meaning-making in early learning contexts using e-learning resources to support and extend learning...
TRANSCRIPT
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Meaning-Making in Early Learning
ContextsUsing e-Learning Resources to Support and Extend
Learning for Young Children
Pamela Solvie, Ph.D.—Northwestern College, St. Paul, MNMinnesota e-Learning Summit 2012
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E-Learning and E-Resources
Tools tofoster conversation,
connect children with adults and other children
Tools for engagement and empowerment, interaction, relationships, and community,
gap closing: Using tools to help move children forward
Tools with mediators or trusted guides
Technology in the service of young children, families, and practitioners
Chip Donohue, Ph.D., Director of Distance Learning at Erikson Institute, summarizes key themes from the 2010 Fred Forward conference
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E-Learning and E-Resources
High quality experiences promote
Chip Donohue, Ph.D., Director of Distance Learning at Erikson Institute, summarizes key themes from the 2010 Fred Forward conference:
Authenticity
Empowerment Responsibility
Perspective Taking
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Authenticity and Empowerment
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E-Learning and E-Resources
Consider:
Differentiating technology experiences to build on children’s funds of knowledge
Shifting focus from skills toward a broader range of competencies, awareness, and dispositions
Providing learning environments rich in ‘environmental technology’
Recognizing the importance of authenticity for children’s learning
(Plowman, McPake & Stephen, 2008)
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Early Learning Contexts
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Early Learning Contexts
Video Deficit Effect—and other things that may
not be effective….
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What does the literature say about meaning-making?
What does this mean?Does it mean doing the same thing—but
with technology?
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What does the literature say about cyber-safety?
But…is it safe with technology? Virtual Worlds:Club Penguin, Webkinz, Neopets, Dizzywood
, Millsberry, and others are “online playgrounds for kids ages 6-8. They’re called virtual worlds, because they create entirely new and different environments for your children”.
http://www.commonsensemedia.org/advice-for-parents/online-worlds-young-kids-tips
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What does the literature say about use of technology?
21st Century Skills◦Collaboration◦Communication◦Critical Thinking
◦“Simply being able to use technology is no longer enough. Today's students need to be able to use technology to analyze, learn, and explore. Digital age skills are vital for preparing students to work, live, and contribute to the social and civic fabric of their communities”.
http://www.iste.org/standards/nets-for-students.aspx
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What does the literature say about access?
BuildingKnowledge
Skills (more than low-level skills)
Cultural Capital
Building On
Dispositions for Learning
Funds of Knowledge
Cultural and Cognitive Experiences
Meaning-making Through Curriculum
Expert Interaction
(Wolfe & Flewitt, 2010; Plowman, McPake & Stephen, 2010)
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Access and Funds of Knowledge
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Collaboration
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Benefits
•Hands-on interaction
•Experiences through access
Benefits
•Language Development
•Development of Content Knowledge
Benefits
•Participation that encourages growth, well-being, and imagination as self-regulated learners
•Dispositions for Learning
Doing More…Doing It Differently
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Doing More…Doing It Differently
Methods
•Modeling
•Extending & Elaborating
Methods
•Scaffolding & Prompting
•Searching & Accessing
Methods
•Mixing Tech with Tech
•Mixing Tech with Non-tech
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Thinking About Healthy Child Development in Digital Environments
DAP views the child as an active learner and participant in his or her own development
This includes reflection and asking questions.
Child directed, child-controlled tasks with careful scaffolding supports development
(Cooper, 2005)
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Thinking About Healthy Child Development in Digital Environments
Reading proficiency, attention span, fine motor skills, and eye-hand coordination will determine time needed to complete tasks
Appropriate levels of intervention and scaffolding will be needed◦ Cueing◦ Prompting◦ Instructing◦ Using guided interaction◦
(Wang, Kinzie & McGuire, 2010)
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Thinking About Healthy Child Development in Digital Environments
Planning Based on Developmental Appropriateness◦Age◦Individual◦Culture◦Interest
Apps 4 Stages
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Scaffolding to Extend Language
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Extending Language
CommentaryPromptsChoices
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Playing at Learning
Contexts for Play
All Play Basic Skills/Books are Privileged
Playful Explorations
Multimodal Experiences
Bits and Bytes
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Planning and Documenting
Children use technology to plan their play experience scenarios (promoting advanced thinking, sustained attention, detail, and extension of ideas)
Adults support the child and interact during the planning via computer
Children print the picture, build or engage in dramatic play.
The child photographs the creation
Adults scaffold to help the child articulate and represent their learning (Yelland, 2011)
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Investigating
The teacher photographs play areas inside and outside the classroom and may upload (or not) to the computer
Questions are posed to guide thinking such as “Estimate how many kids can fit into the cubby house. Now test to see if you are correct” and “Can you see any shapes that create a recurring pattern?”
