Here, they are: The highly anticipated answers to the burning questions from Brian Puerling‘s session, DAP + Tech in Early Childhood Classrooms: Best Practice Looks Like This. One of our most popular sessions ever, there were far too many good questions for Brian to answer all, so he agreed to send his responses in writing.
Introduction to Brian’s responses
As we say at the Erikson Institute, “It all depends”. This is an important consideration to be aware of as you read through the answers below. Children and families come to early childhood settings with various background experiences and technological competencies. These experiences and ompetencies will determine how teachers and child care providers will gather, use, and evaluate technologies.
Brian’s List of Recommended Applications
|
Application |
Discipline |
|
| Intro to Math by Montessorium | Math | |
| Drawing Pad by Darren Murtha and Chris Lott | Art/Writing | |
| My Dad Drives a Roller Coaster Car by Crab Hill Press | Language and Literacy | |
| Paper Desk by Darren Murtha and Chris Lott | Assessment | |
| AccuWeather by AccuWeather, Inc. | Science | |
| Percussive by Touch Media Productions, LLC | Music | |
| Photo-Sort by Romain HENRY | Photograph organization | |
| First -Then Visual Schedule by Good Karma Applications* | Special Needs |
*iPhone app, but can be expanded for use on iPad
Note: Each app is recommended for all classrooms, prek-3, with the assumption that is used in ways which are developmentally appropriate for the ages and levels within that range. Strategies for using these applications are described in Teaching in the Digital Age: Smart Tools for Age 3 to Grade 3. redleafpress.org enter “TECH” for 20% discount
How much is too much tech time?
A number cannot be given to answer this question. I can say that technology needs to be used in intentional ways which enhance and add to learning experiences. One of the most critical things to remember is that technology should not replace any important experience in early childhood classrooms (i.e. sand & water table, painting at an easel, climbing on a playground, playing with puppets, or dressing up).
So, if a classroom stays indoors to spend time on iPads–rather than go out during a designated recess time, I would be concerned. I would want to know: What is the necessity to utilize that time for technology rather than outdoor play?
What is the objective of the iPad activity and why does it need to be carried out at that time?
How will that outdoor time be made up?
“It all depends.”
How can in-home day care providers acquire technology?
In-home child care providers are at a disadvantage when it comes to acquiring any furniture or equipment with a higher price tag. Here are a few ideas for individuals working in in-home settings:
✓ Inform family and friends of equipment you are hoping to use. If family members and friends upgrade to latest devices, they may be looking to somehow dispose of their older equipment (i.e.1st generation iPad or 3rd generation iPhone).
✓ Common household computers are PC’s. iTunes can be downloaded to and used on a PC. Teachers and child care providers do not need to have an Apple computer to operate and use their multi-touch mobile devices. iPads do not need to be managed by a computer
✓ Use websites like tigerdirect.com, buy.com, or overstock.com to purchase equipment at discounted prices
✓ Consider purchasing refurbished devices at a discounted price
For classroom settings, is an iPad better than a laptop?
I believe that touch screen devices are the most developmentally appropriate for children preschool through kindergarten and perhaps first grade. Multi-touch mobile devices are set up in a fashion that allows younger children to remain on task easier. Laptops provide an overwhelming amount of opportunities for children to unintentionally navigate away from the given program or task. In first grade, children can begin to transition to mini laptop computers. Mini laptop computers have a keyboard that is not as full and intimidating as a standard laptop. In second through forth grade, children can transition to standard laptops as they will have developed skills needed to operate and navigate programs with higher levels of sophistication.
Managing multiple devices in a classroom
There are several organizational elements teachers and child care providers need to consider while planning and implementing technology. Managing multiple devices takes a considerable amount of thought and planning.
You will need to consider:
✓ Maintenance of equipment hardware
✓ Storing equipment
✓ Security of equipment
✓ Completing necessary updates
✓ Syncing machines (if applicable
If you are working in a school setting, you will want to consider pairing with another teacher or individual to assure that all the above get the attention they deserve. Some schools or districts have a technology coordinator, this would be a starting place. Schools who have little personnel resources or individuals in in-home day care settings may consider parents to help with this management. Also, as we know, children these day are growing up in the digital age and are developing technological skills early on. Children can be a resources to help with the management. Some schools utilize older to children to help with not only management, but also teaching young children how to use certain devices or programs. You can have a team of people to help!
Preview of Teaching in the Digital Age: Smart Tools for Age 3 to Grade 3
Teaching in the Digital Age: Smart Tools for Age 3 to Grade 3 is meant to help practitioners further develop their creativity and skill set with using technology in classrooms. The book includes:
✓ strategies to support learning (using photographs, audio recordings, projectors, document cameras, iPads, and much more)
✓ strategies to use various technologies to document and assess progress and development
✓ strategies to use technologies to exhibit children’s learning
✓ reflective frameworks for practitioners (questions to consider and forms to guide reflections)
✓ strategies to evaluate the effectiveness of learning experiences
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