Intentional Teaching With Technology

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A set of guidelines for selecting, using, integrating, and evaluating technology and media in early childhood programs.

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<ul><li> 1. Effective, Appropriate and Intentional Teaching withTechnology: Guidelines for Selecting, Using,Integrating and Evaluating Tech and Media in EarlyChildhood ProgramsChip DonohueRoberta SchomburgFebruary 7, 2013 </li> <li> 2. Effective, Appropriate and IntentionalTeaching with Technology: Guidelinesfor Selecting, Using, Integrating andEvaluating Tech and Media in EarlyChildhood ProgramsChip DonohueRoberta SchomburgFebruary 7, 2013Free Hatch Expert Webinars Spring 2013www.hatchearlychildhood.com/Pages/early-learning-technology-webinars </li> <li> 3. Early Learning Technology | www.HatchEarlyLearning.com #HatchExperts| Copyright 2012 Hatch Inc. All Rights Reserved.GoToWebinar TechnologyYou may use either Telephone orVOIP (Computer Speakers) toListenAsk Questions in theQuestions Pane </li> <li> 4. Stick Around for Your Chance to Win!Early Learning Technology | www.HatchEarlyLearning.com #HatchExperts| Copyright 2012 Hatch Inc. All Rights Reserved. </li> <li> 5. Follow Todays EventEarly Learning Technology | www.HatchEarlyLearning.com #HatchExperts| Copyright 2012 Hatch Inc. All Rights Reserved.@HatchEarlyChild#HatchExpertsQuestions | Comments | Feedback </li> <li> 6. Chip Donohue, PhDDean of Distance Learning and Continuing EducationTEC Center DirectorErikson InstituteSenior Fellow, Fred Rogers Center </li> <li> 7. .Computers can be usefulmachines, especially whenthey help peoplecommunicate in caringways with each other.Dear Mister Rogers, Does It Ever Rain in Your Neighborhood?A neighborly reminder </li> <li> 8. Joint Position Statement on Technologyand Interactive Media as Tools in EarlyChildhood Programs Serving Childrenfrom Birth through Age 8 </li> <li> 9. http://www.naeyc.org/content/technology-and-young-children </li> <li> 10. Ensure equitable access to thesame technology and media foreach and every child in an earlychildhood program and, to theextent possible, for theirparents and familiesJerlean DanielNAEYC Executive Director </li> <li> 11. Rita CatalanoExecutive DirectorFred Rogers CenterThe position statement asksus to consider the potential oftechnology and interactivemedia for helping to developthe critical thinking, creativity,communication skills, andcontent knowledge that willequip young children to beproblem solvers in theirpresent and in their future. </li> <li> 12. http://margaret-powers.com/2012/03/09/technology-and-interactive-media-as-tools-in-early-childhood/ </li> <li> 13. Tools Intentional Appropriate Effective Integrated Balanced Interactive Engaging Co-Engagement Access Equity Select, Use, Integrate, Evaluate Professional developmentCourtesy of the University of Maine Center forCommunity Inclusion and Disability StudiesOur Keywords </li> <li> 14. What do we mean by technology?Old &amp; new / analog &amp; digital / low &amp; hi-techhttp://tabletworld.in/newsdetails?id=30http://www.the-cameras.com/what-is-the-best-digital-camera-similar-to-professional-cameras/http://itdl.darton.edu/forms/help_page.htmhttp://www.supersonicinc.com/Portable_Audio/fuseaction/ViewProductDetails/ProductID/3,3862597http://www.couponsaver.org/computer-hardware-coupons-codes.htmlhttp://www.brightminds.co.uk/science-toys/microscopes-for-kids.htmhttp://www.hatchearlychildhood.com/http://www.babble.com/products/toddler-preschool-products/fisher-price- </li> <li> 15. What is the position?Technology and interactive media are tools that can promoteeffective learning and development when they are usedintentionally by early childhood educators, within theframework of developmentally appropriate practice, tosupport learning goals established for individual children.Childrens experiences with technology and interactivemedia are increasingly part of the context of their lives thatmust be considered as part of the developmentallyappropriate framework. </li> <li> 16. What are the key messages? When used intentionally and appropriately,technology and interactive media are effectivetools to support learning and development Intentional use requires early childhood teachersand administrators to have information andresources regarding the nature of these tools andthe implications of their use with children. </li> <li> 17. What are the key messages? Limitations on the use of technology are media areimportant. Special considerations must be given to the use oftechnology with infants and toddlers. Attention to digital citizenship and equitableaccess is essential. Ongoing research and professional developmentare needed. </li> <li> 18. What are the recommendations? Select, use, integrate, and evaluate technology and interactivemedia in intentional and developmentally appropriatewaysand focus on the appropriateness and the quality of theengagement. Provide a balance of activities in programs for young children. Understand the limits of technologyGive careful considerationto technology with infants and toddlersBe aware of publichealth concerns. Provide leadership to ensure equitable access to technologyand interactive media experiences for the children in your careand for their parents and families. </li> <li> 19. DAP framework offersguidance in using technologywith young children First and foremost,Developmentally AppropriatePractice should guide the useof technology and interactivemediaHow does DAP inform practice? </li> <li> 20. Individualized needs Age and developmental level Social &amp; cultural backgroundWhat does DevelopmentallyAppropriate Practice consider? </li> <li> 21. Recognizes the unique talentsand interests of each childCourtesy of the University of Maine Center for Community Inclusion and Disability Studies </li> <li> 22. Empowers children to reflect, question, createCourtesy