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The document discusses the integration of technology into early childhood education classrooms. It outlines several ways that technology can support child development, including enhancing social skills, language development, physical motor skills, cognition, and knowledge. Specific examples are provided of online games and activities that teach time telling, following directions, and literacy. The conclusion encourages educators to make use of technology to supplement early learning.

ECE and Technology Can They Work Together? A presentation by Genevieve Allen

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Integrating Technology into the ECE Classroom ,[object Object],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.)

Integrating Technology into the ECE Classroom ,[object Object],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)

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We reflect briefly on the difference between ICT and computing. The first session sets primary school computing within the historical context of educational computing and present policy. I provide an overview of Syemore Papert’s work. I introduce you to BYOB Scratch and you use it to explore a few simple exercises in turtle graphics before using it to copy or create more complex shapes. I brief you on the module assessment.

Technologyandtheearlychildhoodclassroom Jason Pacaway

JoymieigoyJoymie Igoy

Technology Learning Ottawa

vincischools

Technology is the main key for students with learning disabilities. Vinci School offers wide variety of assistive technology. We programmed and complete community-based technology learning programs Ottawa. Technology makes learning fun and keeps students on track. In addition to VINCI Connected Learning system that connects teachers and parents together, and interactive whiteboards/tablets in classrooms.

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SAMPLE GED 501 RESEARCH PAPER Technology Based Education: How can theories of learning and/or development be used to guide the use of technology in schools? Introduction Twenty first century learning environment is no longer a goal, but an educational reality. We are deep into the midst of a paradigm shift that spans across our entire globe. The technology we live with as a society has exponentially grown at an increasingly rapid rate. This is illustrated from the integration of computers in every facet of our lives. This includes televisions, phones, cars, and even coffee makers which all contain a microprocessor, they all think. Even more startling is how connected we all are. Access to information is available at a finger’s touch. We can connect to people, we can shop, and ask for directions from anywhere at any time. We are tethered to the world by social media such as Facebook. Google has mapped out the entire earth. We can send a text message from the middle of Antarctica. Even more startling is how corporations and the government collects data as they track our ever movement as we go online. All this is reflected upon education, which mirrors this new 21st century society. No longer is the classroom isolated from the world, but it too is connected. Learning technology is critical more than ever because it impacts skills and productivity (Hall, 2011) for both the student and the teacher. Background Incorporating technology into the classroom has been around since computers were invented, but it has been only recently been the norm in the last few years. This revolution no more pointedly reflected in our education system, than it is today. Johri (2011) states that although digital information technologies in education has become commonplace, there are few guiding frameworks or theories that explains the relationship between technology and learning practices. Bennett and Oliver (2011) share that view. Research has focused on practical implementation versus the theory and application of the technology. They explained once theories are developed, a better understanding of effective technology based pedagogy would occur. Technology in Education I believe however, all the theorists play well with technology. Technology is merely a tool. Its strength is the ability to facilitate. John Dewey is a prime example. He believed in “learning by doing”. With an iPad there is an App where by students are able to see the stars and the constellation. With the use of satellites and GPS held within the piece of technology, students are able to view exact locations of stars. Where the iPad is directed in the sky, the stars would be in that location on the handheld screen, no telescope necessary. The students interact with the material to gain knowledge. This is further illustrated by this second example. The best way to learn about Mayan pyramids is to actually visit one in Central America. With the use of laptops, students can connect to the Discove.

