Technology in the Early Childhood Classroom
By Elizabeth Ross Hubbell
Elizabeth Ross Hubbell, author of this article is a specialist in early childhood development and is a consultant in an educational technology department in Colorado. In this article, Hubbell discusses the several different ways early education teachers can use technology in the classroom. Hubbell addresses the fact of the lack of popularity and debated issues many have with using technology with younger children, and then provides several examples and resources that one can use to help ease the tension and perhaps lessen the disputes. Hubbell’s argument states the fact of what almost every five year old could experience. She feels that almost immediately young children are exposed to technology through their parents. Because of these experiences, children can be taught different ways to use advanced technology using real life experiences. Once this idea is accepted, Hubbell explains, a child can then move on to using technology in the classroom, which then would directly enhance their learning experience. She provides helpful programs that are extremely kid friendly, such as kidspiration, which can be used by child or adult to create fun and beneficial projects. Hubbell continues with listing the advantages to using interactive educational games and programs, because of the immediate feedback they provide. In the article Hubbell proves her point well and concludes with the following, “ If used pragmatically in the early childhood classroom, students will be better equipped to begin using 21st century tools independently as they enter elementary schools.” (Page 35, Learning and Leading with Technology)
Question 1 – What do you believe would be an appropriate age to star using technology with children?
Now and days, you would be surprised with the toys and games they make that would be considered technological. I believe that as soon as a child is able to, they should go ahead and experiment with all different types of learning tools, including ones with technology. I don’t think technology is necessarily “age appropriate” as far as when to begin using it, rather their ability should be the deciding factor, for as when used in moderation, it could serve a very good purpose.
Question 2 – What is one lesson you could create as a teacher that would be appropriate for 4 or 5 year old children and involves technology?
I have worked with kidspiration before, and have witnessed its kid-friendly program. As a teacher, I would like to create a lesson that would allow the students in kindergarten to play and draw on the computer to create different art projects that they could take home, or even save on a disk to compile all of their work on.
Friday, April 27, 2007
journal 8
Social Justice; Choice or Necessity?
By Colleen Swain and David Edyburn
The authors of Social Justice; Choice or Necessity, feel very strongly about the need to implement technology into the classroom, so much in fact, they feel that perhaps it should not be a choice. In this article, Swain and Edyburn provide a compelling argument that states several enticing facts about technology and the upcoming situations it will bring. For example, the article states, “In 1992, the U.S. Department of Labor’s SCANS report noted that at least 80% of all jobs in the next two decades would require workers to be technologically fluent.” (Pg 15, Learning and Leading with Technology) The authors continue to argue that if technology were equitably implemented then the success of the students as well as the teachers would increase. Because this might pose as a difficult task to many, the authors provide several ways in how to implement their given ideas. In their concluding statement, Swain and Edyburn strongly express the need for technology in the classroom and without it would be doing our students an injustice. They feel that if we want to properly educate and prepare our students for the future, there is absolutely no way to get around teaching the effective uses of technology.
Question 1 – What is one of the different ways teachers can implement more uses of technology?
As stated in the article, a great resource for teachers and students is the Digital Equity Portal and Toolkit. This website has over 150 different strategies in how to address key aspects of technology into the classroom. This site is free to all users and provides technology readiness charts to help teachers determine what level is best to start at.
Question 2 – Do you feel teaching technological advancements to your students is as important as the authors feel?
I definitely agree with the authors of this article. I know from experience how important being technologically savvy is, and without that knowledge many could not move forward in their careers or even their social lives. I also believe it is very important to recognize the exponential growth our world is experiencing in the technology fields. It is no longer a luxury, but rather a commodity. As teachers, we do need to reinforce the importance of technology and include it more into our day-to-day lessons.
