Impact of Emerging

Technologies on Young Children

What are the Implications for Teaching and Learning?

~ Danielle Davis-Fife ~

Technology Timeline

http://www.youtube.com/watch?v=PUjtyIJ2m_k

History of Technology The Flickering Mind by: Todd Oppenheimer

1992- Thomas Edison said, “I believe that the motion picture is destined to revolutionize our educational system.” “The education of the future as I see it, will be conducted through the medium of the motion picture, a visualized education, where it would be possible to obtain on hundred percent efficiency.” “In ten years textbooks as the principal medium of teaching will be obsolete as the horse and carriage are now…There is no limitation to the camera”.

1995 – President Bill Clinton campaigned for "a bridge to the twenty-first century ... where computers are as much a part of the classroom as blackboards.”

1996 – Speaker of the House Newt Gingrich, in talking about computers to the Republican National Committee said, "We could do so much to make education available twenty-four hours a day, seven days a week, that people could literally have a whole different attitude toward learning."

2002 – John Bailey (Director of Educational Technology under President Bush) said, “There is a great opportunity with computers that is not yet realized but seems entirely possible: to personalize and individualize instruction – pinpointing certain students’ weaknesses.”

History of Technology

History of Technology

1977 – 1982: Computer as Object of Study

1983-1990: Computer as Programming Tool

1991-1996: Computer as a Communication Device

1997 – Current: Computer as a Learning and Social Tool

History of Technology 21st Century Skills – Learning and

Innovation Skills, Information, Media, and Technology Skills, Life and Carrier Skills

Technology Integration requires changes to many instructional components including:

(1) What recourses are used(2) What roles teachers perform(3) What roles students play(4) The nature of the instructional

activity

Technology Research The Apple Classroom of Tomorrow (ACOT)

project (Fisher & Dwyer, & Yocan, 1996) one of the first and most extensive large-scale experiments with infusing technology in all aspects of teaching. The study found that teachers go through five stages of evolution in their use of technology:

(1) Entry(2) Adoption(3) Adaption(4) Appropriation(5) Invention

Entry and Adoption Stages In the Entry stage, teachers do not have

much experience with technology. Their focus was on changes in the physical environment and typical “first year” teacher problems such as discipline, resource management, and personal frustrations. Use of technology is limited.

In the Adoption stage, teachers began to develop more fluency with technology. There shifts went from how you hook up a computer to actually using them.

Adaption Stage When teachers enter the Adaption stage,

they begin to incorporate technology in their instruction. They begin to observe improved efficiency of the instructional process and notice changes in student learning and engagement.

In the last two stages, Appropriation and Invention, teachers become more creative and used technology to accomplish real tasks. Technology has now become part of teacher knowledge and pedagogy.

Research ArticleToledo, C. (2005). A five-stage model of computer technology integration into teacher education curriculum. Contemporary Issues in Technology and Teacher Education, 5(2), 177-191.

Editlib.org/d/4910 (Google this information for the article)

Findings: To meet the integration goals, teacher education

faculty members are called upon to explore, evaluate, and create teaching strategies that enable preservice teachers to use technology in K-12 classrooms.

Success is dependent upon supportive leaders who provide assistance in funding, access to adequate facilities, and systematic faculty development.

STaR Chart The NCLB Technology Reporting System is used

to collect data for federal reporting requirements.

The Texas Teacher STaR Chart has been developed around the four key areas of the Long-Range Plan for Technology, 2006-2020: Teaching and Learning; Educator Preparation and Development; Leadership, Administration and Instructional Support; and Infrastructure for Technology. The Texas Teacher STaR Chart is designed to help teachers, campuses, and districts determine their progress toward meeting the goals of the Long-Range Plan for Technology, as well as meeting the goals of their district.

National Report National Education Technology Plan 2010

The National Education Technology Plan, Transforming American Education: Learning Powered by Technology, calls for applying the advanced technologies used in our daily personal and professional lives to our entire education system to improve student learning, accelerate and scale up the adoption of effective practices, and use data and information for continuous improvement.

It presents five goals with recommendations for states, districts, the federal government, and other stakeholders. Each goal addresses one of the five essential components of learning powered by technology: Learning, Assessment, Teaching, Infrastructure, and Productivity.