Children link the use of new technologies with playful explorations in the real world and build representations and form new understandings
(Yelland, 2011)
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Meaning-Making
Reading◦ Tumble Books and other E-
Readers◦ Read-Write-Think◦ Author Connections
Speaking and Writing◦ Kid Pix, Dictation◦ Kidspiration/Inspiration◦ Digital Storytelling◦ Visit, Label, Record—Digital
Pictures, Electronic Slide Show◦ Draw and paint
Planning◦ iPads and other Pentop
Computers◦ Graphing
Practice with Feedback◦ Online sites◦ Electronic White Board
Communications◦ Digital Cameras◦ Twitter◦ E-mail◦ Blogs
Chronicle Learning◦ Evidence of Growth—
Digital Cameras◦ Videoconferences
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Videatives (Video + Narrative)
Videatives (Video + Narrative)
Videotape children’s spontaneous play based on prompts or themes, edit and screen the footage for children to watch in small and large group
Have children watch it play back on a screen and ask questions: Can you tell the story? What were you doing there? Why? Did anything mysterious happen? What did you discover? What will happen next in the story?
Record children’s voices and re-edit the videos, leaving some of the natural sounds of play interwoven with the voiceover narration
Send home the final videos that range from 2-10 mns. (Eno, 2008)
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Videatives (Video + Narrative)
◦“When you ask children questions about their play, without video footage for them to reference, you will get a few replies. Show them a videotape of themselves at play, however, and suddenly those questions will receive ten times as many answers, which will then lend themselves to 1,000 more things to play, videotape, and think about.” (Eno, 2008)
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Digital Storyboards
Listen to a story, draw pictures for storyboards to plan frames for their movie “to get their idea across”
Children draw upon their own experiences and the story to generate a visual text
Children infer, reflect, and “generate” ideas as they find an entry into the text◦ (Mills, 2008)
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Digital Movies (Collaborative Digital Microdocumentaries)
Listen to a story
Change the story by imagining different events from those in the plot
Study the genre and textual features of micro-documentaries
Include an introduction by a narrator, an observation, re-enactment of events, and an interview of the main characters
Prepare storyboards; script-write (revise the script as needed for filming), act it out and film it (deciding on long and short shots); make use of digital editing
(Mills, 2008)
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Writing Comics
Provide instruction then have students handwrite a comic that contains only three frames, and then present it digitally using
http://www.makebeliefscomix.com/
Engage in problem solving as they seek ways to work within the framework (Mills, 2008)
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Photo-Booklets
Provide children with cameras Take visual walks; children take photographsChildren photograph what is important to them to voice and
share what is important to them Integrated within units, children capture real-world examples
of things they had been learning about in the curriculum Mount photographs on charts with favorite sentences, art, and
poetryTransition to joint construction with leveled questions for
interactional routines using first, next, now, above, below to photograph items from different vantage point
Each small group creates a digital photo-booklet to document the route of their walk by inserting jpeg images into PowerPoint presentations with key vocabulary
Students experiment with custom animation for photos and text
Other groups view the photo—booklet and answer questions
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Using Photographs
Gather, sort, and interpret photographs from many different sources and study captions
Children take photographs and insert them into Word, use Word drawing tools, and write captions (in pairs) of their interpretation
Children passed the photograph on to the next pair for their caption to be added
Vocabulary lists were generated to describe and interpret photographs for the subjects represented
Humor is used to help children think about the multiple ways the same photograph can be read by different audiences in different contexts with different experiences
Graphic organizers (Inspiration) were used to sort, classify and order information children want to present to others—first Tree Diagrams and then with subcategories to scaffold what the children wanted to communicate and tell others. Graphic organizers provide a way of evaluating and planning
Present digital stories in the form of PowerPoint presentations to record and then report on events at assemblies, in the school newsletter, and through displays around the school.
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Using Projectors to Support Meaning-Making
Project and Share◦ documents, ◦ websites, videos,◦ worksamples,◦ photographs, ◦ artifacts, and digital◦ books
Model and demonstrate
Support ◦ inquiry,◦ Vocabulary development, and◦ Creativity
Engage in◦ project based learning◦ collaboration
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Videoconference
Host Parent-Teacher
Conferences
Talk With ePals
Interview Experts in the Field
Take Virtual Field Trips
SkypeePalsooVoo
iChat (Apple)AIM
Gmail ChatGoogle+FaceTime (Apple)
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Conduct Collaborative Research
Take a virtual field tripView reality via webcams or videoSketch and label (KidPix)Visit websites to gather, extend, and clarify
informationGather information from local sites and community
guest speakersConnect with other classrooms via e-mail/chart
stories/dictation and videoconferencingWrite collaborative stories to create a whole-class
story Create video snapshots for review and reflection
(Water is Wonderful and Japan themes)
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Connect with Authors
Select authors with whom children are familiar; read multiple texts by the author
Have children compare/contrast themes, characters, and settings in the text
Have children select and illustrate ‘golden phrases’ using KidPix
Prepare interview questions in collaborative groups; group questions as a whole class (life, decision to write, writing topics…)
Create a videoconference accountUse http://skypeanauthor.wetpaint.com to connect with
the authorPrepare and share information with others (newsletter,
PowerPoint)Respond to thank the author (e-mail dictation)
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Publish e-books
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Book Trailers as Book Reviews
◦Watch trailers◦http://www.homepages.dsu.edu/mgeary/booktr
ailers/default.htmIdentify questionsSelect scenes from the bookPrepare textCreate video blurbPost to webpage and create QR Codes
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Additional Examples
Kidblog.org to blogTumble Books and other e-readersShare published writing via iMovie
(Author’s Chair) including labels, images, and illustrations
Wonderopolis to tweetCreate QR Codes to link to children’s work
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Think About a Broader Range of Competencies, Awareness, and Dispositions….