By Colleen Swain and David Edyburn
The authors of Social Justice; Choice or Necessity, feel very strongly about the need to implement technology into the classroom, so much in fact, they feel that perhaps it should not be a choice. In this article, Swain and Edyburn provide a compelling argument that states several enticing facts about technology and the upcoming situations it will bring. For example, the article states, “In 1992, the U.S. Department of Labor’s SCANS report noted that at least 80% of all jobs in the next two decades would require workers to be technologically fluent.” (Pg 15, Learning and Leading with Technology) The authors continue to argue that if technology were equitably implemented then the success of the students as well as the teachers would increase. Because this might pose as a difficult task to many, the authors provide several ways in how to implement their given ideas. In their concluding statement, Swain and Edyburn strongly express the need for technology in the classroom and without it would be doing our students an injustice. They feel that if we want to properly educate and prepare our students for the future, there is absolutely no way to get around teaching the effective uses of technology.
Question 1 – What is one of the different ways teachers can implement more uses of technology?
As stated in the article, a great resource for teachers and students is the Digital Equity Portal and Toolkit. This website has over 150 different strategies in how to address key aspects of technology into the classroom. This site is free to all users and provides technology readiness charts to help teachers determine what level is best to start at.
Question 2 – Do you feel teaching technological advancements to your students is as important as the authors feel?
I definitely agree with the authors of this article. I know from experience how important being technologically savvy is, and without that knowledge many could not move forward in their careers or even their social lives. I also believe it is very important to recognize the exponential growth our world is experiencing in the technology fields. It is no longer a luxury, but rather a commodity. As teachers, we do need to reinforce the importance of technology and include it more into our day-to-day lessons.
journal 7
Retracing Shackleton’s Journey to Antarctica to Connect Math and Literature
By Erin Colfax
A science teacher by the name of Erin Colfax, also the author of this article, has created a new and exciting way to teach math, science and even literature. Erin has brought in her own passions of traveling into the classroom and then turns her adventures into lessons. In this article, she mentions the several different ways in which she incorporated math, science and literature. For example, Colfax had her students read about the different weather patterns around the world and had her students make predictions of what it would be in places such as Africa, Thailand and even Antarctica. To implement technology into these lessons, Colfax used HOBO data probes with her students to help collect their data. Erin mentions that her latest lesson includes a story of a man named Sir Ernest Shackleton, whom made a journey in the Atlantic Ocean near Antarctica. Colfax had her students formulate questions that would help understand the environment Shackleton would be traveling in as well as had them analyze the lines according to his voyage. Allowing the students to explore the different ways in how to obtain data, made their interest rise in all subject matter, without them ever knowing. Being able to connect real world situations with actual math, science or even literature lessons in class brings a definite advantage, and also allows teachers similar to Erin Colfax, enjoy what they are teaching only that much more.
Question 1 – What are some other ideas you could bring in from the “real world” to teach different lessons?
If your school is near the ocean, a fun experiment/lesson would be analyzing and making predictions about the tide charts. Students could educate themselves on what tides are, when certain tides occur and when the best time would be to go to the beach. Once students can show their competency in these areas with the use of technology, they could all take a field trip on the day they all predict to be one of the best days to go.
Question 2 – What level do think would be appropriate for lessons such as the one Erin Colfax created?
Although her lesson does involve some algebra, it seems that a teacher can bring this idea into almost any grade from fourth up to high school level. This lesson is such a great idea; I believe all students should participate in some type of similar activity. One of this reasons this lesson is so appealing is because of the diverse levels you can create for any grade level.
By Erin Colfax
A science teacher by the name of Erin Colfax, also the author of this article, has created a new and exciting way to teach math, science and even literature. Erin has brought in her own passions of traveling into the classroom and then turns her adventures into lessons. In this article, she mentions the several different ways in which she incorporated math, science and literature. For example, Colfax had her students read about the different weather patterns around the world and had her students make predictions of what it would be in places such as Africa, Thailand and even Antarctica. To implement technology into these lessons, Colfax used HOBO data probes with her students to help collect their data. Erin mentions that her latest lesson includes a story of a man named Sir Ernest Shackleton, whom made a journey in the Atlantic Ocean near Antarctica. Colfax had her students formulate questions that would help understand the environment Shackleton would be traveling in as well as had them analyze the lines according to his voyage. Allowing the students to explore the different ways in how to obtain data, made their interest rise in all subject matter, without them ever knowing. Being able to connect real world situations with actual math, science or even literature lessons in class brings a definite advantage, and also allows teachers similar to Erin Colfax, enjoy what they are teaching only that much more.