Technology Applications Standards for All Teachers

Standard I. All teachers use technology-related terms, concepts, data input strategies and ethical practices to make informed decisions about current technologies and their applications.

Standard II. All teachers identify task requirements, apply search strategies and use current technology to efficiently acquire, analyze, and evaluate a variety of electronic information.

Standard III. All teachers use task-appropriate tools to synthesize knowledge, create and modify solutions and evaluate results in a way that supports the work of individuals and groups in problem-solving situations.

Standard IV. All teachers communicate information in different formats and for diverse audiences.

Standard V. All teachers know how to plan, organize, deliver and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.

Digital Technology Vocabulary Technological Literacy – the skills needed to

adequately use computers.

Visual Literacy – The oldest literacy and was coined by John Debes in 1969 “ A group of vision-competencies a human can develop by vision-competencies at the same time as integrating other sensory experiences.” (identifying icons on the tool bar, navigating the web, encoding images in multimedia projects, hyperlinked texts)

Digital Technology Vocabulary

Media Literacy – the skills to access, evaluate, and create messages in written and oral language, graphics and moving images, audio and music.

Information Literacy – the ability to find, evaluate, analyze, and synthesize information.

Technology in Content Areas Principals and Standards in Mathematics

(NCTM 2000) includes recommendations to use technology as a tool to promote students’ understanding of mathematics.

“Today, the definition of literacy has expanded from traditional notions of reading and writing to include the ability to learn, comprehend, and interact with technology in a meaningful way” (Pianfetti, 2001, p.256).

IRA Position Statement on Technology

New Literacies and 21st-Century Technologies

To become fully literate in today's world, students must become proficient in the new literacies of 21st-century technologies. IRA believes that literacy educators have a responsibility to integrate information and communication technologies (ICTs) into the curriculum, to prepare students for the futures they deserve.

This position statement was adopted by the IRA Board of Directors in May 2009.

Digital Storytelling Digital Storytelling is a multimedia text consisting

of still images complemented by a narrated soundtrack to tell a story or present a documentary; video clips are sometimes used.

Burn & Reed (1999), “Creating digital stories acts as a motivator for students, thus they remain engaged throughout the project.”

Digital Storytelling: Extending the Potential for Struggling Writers

(Article from The Reading Teacher)

Digital Books & E-books Tumble Books

Storia – Scholastic

We Give Books – We Read

StoryLine Online

Kindle

Nook

Findings suggest that using digital reading devices with second-grade students promote new literacies practices and extend connections between readers and text as engagement with and manipulation of text is made possible through electronic tools and features. (Larson, L. (2010). Digital readers: The next chapter in e-book reading and response. The Reading Teacher, 64(1), 15-22. doi: 10.1598/RT.64.1.2)

Conclusions There is so much on technology, but there is still

research that needs to be done.

Technology is becoming a necessity in education. Teachers need to feel comfortable with integrating it and how to do so properly.

We are teaching digital natives and as teachers we need to know how to meet their needs with developmentally appropriate technologies.

How are you preparing 21st century learners in your classroom?

How much technology is enough, when to pull the plug? (The Digital Divide)

Technology Books What Video Games have to teach us About

Learning and Literacy? – James Paul Gee.

http://www.youtube.com/watch?v=LNfPdaKYOPI

References Bauerlein, M. (2011). The digital divide: Arguments for and against

Facebook, Google, texting, and the age of social networking. New York: Jeremy P. Tarcher/Penguin.

Gee, J. (1999). Failure to Connect. Touchstone, New York.

Larson, L. (2010). Digital readers: The next chapter in e-book reading and response. The Reading Teacher, 64(1), 15-22. doi: 10.1598/RT.64.1.2

Oppenheimer, T. (2003). The flickering mind: The false promise of technology in the classroom, and how learning can be saved. New York: Random House.

Pianfetti, E.S. (2001). Teachers and technology: Digital literacy through professional development. Language Arts, 78, 255–262.

Sylvester, R. & Greenidge, W. (2009). Digital Storytelling: extending the potential for struggling writers. The Reading Teacher, 63(4) 284-295.

Toledo, C. (2005). A five-stage model of computer technology integration into teacher education curriculum. Contemporary Issues in Technology and Teacher Education, 5(2), 177-191.