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Technology
Planning & Support:
Using Data Effectively
to Plan Classroom
Implementation and
Professional Development
May, 2013
1
Lilla Dale McManis, Ph.D.
Karen Nemeth, Ed.M.
Fran Simon, M.Ed.
NHSA Annual
Conference 2013
About USLilla Dale McManis
Hatch Early Learning
Karen Nemeth
Language Castle, LLC
Fran Simon
Engagement Strategies, LLC
Early Childhood
Technology Collaborative
Learning Objectives
You will:
• understand the types and uses of educational technology that may be considered for your program
• learn about national survey data and resources that can inform your technology decisions
• learn how to collect internal data for more effective technology planning and professional development
• learn and practice new strategies to evaluate technology professional development options for inclusion in your Head Start E-Rate Technology Plans as recommended in the Reference Guide under item 4, Core Element II – Professional Development
Our
Study
4
On Tech Use in ECE Overview
Rationale for Early Childhood Technology
Collaborative Study
• Lack of research about ECE tech
• Differentiate home use and classroom use
• Sort out conclusions about passive tech use vs. interactive technologies
• Need to hear directly from EC educators
Who Responded?
•485 in the U.S.
•116 Administrators
•369 Teachers
About the Respondents
Community Type Poverty Children Served
About the Respondents
Program Type Ages Children Served
Why ECE Educators Use Technology
Primary Reasons
How Tech Tools Are Used
Why don’t some programs
use tech?
Obstacles/Weakness
What Technology is Used?
Types of Tech Tools
What Educators Don’t Have but Would Like for Children
How Much Time?
How Many Days of the Week
Desk/Laptops
Feel Appropriate Actually Spend
IWBs
Feel Appropriate Actually Spend
TabletsFeel Appropriate Actually Spend
The Results• Used regularly but not excessively
• Used because children enjoy it & it helps meet goals of program
• More a support than for direct instruction
• What’s used follows
availability
• Differences between
beliefs and practices for
amount of time
What
Activities?
Frequency by Content
Language/Literacy Mathematics
Frequency by Content
Science Social Studies
Frequency by Content
Art Music
Frequency by Domain
Social-Emotional
Logic/Problem Solving Approaches to Learning
Frequency by Domain
Teacher’s Role
Who is Guiding Activities
Who is Guiding Devices
Who is Guiding Devices
Who is Guiding Devices
• Used more for traditional content areas
• Rarely used to support social-emotional goals
• Educators “drive” some kinds of tech more than others
• Also allow child-initiated
• Balance: teacher-guided
and child-initiated
The Results
How are Goals Monitored?
Determining Learning
For Children
Needing Extra Support?
DLL/ELL Learners
Tech with DLL/ELL Learners
Chosen specifically to meet needs of ELL children
In every language spoken in your group now
Special Needs Learners
Special Needs Learners
Devices used with children who have special needs
Professional Development?
Types Professional Development
Best support received for using technology
Comfort Level Using w/ Children1 = not at all, 5 = completely
Desk/laptops IWBs
Comfort Level Using w/ Children1 = not at all, 5 = completely
Tablets Multi-touch Tables
• Technology is being used to monitor progress
• Seems available but low implementation for DLL/ELL children and special needs children
• Many different kinds
of PD available and
most have received
• More comfortable with
more established tech
The Results
Implications
for your
program?
48
Discussion
49
From the
conference
to your
program
What next?
Put your plan into action!
–Needs Assessment w/key players
• Roll the results into a professional development plan
• Roll the results into a phased Technology Action Plan
–Measure results & revise accordingly
–Revisit the plan regularly
–Be open to change as change occurs
Copyright, Simon and Donohue
Technology implementation
requires buy-in and support from the
program “ecosystem”
Director
Board
Families
Funders
Support
Staff
Community
Partners
Vendors
Main
Office
I/T
Teachers
Tech
Lead
Look for Internal Data!• Sources
– Observation of use
– Dialogue and conversation
– Feedback forms
– Organization records
• Think about
– What do teachers/children ask for? Get excited about?
– What do teachers/children never use? Avoid?
– What do they rush to “show” others?
– What do they “grumble” about?
Professional Development
Teachers need:– Hands-on playtime
– Relevant reasons to use technology
– Technology role models, coaches, peer mentors
– Ongoing formal PD opportunities
– Professional learning networks
– Reliable resources: books, websites, blogs,
54
Resources
Resources for Planning
Gryphon House, Amazon,
Follett Early Learning
HatchTeachersPayTeachers.com
Learn More-Stay Connected
• Early Childhood Technology Network
• Twitter: #ECEtechCHATEvery Other Weds. @ 9pm ET
• http://www.ecetech.net/
• Free resources by Hatch
http://hatchearlylearning.com/resources/
Readings
Suggested readings• Simon, F. & Nemeth, K. (2012). “Digital Decisions: Choosing the Right
Technology Tools for Early Childhood Education.” Lewisville, NC: GryphonHousehttp://www.gryphonhouse.com/store/trans/productDetailForm.asp?BookID=10023
• McManis, L.D. & Gunnewig, S. (2012). “Finding the education in educational technology with early learners.” Young Children, 67(3), 14-25. http://www.naeyc.org/yc/files/yc/file/201205/McManis_YC0512.pdf
Acknowledgement• The Early Childhood Technology Collaborative would like to thank Perry
McManis, M.A. Economics, for statistical analyses of the survey data.
58
Questions
Lilla Dale McManis
Karen Nemeth
Fran Simon