technology playdates for professional development in early childhood education settings

Teachers

and parents need

serious technology

playtimeSetting up technology playdates that lead to

technology mastery in early childhood settings

NAEYC Annual Conference, Washington, DC 2013

@ Copyright, Fran Simon and Karen Nemeth. All rights reserved.

1

Playtime brought to you by…

Karen Nemeth, Ed.M.

Fran Simon, M.Ed.

@ Copyright, Fran Simon and Karen Nemeth All rights reserved.

2

Hello- From Fran

http://bit.ly/TECPLAYDATE

SLIDES

@ Copyright, Fran Simon and Karen Nemeth All rights reserved. 3

4

Who are you?


• Do you know about the Position

Statement?

• Have you read it?

• Do you use it?

http://www.naeyc.org/content/technology-and-young-children

NAEYC/FRC Position Statement on Tech

5

Investments in technology tools are wasted

without investments in professional

development.


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@ Copyright, Fran Simon and Karen Nemeth All rights reserved.7

Adults need

technology “play

time” AND formal

professional

development to

understand the

implications of

the tools

Your technology will end up like this without PD8

Our research

http://kaywa.me/vHkL79

@ Copyright, Fran Simon Dale McManis, and Karen Nemeth All rights reserved.

More data

coming soon!

Our research

10


http://kaywa.me/QIB94

Webinar on

December 5, 2012

Hatch Early

Learning Webinars

In programs that use technology, after high cost, administrators and

teachers report that not having enough PD was the biggest obstacle to

helping children meet learning goals using technology tools

11@ Copyright, Fran Simon Dale McManis, and Karen Nemeth All rights reserved.

In programs that use technology, ADMINISTRATORS report being offered

the following types of educational technology professional

development

Attended

formal

workshops or

online

training that

were not

helpful

Attended

formal

workshops or

online

training that

were helpful

Used

computer-

based self-

paced

tutorials that

were not

helpful

Used

computer-

based self-

paced

tutorials that

were helpful

Got help from

a friend or

colleague

Read the

manual or

called tech

support

Found

answers in

online forums

or blogs

Learned

about

educational

technology in

college

coursework

I have little

or no

professional

development

of any type

on technology

Other

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In programs that use technology, TEACHERS report being offered the

following types of educational technology professional development

Attended

formal

workshops or

online

training that

were not

helpful

Attended

formal

workshops or

online

training that

were helpful

Used

computer-

based self-

paced

tutorials that

were not

helpful

Used

computer-

based self-

paced

tutorials that

were helpful

Got help from

a friend or

colleague

Read the

manual or

called tech

support

Found

answers in

online forums

or blogs

Learned

about

educational

technology in

college

coursework

I have little

or no

professional

development

of any type

on technology

Other


Tech Professional Development Requires…

Openness and acceptance

Safe risk taking

A combination of

Formal training

Playtime exploration

Coaching

Mentoring

Role modeling

Peer leadership

Practice with the childrenPhoto credit: © 2012 Giovanni Arroyo

GiovanniArroyo.com@ Copyright, Fran Simon and Karen Nemeth All rights reserved.

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Rationale for Various Technology PD

Combinations Formal Training--

Introduction

Playtime--

Application

Coaching/mentoring--

Extension

Introduce new tech skills

and applications

Connect tech to best

practice in ECE

Apply skills in relevant

contexts and have fun

Explore with peers and

tech savvy models

Push skills, interests and

learning to the next level

Get feedback from more

experienced people

Peer-to-Peer--

Collaboration

Classroom--

On the job experience

Get and share ideas and

learn from the

experiences of others

See tech in action as an

observer

Apply skills in relevant

context with children and

with realtime challenges

Get feedback from what

works and what does not @ Copyright, Fran Simon and Karen Nemeth All rights reserved. 15

Our Playdates

• Technology Interest Forum Tech Playroom, Annual Conferences

2006, 2007

• Administration Station, NAEYC Annual Conference 2008

• Technology Play Date, NAEYC Professional Development

Conference, 2012

• Tech on Deck, NAEYC Annual Conference, 2012


How did we do it?

1. We saw a need

2. Identified our audience

3. Planned goals

4. Located partner organizations

5. Secured space

6. Identified topics of interest and

7. planned activities for each

8. Found experts to facilitate each topic

9. Created visual aides and handouts

10. Promoted the event

11. Created a survey for feedback

12. Participated in the funPhoto credit: © 2012 Giovanni Arroyo

GiovanniArroyo.com


Planning your technoplaytime

Identify audience

Identify objectives

Assess skills

Assess the available tools

Determine the space

Plan “activity starters” to provide

context and relevancy

Photo credit: © 2012 Giovanni Arroyo

GiovanniArroyo.com


The goals are to…

Guide teachers (parents) to:

Add new tools to their toolkits

Connect those who know with those who

need to/want to learn

Link technology use to DAP, curriculum,

content, and standards

Learn from peers and experts

Have funPhoto credit: © 2012 Giovanni Arroyo

GiovanniArroyo.com


Like everything meaningful, good

technology playtime takes planning

Assess the group’s current skill level

Assess the available tools

Identifying experts to lead activities

Identify peer leaders

Identify those who need more support

Plan objectives

Playtime and formal training must have

objectives – They can’t be a free for all@ Copyright, Fran Simon and Karen Nemeth All rights reserved. 22

Informal training works best in context!

The classroom is the optimal location


But what if that is not possible?

• Classroom?

• Community Center?

• Auditorium?

• Community College?

• House of worship?

• Town Hall?

• A private home?

• Local training space?

• CCR&R?

• Where else?

You need space that can accommodate:

• Lots of outlets

• Internet access! @ Copyright, Fran Simon and Karen Nemeth All rights reserved. 24

Where do you get the devices?

If you are lucky, your program has enough

devices!

BYOD

Ask parents and local businesses to loan

Try to partner with computer stores and kiosks

Ask your CCR&R

Ask your agency or affiliate agency

No need for one on one! Remember

people share!@ Copyright, Fran Simon and Karen Nemeth All rights reserved. 25

Tips for the Classroom TechnoPlaySpace

Ask an expert or peer expert to be the facilitator in each

of the Interest Areas (Learning/Activity Centers)

Photo credit: © 2012 Giovanni Arroyo

GiovanniArroyo.com


Tips for the Classroom Playspace

Invite participants to engage with devices in the Interest

Areas



Let participants move around as their interests change



Provide visual aides: Add signs, labels and information

about objectives related to integrating technology into

the Interest Area.



Add ideas of apps and websites for each area



Give reluctant participants “activity starters” to warm

them up and get them thinking


Create groups that make sense for your

audience


Thanks, and stay in touch!

Karen

[email protected]

LanguageCastle.com

ECEtech.net

Fran

[email protected]

EngagementStrategies.com

ECEtech.net

EarlyChildhoodWebinars.com


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mailto:[email protected]

mailto:[email protected]

technology playdates for professional development in early childhood education settings

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