As an early childhood teacher it has been helpful for me to focus specifically on the question of technology in the classroom the last few weeks.
In most of the schools that I have taught, there has been very little technological presence. I have taught mainly in the preschool setting so this is probably no surprise. So, to take the time to closely examine this issue has been intriguing.
Most of the articles and research I have perused regarding technology in preschools and Kindergarten is very sketchy. There seem to be strong opinions at both "poles" -- I.e., technology does not belong in preschools vs. technology is the best thing since sliced bread.
My take away is that it is up to me to determine whether technology will enhance my objectives for my students. Looking at my curriculum planning, where does it make sense to integrate technological tools? Where might it enhance a student's experience? In the case of special needs, where might technology serve as a bridge tool? And, most appropriately, where can technology enhance communication with parents?
Wednesday, December 8, 2010
Wednesday, November 17, 2010
Where is the technology in early childhood education?
After reading Missing the Boat with Technology Usage in Early Childhood Settings, I gained a better understanding of why there is such a broad range of technology adoption (or total lack of adoption!) in early childhood (birth to 7) classrooms.
The typical excuses of "time constraints" and the "lack of financial resources" were dismissed by the authors as old excuses which are surmountable today. However, they stated that teachers' "resistance to use of technology for instruction given (at the early childhood level)" seems to be due to their perception that it "interferes with their relationships with children." More significantly, however, (and it was no surprise to me!) at the heart of the cause in this lag in adoption, is the question of developmental appropriateness. Unfortunately, there remains "limited research regarding specific technology applications and their effectiveness."
Citing several initiatives, including The National Association for the Education of Young Children (NAYEC), and The Partnership for 21st Century Success, the authors state a case for technology needing to become "an integral component of developmentally appropriate practice for young children." NAYEC states in their position statement "that early childhood teachers (need to) be prepared to use technology to benefit children."
Just as The Partnership for 21st Century Skills states that children of today (Digital Natives) require a drastically different set of skills to succeed in the future, the authors of this report conclude that in order for early childhood teachers to succeed in implementing developmentally-appropriate technology, they require new core competencies as well. A summary of these new competencies is included in their findings.
The typical excuses of "time constraints" and the "lack of financial resources" were dismissed by the authors as old excuses which are surmountable today. However, they stated that teachers' "resistance to use of technology for instruction given (at the early childhood level)" seems to be due to their perception that it "interferes with their relationships with children." More significantly, however, (and it was no surprise to me!) at the heart of the cause in this lag in adoption, is the question of developmental appropriateness. Unfortunately, there remains "limited research regarding specific technology applications and their effectiveness."
Citing several initiatives, including The National Association for the Education of Young Children (NAYEC), and The Partnership for 21st Century Success, the authors state a case for technology needing to become "an integral component of developmentally appropriate practice for young children." NAYEC states in their position statement "that early childhood teachers (need to) be prepared to use technology to benefit children."
Just as The Partnership for 21st Century Skills states that children of today (Digital Natives) require a drastically different set of skills to succeed in the future, the authors of this report conclude that in order for early childhood teachers to succeed in implementing developmentally-appropriate technology, they require new core competencies as well. A summary of these new competencies is included in their findings.
Tuesday, October 26, 2010
Scratch enables students to "scratch" below the surface
I listened to EdTechTalk's Teacher Teaching Teachers discussion, Low floors, high ceilings, wide walls: using Scratch and Learning about the BP Oil Spill. This particular podcast focused on how various teachers are using Scratch, an online development enviroment created by MIT a few years ago to facilitate computer programming.
Basically what Scratch is is a computer programming environment that allows students/users to create a myriad of interactive creations on the internet using "blocks" of code (similar to building with legos!). Kylie Peppler, an Asst. Professor in Learning Sciences at Indiana University, summarized Scratch as a "low floors, high ceilings, wide walls" environment. What she meant by this is that first, Scratch provides a low barrier to entry and is easy to use; secondly, that it also has the capacity to develop very complicated programs so can encompass high-end users; and lastly, the diversity of projects users can create is quite vast.