Question 1 – What are some other ideas you could bring in from the “real world” to teach different lessons?
If your school is near the ocean, a fun experiment/lesson would be analyzing and making predictions about the tide charts. Students could educate themselves on what tides are, when certain tides occur and when the best time would be to go to the beach. Once students can show their competency in these areas with the use of technology, they could all take a field trip on the day they all predict to be one of the best days to go.
Question 2 – What level do think would be appropriate for lessons such as the one Erin Colfax created?
Although her lesson does involve some algebra, it seems that a teacher can bring this idea into almost any grade from fourth up to high school level. This lesson is such a great idea; I believe all students should participate in some type of similar activity. One of this reasons this lesson is so appealing is because of the diverse levels you can create for any grade level.
journal 6
Technology and Teacher Retention
By Robert Kadel
Robert Kadel is a researcher who studies content for education and learning. In doing this, Kadel looks further into the idea of technology and it’s benefits for teachers. In this article titled, Technology and Teacher Retention, Kadel brings forth the issue of what makes up a good technology supportive environment (TSE). He believes that technology plays an important part in teacher retention. Kadel also believes that technology and teacher participation go hand in hand when discussing the benefits of technology. With his background, Robert Kadel researched the relationship between teachers and technology and tried to come up with a concept that would create an effective TSE. Lessen and Sorensen in 2006, came up with four key areas to focus on, they include: making technology a priority to teachers, establishing a technological infrastructure, work on development, and lastly create a training and support system for students, faculty and staff. Researchers believe that with these concepts and positive attitudes from teachers, a good TSE is possible.
Question 1- What do you think some drawbacks might be with creating a TSE?
I think it might be difficult to reach all teachers and therefore make it difficult to create a technological supportive environment. If some are reluctant to becoming technologically savvy, and instead refuse to move forward in that direction, the environment might change from stale to hostile. However, I believe if your school is for technological advancement then a success is possible. I agree with the article when it states that a positive attitude from teachers and administration is key and without it, any movement would be difficult.
Question 2- What is one creative way administrators can enforce this idea without having to bring negative ‘vibes’ in?
Perhaps one possibility to enforce a TSE would be to make it into a team effort. Create different teams within the teachers and create a contest with rewards. Which ever team can learn and use and then implement the ideas into their classroom most effectively would be the winners. Toward the end of the 2-year program, every team would win.
By Robert Kadel
Robert Kadel is a researcher who studies content for education and learning. In doing this, Kadel looks further into the idea of technology and it’s benefits for teachers. In this article titled, Technology and Teacher Retention, Kadel brings forth the issue of what makes up a good technology supportive environment (TSE). He believes that technology plays an important part in teacher retention. Kadel also believes that technology and teacher participation go hand in hand when discussing the benefits of technology. With his background, Robert Kadel researched the relationship between teachers and technology and tried to come up with a concept that would create an effective TSE. Lessen and Sorensen in 2006, came up with four key areas to focus on, they include: making technology a priority to teachers, establishing a technological infrastructure, work on development, and lastly create a training and support system for students, faculty and staff. Researchers believe that with these concepts and positive attitudes from teachers, a good TSE is possible.
Question 1- What do you think some drawbacks might be with creating a TSE?
I think it might be difficult to reach all teachers and therefore make it difficult to create a technological supportive environment. If some are reluctant to becoming technologically savvy, and instead refuse to move forward in that direction, the environment might change from stale to hostile. However, I believe if your school is for technological advancement then a success is possible. I agree with the article when it states that a positive attitude from teachers and administration is key and without it, any movement would be difficult.
Question 2- What is one creative way administrators can enforce this idea without having to bring negative ‘vibes’ in?
Perhaps one possibility to enforce a TSE would be to make it into a team effort. Create different teams within the teachers and create a contest with rewards. Which ever team can learn and use and then implement the ideas into their classroom most effectively would be the winners. Toward the end of the 2-year program, every team would win.
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