Think about differentiating technology experiences to build on children’s funds of digital knowledge
Shift focus from skills toward a broader range of competencies, awareness, and dispositions
Provide learning environments rich in ‘environmental technology’ Recognize the importance of authenticity for children’s learning
(Plowman, McPake & Stephen, 2008)
Document Cameras Kid Pix Hyper Studio Kidspiration/Inspiration Pentop Technology
◦ Tablet computers◦ iPads
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Meaning-Making and E-resources
Benefits Challenges
Tasks are problem or project oriented
Projects are student centered Tasks are often collaborative Tasks are authentic/relevant Tasks are motivating Interaction on the part of the
teacher increases Students work for extended periods
of time Students are engaged Student voice is encouraged Positive gains in dispositions
toward learning and academic skills are evidenced
Scaffolding needed Interaction needed Additional time for activities is
required Just in time assistance is needed Time is needed for professional
development and preparation Time is needed to troubleshoot
technical problems Role instruction for groups and
individuals is needed Grouping, instructional routines,
and center organization may need to be revisited
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Meaning-making in Early Learning Contexts
IntentionalPlanned Structured and FlexibleInvolves guided interaction that draws
attention to important aspects of visual display
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References
Berk, L. (2012). Infants and Children: Prenatal through Middle Childhood. Boston: Allyn & Bacon.
Duhaney, B & Duhaney, C. (2008). Technology and young children revisited. International Journal of Instructional Media. 35.4. Fall 2008.
Eno, K. (2008). Not too young to watch, not too young to make. Youth Media Reporter. Issue 6, December 2008.
Mitchell, L. Using technology in Reggio Emilia-inspired programs. Theory Into Practice, 46(1), 32-39.
Mills, K. (2011). ‘I’m making it different to the book’: Transmediation in young children’s multimodal and digital texts. Australian Journal of Early Childhood. Vol. 36, No. 3, September 2011.
Plowman, L., McPake, J. & Stephen, C. (2010). The technologisation of childhood? Young children and technology in the home. Children & Society. Vo. 24. pp. 63-74. National Children’s Bureau.
Plowman, L. & Stephen, C. (2008). Enhancing learning with information and communication technologies in pre-school. Early Childhood Development and Care. Vo. 178, No. 6, pp. 637-654. August 2008.
Plowman, L., McPake, J. & Stephen, C. (2008). Just picking it up? Young children learning with technology at home. Cambridge Journal of Education, Vol. 38, No. 3, September 2008, 303-319
Wolfe, S. & Flewitt, R. (2010). New technologies, new multimodal literacy practices and young children’s metacognitive development. Cambridge Journal of Education, Vol. 40, December 2010, 387-399. Routledge Taylor & Francis Group.
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References
Britsch, S. (2010). Photo-booklets for English language learning: Incorporating visual communication into early childhood teacher preparation. Early Childhood Journal, 38: pp.171-177.
Cooper, L. (2005). Developmentally appropriate digital environments for young children. Library Trends, Vol. 54, No. 2, Fall 2005, pp. 286-302
Couse, L. & Chen, D. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education, Vol. 43, No. 1. International Society for Technology in Education.
Grieshaber, S. (2010). Beyond discovery: A case study of teacher interaction, young children and computer tasks. Cambridge Journal of Education. Vol. 40, No. 1, March 2010, 69-85.
Puerling, B. (2012). Teaching in the Digital Age: Smart Tools for Age 3 to Grade 3. St. Paul, MN: Red Leaf Press.
Schiller, J. & Tillett, B. (2004). Using digital images with young children: challenges of integration. Early child development and Care. Vol. 174(4), pp. 401-414.
Theobald, M. , Danby, S. & Ailwood, J. (2011). Child participation in the early years: Challenges for education. Australian Journal of Early Childhood. Vol. 36, No. 3. September 2011, pp. 19-26.
Wang, F., Kinzie, M, McGuire, P, & Pan E. (2010). Applying technology to inquiry-based learning in early childhood education. Early Childhood Education Journal, 37:381-389.
Yelland, N. (2011). Reconceptualising play and learning in the lives of young children. Australian Journal of Early Childhood, Vol. 36, No. 2, June 2011.
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References
Early Connections◦http://www.netc.org/earlyconnections/index.html
International Society for Technology in Education◦http://www.iste.org/standards/nets-for-students.
aspxNAEYC References
◦http://www.naeyc.org/content/technology-and-young-children/resources
Technology and Young Children Interest Forum◦http://www.techandyoungchildren.org/index.html