Education technology in early childhood
The use of computers and other digital
technologies continues to rise in early
childhood programs, and technology is
being used as a tool for improving program
quality in many interesting ways.
In this Exchange Trend Report the focus is
on innovative and effective uses of computers
and technology for program management,
classroom teaching, and
professional development. The results
of an online “Readers Survey” at
and innovations for classroom teaching
and eLearning are identified and
described, to provide a snapshot of the
most frequent and promising uses of
technology in early childhood education
technologies continues to rise in early
childhood programs, and technology is
being used as a tool for improving program
quality in many interesting ways.
In this Exchange Trend Report the focus is
on innovative and effective uses of computers
and technology for program management,
classroom teaching, and
professional development. The results
of an online “Readers Survey” at
and innovations for classroom teaching
and eLearning are identified and
described, to provide a snapshot of the
most frequent and promising uses of
technology in early childhood education
Technology Tools for Teaching
Computers have been in early childhood
classroom since the early 1980s. As
with technology tools for program management,
the question of computers in
the early childhood classroom is not if,
but how and why we use them. To
learn more about the successful integration
of computers into the early
childhood classroom and curriculum,
visit the NAEYC Technology and
Young Children Interest Forum
(www.techandyoungchildren.org).
There you will find a wealth of
resources and Internet links related to
best educational practices for technology
use in early education, research,
and strategies for funding technology, as
well as a technology information
exchange and Internet tips.
Finaly this trailer , An example of education technology in early childhood
http://www.youtube.com/watch?v=wOhb4n4ADbM
AFNA AL MSHAL
ReplyDeleteAs technology becomes more accessible to early childhood programs and computer software becomes more user-friendly, early childhood educators have a responsibility to examine its impact on children and prepare themselves to use it for all children’s benefit.
Here are some tips for professionals in evaluating computer programs, which can be used -- like any other learning tool -- in developmentally appropriate or inappropriate ways.
Early childhood professionals must apply the principles of developmentally appropriate practice and appropriate curriculum and assessment when choosing technology for use in their classrooms or programs. Even technological learning tools must be appropriate for the age and experience of children in a particular group. Software that is little more than an electronic worksheet does little to increase children’s understanding of concepts.
Used appropriately, technology can improve children’s thinking ability and help them develop good relationships with peers. Developmentally appropriate software engages children in conversation and creative play. It also helps develop children’s problem-solving abilities. Ideally, computer software should be designed to grow with chil-dren, offering more challenges as they learn new skills.
Technology should be integrated into daily learning activities. Computers should not replace or disrupt existing program routines. This can be accomplished by locating computers in the classroom rather than in a separate lab. Teachers can choose software to further enrich the every-day curriculum, and bridge the gaps between different subjects, like music and math.
Teachers should work for equity in access to technology for all children and their families. Research has found that girls use computers in and out of school less often than boys do; African American students have less access to computers than White students; and richer schools buy more equipment and more expensive equipment (Sutton, 1991). If educators do not work to provide access to technology for all children, the gaps in children’s ability and familiarity with technology will widen. Technology has many potential benefits for children with special needs, and may be essential for successful inclusion. Software may function as an "on-demand" tutor, meeting children’s individual needs, learning styles, and preferences. And, when used appropriately, it may encourage and enable all children to think and work independently.
AFNAN AL MSHAL
ReplyDeleteTechnology has a powerful influence over children’s learning -- it must not teach them to stereotype or use violence to solve their problems. Software can reflect children’s diverse cultures, languages, and ethnic heritages; it should depict the world children live in and encourage them to appreciate diversity. Teachers and caregivers are challenged to discover software programs that promote positive social values, and encourage tolerance and exploration of the richness in their own and other cultures. Beware of violence and brutality in today’s software, which often mirrors that of movies and TV. It is even more disturbing when destruction is used as a means of solving problems in computer software, because the software allows children to cause violence themselves, rather than just witness it on the screen. Software that allows children to destroy without facing actual consequences may hinder them from learning personal responsibility.
Work together with parents to promote appropriate uses of technology. Early childhood professionals and parents both have a responsibility to educate themselves on the benefits of technology for children’s education. Yet they must also make smart choices as consumers and inform software developers when they are unhappy or happy with products. Together, parents and professionals can advocate for software that encourages cooperation among children, caters to the needs of children with varying abilities, reflects productive and non-violent ways of solving problems, and offers positive representations of gender, cultural and linguistic diversity, and physical abilities.
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ReplyDeleteKaznah subaie
ReplyDeleteEducation technology in early childhood
By Kimberly Moore Kneas, Ph.D. and Bruce D. Perry, M.D., Ph.D.
Early Childhood Today: Are young children's brains (ages three through six) well suited to the use of technology? (We define technology as children using cameras, computers, tape recorders and video cameras in classroom projects.) If so, how? Are some forms of technology better than others for these specific age levels?
http://www.educationcenteronline.org/images/Instructional_Technology_Degree.jpg
Dr. Perry: In order to answer that question we must consider some of the genetic biases of the human brain. For 99 percent of the time we have been on the planet, we lived in small hunter-gatherer groups of about 40 to 50 people. Our brains developed specialized capabilities for social affiliation, communication and various kinds of symbolic representation. Our cultures evolved through social interactions, initially without written language. The development of written language changed the way human beings developed, in large part by influencing brain development and expressed new brain-mediated capabilities that had previously been un-expressed.
