The Role of Technology in Early Childhood Programs

http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=302

     There is such a push for technology in classrooms today to meet the increasing demand of technology available in today's world.  As we prepare children and students to use this technology, in my opinion, one of the first steps is allowing them to be exposed to the technology.  Elementary, Middle, and High School students are using it daily.  But, are early childhood classrooms keeping up with the demand and what is appropriate in these classrooms?

     The attached article describes why the use of technology with young children has to be monitored and used with good intention.  It is important to understand the development of young children.  Young children are still in Piaget's preoperational stage and are still concrete learners.  When considering Howard Gardner's knowledge of children, young children are very diverse in their learning styles.  The concern with technology in early childhood classrooms is "that developmental needs not met through technology will be ignored or radically compromised: physical play, outdoor exploration of the community and of nature; art, music and dance; learning specific social skills and moral values, and experiencing diversity in a myriad of ways." The article starts by asking whether or not technology has a place in the early childhood classroom and says, "it depends on an early childhood program’s overall program goals and objectives, and the program’s goals and objectives for each student. And it depends on how computers are incorporated into the early childhood curriculum (Haugland, 2000)".

     I work in a 2 and 3 year old classroom.  "Most experts believe computers are not developmentally appropriate for children under the age of three (Elkind, 1998; Haugland, 1999; NAEYC, 1996)".  While I agree that it is not developmentally appropriate for under the age of three in large amounts, I also feel that if used appropriately, with teacher guidance, and in small amounts, there is a lot of great technology that can be used with 2 and 3 year olds for learning.  Project based learning is everywhere and can be done even with 2 year olds.  At one point, I did a project on fish.  We were able to study the fish in our fish tank and we were able to get a frozen fish from the DNR to touch and explore.  We read books about fish, talked about what we knew about fish before, during, and after our study, and even put fish in our sensory table for observation.  However, there are many fish in the ocean that being in Iowa, we had no way to study or even consider.  When given the limitless amounts of videos on youtube and other websites, we were able to utilize that technology to help us learn about fish that would have otherwise been out of our realm of study.  The key here was that I spent time researching for appropriate videos and web tools that fit the interests of the children without spending too much time with the technology.  We maintained our focus with the hands on experiences, outdoor play, music, and other curricular play areas that are crucial for young learners.   I feel that my use of technology with two year olds in my fish project was incorporated appropriately and with great learning goals achieved.  

     "Appropriate use of technology in the classroom is to expand, enrich, implement, individualize, differentiate, and extend the overall curriculum. And, obviously, curricula goals change with age, and differ from program to program."  To ensure you are using technology appropriately in your early childhood classroom, reference this article for steps and guidelines.  Rest assured, if you follow this advice, technology will be a great tool to incorporate and enhance the learning in your classroom.  


Reference:
Wardle, F.  (2008).  The role of technology in early childhood programs.  Early Childhood News.  Retrieved Nov. 25, 2018, from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=302
     

Instructional Coaching

Instructional Coaching: Seeding District-Wide Innovation

Instructional coaching can be an amazing asset when implemented in a way that considers all those that will be involved and affected, as well as using the five phases of coaching.  In the attached video, you will watch how a school in Virginia has effectively implemented instructional coaching throughout Albemarle County.  The teachers, coaches, and administration share why they feel the coaching has been so beneficial in their district.  

First you hear from a 2nd grade teacher, Katie, who is working first hand with her instructional coach, Trish.  Katie mentions that her coach helps her with lesson planning but more importantly helps her know why she is going to teach a lesson in a certain way.  Administration speaks to the coaches being "the linchpin in the work" that happens throughout the district. They help connect teachers from one school to another which allows for innovative teaching across schools.  They do this by having instructional coaches go to different schools sharing lessons and technology ideas with others.  "Every building has at least three coaches. Every coach has at least 3 schools."

Trish, the instructional coach in the video says , "It always comes back to the teacher getting to tell you what they need.  So, that's where I always begin."  You can hear the genuine excitement and appreciation from Katie as well.  Then what really works is the fact that Trish is able to go to the other teachers and share what worked and then can tweak the things that didn't go so well.