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Technology in Early Childhood This is a student sample – no part may be copied or reproduced Introduction/Policy and Legislation Is there a place for technology in a high-quality early learning experience? Children are growing up in a digital age that their parents and grandparents did not have. Young children have a variety of digital technology at their fingertips. Computers, smartboards, tablets, phones, DVD’s electronic toys and games, e-books and audio recorders. These devices are children’s tools of their time and culture. “Early childhood educators are the linchpins in whether young children attend enriched, dynamic environments outside the home, where they are exposed to language, conversation, and activities guided by developmentally appropriate practice. Teachers are the ones who make critical decisions about how children are exposed to and interact with technology” (Evans, 2014). Technology can be very useful for children to learn and develop. They can look up birds and what they sound like or skype with children in another country. Interactive story boards can help children to construct meaning. However, if not monitored technology can be harmful and interfere with development and learning of our young children. NAEYC and the Fred Rogers Center are concerned about health issues and obesity because children spend too many hours in front of screens and not enough time with gross motor and play outside. They also believe that technology and interactive media can promote effective learning when used intentionally. The principles that NAEYC uses to guide adult’s states, “Technology and media should never be used in ways that are emotionally damaging, physically harmful, disrespectful or dangerous” (NAEYC, 2012). Advocacy As Early Childhood Educators, it is our duty to advocate for the use of technology in a quality care environment. It is imperative that we inform parents and fellow colleagues on both the advantages and disadvantages that technology can have. Advances in technology and interactive media are transforming how we communicate, learn, and educate in the home, office, and early childhood settings (NAEYC, 2012). We must also contact our local legislators to request additional funding for technology. When making decisions about technology, program administrators must be well advised on the ongoing cost of technology including initial cost, the ongoing costs of updating and upgrading hardware and software, and unspecified costs, such as additional items needed to use the product (NAEYC, 2012). Attend political events such as “Child Action Day” in Harrisburg, PA, to voice the importance of technology to state legislators (NAEYC). Petition parents to write letters to their community representative. Holding open houses, back to school nights, and fun.

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TOJET: The Turkish Online Journal of Educational Technology – January 2011, volume 10 Issue 1 Copyright  The Turkish Online Journal of Educational Technology 183 THE EFFECTS OF THE COMPUTER-BASED INSTRUCTION ON THE ACHIEVEMENT AND PROBLEM SOLVING SKILLS OF THE SCIENCE AND TECHNOLOGY STUDENTS Oğuz SERİN Cyprus International University, Faculty of Education, Nicosia-North Cyprus [email protected] ABSTRACT This study aims to investigate the effects of the computer-based instruction on the achievements and problem solving skills of the science and technology students. This is a study based on the pre-test/post-test control group design. The participants of the study consist of 52 students; 26 in the experimental group, 26 in the control group. The achievements test on “the world, the sun and the moon” and the Problem Solving Inventory for children were used to collect data. The experimental group received the computer-based science and technology instruction three hours a week during three weeks. In the analyses of data, the independent groups t-test was used at the outset of the study to find out the whether the levels of the two groups were equivalent in terms of their achievements and problem solving skills and the Kolmogorov-Smirnov single sample test to find out whether the data follow a normal distribution and finally, the covariance analysis (ANCOVA) to evaluate the efficacy of the experimental process. The result of the study reveals that there is a statistically significant increase in the achievements and problem solving skills of the students in the experimental group that received the computer- based science and technology instruction. Keywords: Computer-based instruction (CBI), the Science and Technology Course, learning packet, achievement, problem solving skills, primary education INTRODUCTION Great emphasis is placed on the computer-based science and technology laboratories as well as ordinary science laboratories in the educational curricula of the developed countries. One of the aims of the science and technology course is to train individuals capable of keeping up the fast developing and changing science world and capable of utilizing the recent technological discoveries in every field. Researchers have been interested in revealing the effects of the computer-based instruction, which began to be used with the invention of the computer, which is one of the most important technological devices of the time. As a result of the rapid development of the information and communication technology, the use of computers in education has become inevitable. The use of technology in education provides the students with a more suitable environment to learn, serves to create interest and a learning centred-atmosphere, and helps increase the students’ motivation. The use of technology in this way plays an important role in the teaching and learning process (İşman, Baytekin, Balkan, Horzum, & Kıyıcı, ...

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Gen's Power Point

1. ECE and Technology Can They Work Together? A presentation by Genevieve Allen

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Can They Work Together? A presentation by Genevieve Allen

Gen's Power Point

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