I see technology doing the same things today. The brain clearly could not have a "genetics" specific for the use of a joystick. Nor could the brain have a genetics specific for continuous attention to a two-dimensional moving image such as those in the television. Yet external symbolic representation such as the written word, visual images on television, and complex three-dimensional videography are all sensed, processed, stored, and acted on by the human brain. Because the brain literally changes in response to experiences, these "new" (from a historical perspective) experiences (the written word or television) cause changes in brain development, brain organization, and brain function that were never expressed hundreds of generations ago.
Modern technologies are very powerful because they rely on one of the most powerful genetic biases we do have — the preference for visually presented information. The human brain has a tremendous bias for visually presented information. Television, movies, videos, and most computer programs are very visually oriented and therefore attract and maintain the attention of young children.
The problem with this is that many of the modern technologies are very passive. Because of this they do not provide children with the quality and quantity of crucial emotional, social, cognitive, or physical experiences they require when they are young. The developing child requires the right combination of these experiences at the right times during development in order to develop optimally. This cannot happen if the child is sitting for hours passively watching television.
Sitting young children in front of a television for hours also prevents that child from having hours of other developmental experiences. Children need real-time social interactions; technology such as television can prevent that from happening.
On the other hand there are many positive qualities to modern technologies. The technologies that benefit young children the greatest are those that are interactive and allow the child to develop their curiosity, problem solving and independent thinking skills.
Finaly this trailer , Explain about Education technology in early childhood years:
http://www.youtube.com/watch?v=wOhb4n4ADbM
Kaznah subaie
ReplyDeleteEducation technology in early childhood
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Why Is Early Childhood Education So Important?
Early childhood education has long been debated by varying opinions. Some feel that young children belong at home and separate from instruction. Others feel that the ages up to 5 years are the most important years of education. It has been said that this is the time period when the brain does the bulk of its growing. This could mean that the learning process should be introduced during these years.
Results have proven that early childhood education can be the correct choice for some children. There are many phenomenal early childhood learning programs around the country. These programs are sometimes called daycare. They are not, however, daycare facilities of old. Those facilities operated primarily as babysitting services. Today's early childhood offering focus on the learning process along with other important functions.
They assure parents of the safety of their children throughout the week. Along with the time spent in these facilities, children enjoy learning curriculums, play, and socialization. Each of these works together to equip these young children with skill they will need in kindergarten. Some children will certainly progress more effectively than other children. They will advance far ahead of their age group is expected.
Being introduced to the learning process is an important step for these children. They soon embark on a whole new world of learning. These children are not only experiencing normal brain growth, but verbal and physical skills as well. Early childhood education teachers use a variety of techniques for instructing. They use lesson plans, worksheets, and even teacher resources for these young students.
In group settings, early childhood education provides kids with special skills. Children in these settings learn how to work well together, as a group or a team. This is particularly important for children without siblings at home. Goal setting is another topic that is taught through these learning programs. Children see the benefit of trying hard, focusing, and paying attention. Each of these will soon be crucial to future education years.
Preparation from early childhood education will follow these kids for years to come. When they are older students they will still be incorporating these skills with their learning process. The merits of learning in this way for these children are endless.
www.educationcenteronline.org/Education-Degre...
http://www.colorincolorado.org/article/25820
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ReplyDeleteManal Alsubaie
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ReplyDeleteEarly Childhood Education: Liberal Arts & Technology
(Pre-K - Grade 3)
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Bachelor of Science
The Early Childhood Education program is designed to equip students with the necessary knowledge, skills, and dispositions to become successful teachers of younger children (PreK-Grade 3). The curriculum provides experiences in a range of settings, including preschools, child care centers, and public and private schools in diverse community settings. Our Early Childhood Education program is approved by the Maryland State Department of Education (MSDE) and includes the four state required reading courses. In addition, Stevenson has earned national accreditation from the National Council for Accreditation of Teacher Education (NCATE.)
During a student's first and second years as an Early Childhood Education major, he or she completes a field experience one morning each week in different school environments. In the third year, students spend one ful day each week immersed in a classroom field experience. During the fourth year, each student completes a yearlong internship experience in a Professional Development School. Each student spends two days a week in the fall semester and five days a week during the spring semester in the classroom, assuming all of the roles and responsibilities of a classroom teacher under the guidance of an experienced professional teacher.
Finaly this trailer , Explain about Education technology in early childhood years:
http://www.youtube.com/watch?v=6Hq67cnoH4k&feature=related
Jamela ALnowesr
ReplyDeleteProgramme Description
Since 1977, DIT has been the national leader in the delivery of early childhood education. Demand for quality childcare has been soaring in recent years due to a combination of economic strains on parents to work outside the home, and the desire for parents to give their children the opportunity to grow socially and mentally under the watchful eye of professionals. In line with these increasing demands this degree programme has been designed for those who wish to pursue a career in Early Childhood Education.
Graduates of the programme possess an understanding of the holistic development of the child based on sound knowledge of current relevant theory. Throughout the programme the whole child is the focus of study and the child is studied in the context of family, community and society. Play is seen as central to young childrens´ development, and theory and practice are combined to encourage a critical, reflective practitioner.
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It is a requirement of the placement providers that all students on this programme must undergo Garda vetting procedures before being allowed to register. Students must complete the required documentation, including a full list of all previous addresses, in order for clearance checks to be made. Students with previous addresses outside of the Republic of Ireland will be required to provide evidence of vetting by the relevant authority in which the address is located and at their own cost. Currently Irish addresses are vetted by the Garda Vetting Bureau at no cost to the student
Finaly this trailer , Explain about Education technology in early childhood years:
http://www.youtube.com/watch?v=ARLuXovca-0&feature=related