Several teachers shared examples of how they were using Scratch with their students. Projects ranged from online storytelling, to games to music/art projects to online school "newspapers." One of the key focuses of the show was to demonstrate to an interested middle school teacher how Scratch was being used to help students engage in key issues like the BP oil spill. The discussions ended up being quite broad (and just touched upon the "Voices on the Gulf" project). Overall teachers seemed quite pleased with how the tool engages their students, allows them to create (and not just consume) content, and provides a platform for inquisitive learning.
One area I was curious about, after finishing our recent homework assignment, was whether Scratch had been used to create any virtual manipulative for math. After looking at several(!), I actually discovered one that was similar to another I found for my particular focus (M(N&O) grade 5) which helps students identify the order of numbers (although this one was broader including negative numbers as well). If you are interested, check it out at http://scratch.mit.edu/projects/dapontes/583517.
Basically what Scratch is is a computer programming environment that allows students/users to create a myriad of interactive creations on the internet using "blocks" of code (similar to building with legos!). Kylie Peppler, an Asst. Professor in Learning Sciences at Indiana University, summarized Scratch as a "low floors, high ceilings, wide walls" environment. What she meant by this is that first, Scratch provides a low barrier to entry and is easy to use; secondly, that it also has the capacity to develop very complicated programs so can encompass high-end users; and lastly, the diversity of projects users can create is quite vast.
Several teachers shared examples of how they were using Scratch with their students. Projects ranged from online storytelling, to games to music/art projects to online school "newspapers." One of the key focuses of the show was to demonstrate to an interested middle school teacher how Scratch was being used to help students engage in key issues like the BP oil spill. The discussions ended up being quite broad (and just touched upon the "Voices on the Gulf" project). Overall teachers seemed quite pleased with how the tool engages their students, allows them to create (and not just consume) content, and provides a platform for inquisitive learning.
One area I was curious about, after finishing our recent homework assignment, was whether Scratch had been used to create any virtual manipulative for math. After looking at several(!), I actually discovered one that was similar to another I found for my particular focus (M(N&O) grade 5) which helps students identify the order of numbers (although this one was broader including negative numbers as well). If you are interested, check it out at http://scratch.mit.edu/projects/dapontes/583517.
Monday, October 18, 2010
Equal access to technology in education...Questions
As educators, we can share a goal of "providing equal access to technology" for our students, but what exactly does this mean?
If we are granted technology access as educators within the classroom, is it via one computer? Or, do we have access to computers for each child in our class -- is it shared with other classroom(s) or does each child have their own dedicated machine? Are we as fortunate as say the Maine public school system that mandates a 1:1 child laptop ratio?
Even if we are lucky enough to have a 1:1 child laptop ratio when at school, are our students able to then take them home for homework? And if so, Does each student have Internet access at home?
If we provide equal access while the students are at school only, what about homework? Should we limit homework or require students to find access to a computer whether within their home, at the library, or after school at school? Is this really equal access?
If we are granted technology access as educators within the classroom, is it via one computer? Or, do we have access to computers for each child in our class -- is it shared with other classroom(s) or does each child have their own dedicated machine? Are we as fortunate as say the Maine public school system that mandates a 1:1 child laptop ratio?
Even if we are lucky enough to have a 1:1 child laptop ratio when at school, are our students able to then take them home for homework? And if so, Does each student have Internet access at home?
If we provide equal access while the students are at school only, what about homework? Should we limit homework or require students to find access to a computer whether within their home, at the library, or after school at school? Is this really equal access?
Computers in Schools: Two Perspectives
In the journal article, Computers in Schools: Two Perspectives, published in Technology Source by the University of North Carolina, Katie Kashmanian provides insight into two almost opposing viewpoints regarding the educational use of technology by children in schools.
She compares and contrasts the perspectives of Jane Healy, author of Failure to Connect: How Computers Affect Our Children's Minds -- For Better And Worse, and Scott Tapscott, author of Growing Up Digital: the Rise of the Net Generation.
