDL Guidelines 2011
26. How can we understand
Customization?
The UDL framework….
• encourages creating flexible designs
from the start
• that have customizable options
• options for accomplishing varied
and robust enough
• to provide effective instruction to all learners
27. What theories underlie Customization?
Foundational Research on UDL
• Draws from a variety of research fields:
– neuroscience
– learning sciences
– cognitive psychology
• Deeply rooted in concepts such as:
– Zone of Proximal Development,
scaffolding, mentors, and modeling
• Foundational-individual differences:
– Piaget
– Vygotsky
– Bruner
– Bloom
28. Principles & Guidelines
• Based on neuroscience* research, Principles
guide UDL and provide underlying framework
for the Guidelines
• Guidelines organized according to the three
main Principles:
– representation
– action and expression
– engagement
*Neuroscience, the study of the nervous system, advances the
understanding of human thought, emotion, and behavior.
29. Principle I:
Provide Multiple Means of Representation
• Learners differ in the ways they perceive and
• comprehend information presented
– The “what” of learning
30. Principle II
Provide Multiple Means of Action and
Expression
• Learners differ in the ways they can navigate a
learning environment and
• express what they know
– The “how” of learning
31. Principle III
Provide Multiple Means of Engagement
• Affect represents crucial element to learning
• Learners differ markedly in ways they can be
engaged
• or motivated to learn
– The “why” of learning
32. Principle I: Provide Multiple Means of
Representation
Display information in a flexible format
• Speed or timing of video, animation, sound,
simulations
• Layout of visual or other elements
• Visual or tactile (e.g., vibrations) equivalents for
sound effects or alerts
• Touch equivalents (tactile graphics or objects of
reference) for key visuals that represent concepts
• Auditory cues for key concepts and transitions in
visual information
33. Principle I: Provide Multiple Means of
Representation
Provide options for comprehension
• Cues to draw attention to critical features
• Explicit prompts for each step in a sequential
process
• Interactive models that guide exploration and
new understandings
• Graduated scaffolds that support information
processing strategies
• Opportunities to revisit key ideas and linkages
between ideas
34. Principle II: Provide Multiple Means of
Action and Expression
Provide options for expression and
communication
• Models or examples of the process and product
of goal-setting
• Scaffolds that can be gradually released with
increasing independence and skills (e.g.,
embedded into digital reading and writing
software)
35. Principle II: Provide Multiple Means of
Action and Expression
Provide options for executive functions
• Embedded prompts to “stop and think”
before acting
• Embedded prompts to “show and explain
your work” (e.g., portfolio review, art
critiques)
• Representations of progress (e.g., before and
after photos, graphs and charts showing
progress over time, process portfolios)
36. Principle III. Provide Multiple Means
of Engagement
Provide options for recruiting interest
• Provide learners with as much discretion and
autonomy as possible by providing choice:
– Type of rewards or recognition available
– Context or content used for practicing and assessing
skills
– Tools used for information gathering or production
• Provide tasks for active participation, exploration
and experimentation
• Vary level of novelty or risk & sensory stimulation
37. Principle III. Provide Multiple Means
of Engagement
Provide options for sustaining effort and persistence
• Prompt or require learners to explicitly formulate
or restate goal
• Differentiate the degree of difficulty or complexity
within which core activities can be completed
• Provide prompts that guide learners in when and
how to ask peers and/or teachers for help
• Encourage and support opportunities for peer
interactions and supports
38. Principle III. Provide Multiple Means of
Engagement
Increase mastery-oriented feedback by providing
feedback that:
• encourages perseverance, focuses on development of
efficacy and self-awareness, and use of specific
supports and strategies in the face of challenge
• emphasizes effort, improvement, and achieving a
standard rather than on relative performance
• is frequent, timely, and specific
• is substantive and informative rather than comparative
or competitive
• models how to incorporate evaluation, including
identifying patterns of errors and wrong answers, into
positive strategies for future success
39. Take-Aways About Customization
• Founded on theory and science
• Options need to be
– Varied
– Robust
– Flexible
• Options need to attend to
– representation
– action and expression
– engagement
40. How do these intersect in best practices?
• Open ended technology-based instruction
based on scaffolding (Vygotskian
approach), but with a framework more
aligned with discovery (Piaget) and
constructivism (Bruner)
• Computer assisted instruction based on
scaffolding (Vygotskian approach), information
processing (NeoPiagetians), and actions and
reactions (Skinner)
59. How do we know we are on
the right path?