When thinking about the five phases of coaching (Alaniz & Wilson, 2015, p. 39), Albemarle County Schools have clearly established the need for instructional coaching, partnerships have been created and are linked throughout the district, project based learning is at the forefront, there was time to assess progress as the teacher and coach worked together, as well as time for them to reflect on the integration. Throughout the video, you can tell that all members of this district clearly believe in the system of instructional coaching.  They have invested time and resources to ensure teachers in the district are getting what they want and need in order to make their classrooms work for the best of the students.  In the end, the statistics show that their graduation rate has increased, the drop out rate has decreased, and they are outperforming their state in reading, math, and science for the past 10 years.  They are indeed doing things right and are a model for others to learn from.

Resources:

Alaniz, K., & Wilson, D.  (2015).  Naturalizing digital immigrants:  The power of collegial coaching for technology integration.  Lanham, Maryland:  Rowman & Littlefield.  

Edutopia.  (2015, Sept. 18).  Instructional coaching:  Seeding district-wide innovation. Retrieved Nov. 18, 2018, from  https://www.youtube.com/watch?v=G0IrZ5jrvCo

SAMR and TPACK

• Summary of SAMR Model and TPACK Model  

     Both of these models are set up to help teachers and administration have a way to assess the effectiveness of the technology they are implementing in classrooms and the school.  It also helps assess how, and if, technology integration is increasing student engagement.  I also feel it is a great way to think about if technology used is increasing family involvement.  

     The SAMR Model has four levels of integration.  Levels 1 and 2, substitution and augmentation, are considered enhancement levels.  Substitution is replacing one technology for another while the function is the same overall.  For example, using Google Docs in replacement of Microsoft Word.  In augmentation, it is still a basic technology replacing another but has some additional added functions or tools that improves what you can do with it.  Levels 3 and 4, modification and redefinition, are considered transformation models.  With modification, you are able to create tasks that greatly increase the levels of abilities in technology.  With redefinition, the technology applied allows you to create tasks that otherwise would not be possible.  The goal for teachers and administration, is to move from levels 1 and 2 with the technology they are using, to levels 3 and 4.  The higher up in levels you are, the more your technology is making a difference to the students in the 21st century.  

     The TPACK Model looks at technological knowledge, content knowledge, and pedagogical knowledge and when put all together, assesses how they increase student engagement.  Starting with content, or subject matter, and pedagogy, or the method of teaching the content, we decide what subject is being taught and how it will be taught.  Once that is decided, it is time to choose which technology should be used to increase student attention and excitement thus making learning a more natural process.  Think about the technology as the partner.  When all three come together methodically, the higher the successes will be in student learning.  

• Which of the two models do you feel would be more accepted in your school district and why?

I feel that the TPACK model is a better fit for the lab school.  While we all, infant through preschool, have subject matters and pedagogy we are utilizing, the technology aspect can mainly be used in preschool rooms.  And even then, in minimal amounts.  So, with the TPACK model, we can start by looking at what we are going to teach and how, and then decide whether or not there is a strong technology tool that would enhance the lesson for these young learners.  And if not, then we can leave it out.  I think this is a good way to start being more thoughtful of a finding and utilizing a variety of technologies that are available and would make us a more 21st century lab school.  

• What strategies would you use to educate your staff on the philosophy you selected?

I would start by having a discussion of what current technologies are being used.  Then ask how they see those tools enhancing children's learning.  I would show the youtube video titled, TPACK in 2 Minutes, which does a fantastic job of showing how the three areas work together to create the "Sweet Spot" for students.  We would then continue to discuss other technology tools we know are available as well as spend some time researching other technologies that we could fit into our lessons.  As we do this, making sure we are matching up the content, pedagogy, and then adding the technology in to get the sweet spot of learning.  

M., C.  (2013, April 26).  TPACK in 2 Minutes.  Retrieved Nov. 3, 2018, from https://www.youtube.com/watch?v=FagVSQlZELY&list=UUyiLyAMZj_Y8QWdlpZHAgDQ