Where the two authors disagree most is about the "proper age for children to be exposed to technology." Healy strongly believes that computers "are not necessary...in the lives of most children under the age of seven." She also references literature that "suggests that during the first six years of life, misuses of technology may (actually) adversely affect brain maturation and development." That too much technology "screen time" may be detrimental to the young child is also a warning declared by the American Academy of Pediatrics. In fact, the AAP recommends NO screen time for children under two.
Tapscott believes that technology has essentially no negative impact on children" and envisions children of all ages benefitting greatly from its use, creating a "new world with technology," and even "developing faster" because of it.
Both authors agreed at the time of their book publishings (1998) that our schools were ill-equipped to properly engage technology and that the educational systems needed to "undergo significant reform in order to serve the needs" of this next generation. Both also agreed that we need to take care only to integrate technology where it can enhance or enable learning--not just for technology's sake.
Healy strongly advocated for more research to be done regarding the impact of technology on children, especially the young child (under seven).
The message that continues to ring true to today's educators is that an "informed, balanced approach to technology infusion is key" for the health and success of our future generation.
She compares and contrasts the perspectives of Jane Healy, author of Failure to Connect: How Computers Affect Our Children's Minds -- For Better And Worse, and Scott Tapscott, author of Growing Up Digital: the Rise of the Net Generation.
Where the two authors disagree most is about the "proper age for children to be exposed to technology." Healy strongly believes that computers "are not necessary...in the lives of most children under the age of seven." She also references literature that "suggests that during the first six years of life, misuses of technology may (actually) adversely affect brain maturation and development." That too much technology "screen time" may be detrimental to the young child is also a warning declared by the American Academy of Pediatrics. In fact, the AAP recommends NO screen time for children under two.
Tapscott believes that technology has essentially no negative impact on children" and envisions children of all ages benefitting greatly from its use, creating a "new world with technology," and even "developing faster" because of it.
Both authors agreed at the time of their book publishings (1998) that our schools were ill-equipped to properly engage technology and that the educational systems needed to "undergo significant reform in order to serve the needs" of this next generation. Both also agreed that we need to take care only to integrate technology where it can enhance or enable learning--not just for technology's sake.
Healy strongly advocated for more research to be done regarding the impact of technology on children, especially the young child (under seven).
The message that continues to ring true to today's educators is that an "informed, balanced approach to technology infusion is key" for the health and success of our future generation.
Wednesday, October 13, 2010
If you build it they will come
K12's online conference, If you build it, they will come, provides a basic but very thorough overview of how to set up an online research project.
The presenter provides a good framework to follow and shares a variety of online tools (as well as how to use them).
She does a fairly good job of helping you ask the right questions to set up an appropriate project, as well as providing an array of example projects that were effective.
The presenter provides a good framework to follow and shares a variety of online tools (as well as how to use them).
She does a fairly good job of helping you ask the right questions to set up an appropriate project, as well as providing an array of example projects that were effective.
Wednesday, October 6, 2010
EdTech: Teachers Who Are Inspiring
EdTech's recent talk on "Teachers Who Are Inspiring" supports my latest blog message: our primary mission as educators is to inspire our students to follow their passions.
There was alot of banter in this particular broadcast, but the overall jist of it was a discussion of how to ignite their passions/interests and hence, their love of learning.
Each group of students (and each individual!) is unique -- first you have to get to know who they are. The basic (and wise) premise was that when a teacher cares and connects with their students, the students will be more open to learning. With today's students, technology is obviously a big part of their every day life, so relating and understanding that part of their life will help build a connection with them.
To listen, go to: http://edtechtalk.com/node/4843
There was alot of banter in this particular broadcast, but the overall jist of it was a discussion of how to ignite their passions/interests and hence, their love of learning.
Each group of students (and each individual!) is unique -- first you have to get to know who they are. The basic (and wise) premise was that when a teacher cares and connects with their students, the students will be more open to learning. With today's students, technology is obviously a big part of their every day life, so relating and understanding that part of their life will help build a connection with them.
To listen, go to: http://edtechtalk.com/node/4843
Subscribe to:
Comments (Atom)