1. “We've got technology in our
program! Now what?“
Making decisions about
digital apps and software
that support active learning
Karen Nemeth, Ed.M.
Fran Simon, M.Ed.
NAEYC Annual Conference, 2012
3. You Make the Choices
Be a critical consumer.
You are the
who
stand between
technology and children.
4. NAEYC/FRC Joint Position Statement on
Technology in ECE CLASSROOMS
www.naeyc.org/content/technology-and-young-children
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Copyright, Simon and Nemeth
5. You don’t have to use technology.
Choose to use tech tools
intentionally, and choose not to use
them when they’re not the best
choice.
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6. Intentional Daily Routines
• Plan technology as another
option like books, crayons,
blocks etc.
• Examine learning
objectives and make
choices that fit
• Work with children to
review their choices in all
areas of the room
7. Computer Software and Apps
Meaningful
Pedagogical value
Engaging
Interactive
“Sticky”
Productive
Up to date
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10. Decisions about using software:
Basic pedagogical decisions
• What are the objectives?
• Is this the right tool for the objective?
• Does it extend other activities?
• Is it interactive?
• Is the interaction meaningful?
• Does it fit in with the
project/theme/study?
• Does it work with the curriculum?
• What is my role using this software?
11.
12. Open your Smack Talk app
• Play with it for 3 • In small groups come up
minutes with a way to use this
app in a lesson plan for
your classroom
• Discuss – how does this
address the points on
previous slide?
13. Decisions about using software:
A question of balance
Is the software for:
• A large group, small group, or for
individual children?
• Teacher-directed or child-initiated
activities?
• Open-ended or skill-focused?
• Short periods of time or deeper
exploration?
14. Decisions about using software:
Usability and instructional design
Is the software:
• Flashy, distracting, overwhelming or just
enough appealing graphics and sounds
to engage, but not distract?
• Free of ads or enticements for children?
• Deemed safe by trusted resources?
• Easy for children to navigate
independently?
• Provide feedback to guide children?
• Interactive with meaning or just fun?
15.
16. Open a children’s story you have
on your device
(ex Pooh’s Birthday Surprise or There’s a Monster at
the End of this Book)
How does the story app or
ebook fit with points on
previous slide?
17. Adults need
technology
“play time” AND
formal
professional
development to
understand the
implications of
the tools
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24. Equity: Include technology that
enhances dual language learning,
represents diversity, and allows
access for children with disabilities.
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25. Time limits: Guidelines and
expectations should consider variables
like age, objectives, and type of
interaction.
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30. People asked us: why use Toca Tea
Party when real teacups are
available?
Here’s our answer:
Toca Hair Salon
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35. Tech for infants and
toddlers: Laptime and
floortime with the
youngest children
might include
technology, but in very
limited cases, for a few
minutes at a time and
ONLY with an adult.
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36. Family photo albums
Stories in the child’s home language
Familiar songs related to current activities
Babies app
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