“The goal of education in the 21st century is not
simply the mastery of content knowledge or use of
new technologies. It is the mastery of the learning
process.” UDL Guidelines 2011
Let’s look at some examples
where this may not be happening….
60.
61. NAEYC /Rogers Center Technology
Position Statement Guiding Principle
Effective uses of technology and media are:
• active
• hands-on
• engaging
• empowering
• give the child control
• provide adaptive scaffolds to ease task
accomplishment
• one of many options to support children’s learning
62. Summary
• Customization and interactivity are based in
theory and science
• Consideration of these may be even more critical
for early learners
• More options for early childhood raises stakes
for skill in evaluating interactivity and
customization
• Educators have to be even more diligent that
technology is used for the process of learning
and not technology for technology’s sake
63. Main Sources
Sims, R. (2000). An Interactive Conundrum:
Constructs of interactivity and learning theory.
Australian Journal of Educational
Technology, 16(1), 45-57.
http://www.ascilite.org.au/ajet/ajet16/sims.html
Universal Design for Learning Guidelines version 2.0.
(2011). Wakefield, MA: Author.
http://www.udlcenter.org/aboutudl/udlguidelines
66. Where we will be at EETC…
• Thurs. 9:15-10:15 & 10:30-11:30 Roundtable-
Usability of a Literacy and Math Content-infused
Interactive Whiteboard with Preschoolers &
Roundtable-Using Research to Inform Guidelines
for Early Childhood Educational Technology
Program Development
• Thurs. 2:45-3:45 Breakout Session- Why and How
to Evaluate Educational Technology for Early
Learners
• Fri. 9:15-10:45 Breakout Session- The Power of
Using Technology for Progress Monitoring in Early
Childhood
67. Good places for social connections!
• http://www.ecetech.net/
• LinkedIn: Early Childhood Technology Network
• Twitter: #ecetechchat
– Every Weds. night @ 9 EST
Special Announcement
http://www.ecetech.net/about/early-childhood-technology-collaborative/
Early Childhood Technology Today Survey 2012
OPEN NOW!!
68. Future talks/presentations
• McCormick Center for Early Childhood Leadership
Connections Conference May 12 in Chicago
– Evaluating Educational Technology in Early Childhood
• National Head Start Association (NHSA) Conference
April 18 in Nashville
– Using Technology to Support Young Children’s Social-
Emotional Development
• International Society for Technology in Education
(ISTE) Conference June 25 in San Diego
– School Readiness: Outcomes & Approaches
69. We’d like to
stay in
Where we will bePlease turn in your
next…..
Conference
touch….. Connections Card!
• National Head Start Association Conference April
18 in Nashville
Handout:
– Using Technology to Support Social-Emotional
Development in Young Children
http://www.hatchearlychildh
ood.com/layout-
• McCormick Center for Early Childhood Leadership
images/documents/EETC/Cu
stomized_handout.pdf
Connections Conference May 10-12 in Chicago
– Evaluating Educational Technology in Early Childhood
• International Society for Technology in Education
(ISTE) Conference June 25 in San Diego
– School Readiness: Outcomes and Approaches
Editor's Notes
Another driving force in the field is knowing who is working there…You may be interested to know some of the major groups These include (but there are others):AECT = Association for Educational Communications and Technology-we saw the definition from themISTE = International Society for Technology in Education..very large group and just beginning to think more about early childhood ….hoping that is fostered.USDOEOET = US Department of Education Office of Educational Technology- run by Karen Cator…they have a national plan you can access on line.NAEYC = National Association for the Education of Young Children –not a tech group but they are very active right now about to release a revised position statement on the use of technology with young children