of Cassandra Mattoon </li> <li> 23. Honors the value of relationships betweenchildren and the adults in their livesiStockphoto </li> <li> 24. When used intentionallyand appropriately,technology and interactivemedia are additional toolsfor learning anddevelopmentCourtesy of the University of Maine Center for CommunityInclusion and Disability StudiesWhat are the benefits? </li> <li> 25. Technology and media can enhancechildrens cognitive and socialabilities Supports inclusive practice byproviding adaptations for childrenwith special needs in leastrestrictive settings iStockphotoWhat are the benefits? </li> <li> 26. Enhances early childhoodpractice when integrated intothe environment, curriculum,and daily routines Can help educators make andsustain home-schoolconnectionsCourtesy of Cassandra MattoonWhat are the benefits? </li> <li> 27. Intentional use oftechnology and interactivemedia must be based oninformation and resourcesregarding the nature ofthese tools and theimplications of their use withyoung childrenCourtesy of the University of Maine Center forCommunity Inclusion and Disability StudiesWhat are the benefits? </li> <li> 28. Show meTechnology and Interactive Media asTools in Early Childhood Programs ServingChildren from Birth through Age 8 iStockphotoCourtesy of the University of Maine Center forCommunity Inclusion and Disability StudiesCourtesy of the University of Maine Center forCommunity Inclusion and Disability StudiesCourtesy of Cassandra MattoonCourtesy of the Early Learning Community,School of Education, Pacific University </li> <li> 29. All photos courtesy of the Early Learning Community,School of Education, Pacific UniversityShow meTechnology and Interactive Media asTools in Early Childhood Programs ServingChildren from Birth through Age 8 </li> <li> 30. ....When the integration of technology and interactive media inearly childhood programs is built upon solid developmentalfoundations and early childhood professionals are aware of boththe challenges and the opportunities, educators are positioned toimprove program.Professional judgment guides Selection Use Integration Evaluationof technology and interactive media </li> <li> 31. Educators need to be able toSelect Use Integrate EvaluateSo what do they need?All photos courtesy of the Early Learning Community, School of Education, Pacific University </li> <li> 32. Tech knowledge, competency, digital literacy Pre-service preparation Integrated into teacher education On-going professional development Hands-on opportunities to play Communities of practice New and ongoing researchWhat do educators need? </li> <li> 33. Teacher Educators Professional Development Providers / Trainers Administrators Tech Support Specialists Early Childhood Educators Developers Parents and FamiliesDigital literacy for all EC educatorsCourtesy of the University of MaineCenter for Community Inclusion and Disability Studies </li> <li> 34. We must invest in professional development, orinvestments in equipment will be wastedTeacher as AdopterAdapterCreator </li> <li> 35. Tech knowledge, competency, digital literacy Advice from digitally literate educators Help in knowing what quality media is On-going parent education Hands-on opportunities to play Parent-to-Parent sharing New and ongoing researchWhat do parents need? </li> <li> 36. It is not what the technology can do thatmakes it important, it is the way it hasreignited passion and ideas in teachers. Ifthese devices are being championed byteachers, listen to what they are saying.These teachers are not just championingthe technology, they are celebrating a newway of teaching and learning. Somethingabout these devices has helped manyteachers to see the classroom verydifferently. That should be encouraged,supported and most thoroughly welcomed.Wireds Geek Dad, Dan Donahoo </li> <li> 37. Share your questions, comments,stories and best practiceshttp://fg.ed.pacificu.edu/Site/Home.html </li> <li> 38. EffectiveAppropriateIntentionalEngagingTechnology &amp; Interactive Media as Tools in ECEbut its not about the technology </li> <li> 39. That which is essentialis invisible to the eyeits about teaching,learning, developmentallyappropriate practice,relationships, youngchildren, parents, families,educators and communities </li> <li> 40. That which is essentialis invisible to the eyeLets not get so fascinatedby what the technology cando that we forget what itcant doIts throughrelationships that we growbest and learn best.Fred Rogers </li> <li> 41. Technology Resources for Educators </li> <li> 42. Technology Resources for Educatorswww.teccenter.erikson.edu </li> <li> 43. Early Learning Technology | www.HatchEarlyLearning.com #hatchinars | Copyright 2011 Hatch Inc. All Rights Reserved.Interactive Technology &amp; Learning ActivitiesBrought to you by The Early Learning Experts </li> <li> 44. Early Learning Technology | www.HatchEarlyLearning.com #HatchExperts| Copyright 2012 Hatch Inc. All Rights Reserved. </li> <li> 45. Early Learning Technology | www.HatchEarlyLearning.com #HatchExperts| Copyright 2012 Hatch Inc. All Rights Reserved.Feb. 13th 10:00 AM ET Feb. 14th 12:30 PM ET Feb. 12th 3:30 PM ETHatchearlylearning.com/demowebinars </li> <li> 46. Early Learning Technology | www.HatchEarlyLearning.com #hatchinars | Copyright 2011 Hatch Inc. All Rights Reserved.Young Children Interacting withTechnology: Lessons LearnedJenne Parks, Hatch Early LearningEarly Childhood &amp; Training Content SpecialistMarch 7th, 2013http://hatchearlylearning.com/resources/events/early-learning-expert-webinars/ </li> <li> 47. And the Winner IsEarly Learning Technology | www.HatchEarlyLearning.com #HatchExperts | Copyright 2012 Hatch Inc. All Rights Reserved. </li> <li> 48. Early Learning Technology | www.HatchEarlyLearning.com #hatchinars | Copyright 2011 Hatch Inc. All Rights Reserved.Complete the Surveyfor Your Chance to Win!$25Gift Certificate </li> </ul>