Digital decisions: choosing the right technology tools for early childhood
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Lewisville, NC
Gryphon House
2012
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | 192 S. Ill. 29 cm |
| ISBN: | 9780876594087 |
Internformat
MARC
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|---|---|---|---|
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| 020 | |a 9780876594087 |9 978-0-87659-408-7 | ||
| 035 | |a (OCoLC)844041259 | ||
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| 100 | 1 | |a Simon, Fran |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Digital decisions |b choosing the right technology tools for early childhood |c by Fran Sokol Simon and Karen Nemeth ; foreword by Chip Donohue |
| 264 | 1 | |a Lewisville, NC |b Gryphon House |c 2012 | |
| 300 | |a 192 S. |b Ill. |c 29 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 650 | 4 | |a Early childhood education |x Computer-assisted instruction | |
| 650 | 4 | |a Computers and children | |
| 650 | 4 | |a Educational technology | |
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| 700 | 1 | |a Nemeth, Karen N. |e Verfasser |4 aut | |
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Datensatz im Suchindex
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| adam_text | IMAGE 1
TABLE OF CONTENTS
FOREWORD BY CHIP DONOHUE
.....................................*............... 9
INTRODUCTION 11
BUZZING, BEEPING, FLASHING, AND BLINKING: A DREAM-OR A
NIGHTMARE-OF A TECHNOLOGY-DRIVEN DAY
CHAPTER 1: TO TECH OR NOT TO TECH: FINDING BALANCE IN THE DEBATE 13
THE EARLY DAYS OFTECHNOLOGY INTEGRATION IN EARLY CHILDHOOD EDUCATION 14
TECHNOLOGY INTEGRATION IN EARLY CHILDHOOD CLASSROOMS TODAY 15
WHAT DOES BEST PRACTICE IN TECHNOLOGY-RICH PROGRAMS LOOK LIKE? 16
THE BIG DEBATE 17
SUZANNE S CONCERN: TECHNOLOGY IS DEVELOPMENTALLY INAPPROPRIATE FOR YOUNG
CHILDREN 19
THE ELEPHANTS IN THE ROOM: FEAR, DISRUPTION, AND RESISTANCE TO CHANGE 20
INTERACTIVE TECHNOLOGY VERSUS PASSIVE MEDIA 21
ENDING THE SCREEN-TIME CONFUSION: THE AMERICAN ACADEMY OF PEDIATRICS
STATEMENT 23
OUR FOCUS ON INTERACTIVE TOOLS 24
CHAPTER 2: THE BIG QUESTION: HOW MUCH TECHNOLOGY IS TOO MUCH? 25
INFANTS THROUGH TWO-YEAR-OLDS 26
WHAT ABOUT CHILDREN WHO ARE THREE OR OLDER? 26
WEEKLY PLAY CHART 29
CHAPTER 3: DEVELOPMENTALLY APPROPRIATE DIGITAL CLASSROOMS LOOK LIKE THIS
31
APPROPRIATE TECHNOLOGY USE IN EARLY CHILDHOOD CLASSROOMS
LOOKS LIKE THIS, NOTTHAT .32
WH AT ABOUT DONATED TECHNOLOGY? .34
CHAPTER 4: COMPUTERS-DESKTOPS AND LAPTOPS
..................*............... 35
OPERATING SYSTEMS .36
BASIC COMPUTER HARDWARE 37
COMPUTER INTERFACE .38
COMPUTER CONNECTIVITY .39
PERIPHERALS .39
LAPTOPS .39
TECHNICAL SUPPORT 40
INFUSING BASIC TECHNOLOGY AND COMPUTER SKILLS INTO YOUR LESSON PLANS .41
LEARNING HOW TO USE COMPUTERS .42
IMAGE 2
DEVELOPMENTALLY APPROPRIATE ACTIVITIES FOR PRESCHOOL/KINDERGARTEN .42
TECHNOLOGY FOR DUAL LANGUAGE LEARNERS (DLLS), POINT #1 .44
ASSISTIVE TECHNOLOGY FOR CHILDREN WITH SPECIAL NEEDS, POINT #1 .45
SAMPIE TECHNOLOGY LESSON PLAN #1: ALL ABOARD THE TECHNOLOGYTRAIN! .46
411 FOR DIRECTORS AND OTHER ADMINISTRATORS: COMPUTERS-DESKTOPS AND
LAPTOPS .47
CHAPTER 5: COMPUTER SOFTWARE, APPS, AND ACTIVITIES .49
APPROPRIATE COMPUTER SOFTWARE, APPS, AND ACTIVITIES .50
USING GROWN-UP PROGRAMS FOR EARLY LEARNING .51
DIGITAL MUSIC SOFTWARE .52
INCLUDING SOFTWARE, APPS, AND WEBSITE ACTIVITIES IN LESSON PLANS .54
DEVELOPMENTALLY APPROPRIATE ACTIVITIES FOR PRESCHOOL/KINDERGARTEN .54
TECHNOLOGY PLANNING .57
EVALUATING CHILDREN S SOFTWARE, APPS, AND WEBSITES .57
THE COMMONSENSE APPROACH TO DEVELOPMENTALLY APPROPRIATE EVALUATION
OF SOFTWARE, WEBSITES, AND APPS DEVELOPED FOR YOUNG CHILDREN .59
USING SOFTWARE, APPS, AND ONLINE SYSTEMS DEVELOPED FOR USE BY ADULTS 63
A FEW IDEAS ABOUT HOW TO USE SOFTWARE, APPS, AND ONLINE SYSTEMS
DEVELOPED
FOR ADULTS IN OPEN-ENDED CLASSROOM PROJECTS AND EXPERIENCES FOR CHILDREN
63
TECHNOLOGY FOR DUAL LANGUAGE LEARNERS (DLLS), POINT #2 65
ASSISTIVE TECHNOLOGY FOR CHILDREN WITH SPECIAL NEEDS, POINT #2 66
SAMPIE TECHNOLOGY LESSON PLAN # 2: LEARNING ABOUT COMPUTER GAMES 67
411 FOR DIRECTORS AND OTHER ADMINISTRATORS: SOFTWARE, APPS, AND WEBSITE
ACTIVITIES 69
CHAPTER 6: INTERACTIVE WHITEBOARDS AND MULTI-TOUCH TABLE DEVICES 71
INTERACTIVE WHITEBOARDS (IWBS) 72
MULTI-TOUCH TABLES .74
ACTIVITY EXAMPLES .76
FEATURES OF INTERACTIVE TOUCH-SCREEN DEVICES 77
TECHNOLOGY FOR DUAL LANGUAGE LEARNERS (DLLS), POINT #3 .78
ASSISTIVE TECHNOLOGY FOR CHILDREN WITH SPECIAL NEEDS, POINT #3 .78
SAMPIE TECHNOLOGY LESSON PLAN #3: SEEK AND FIND YOUR FRIENDS GAME .79
CHAPTER 7: MOBILE DEVICES-MULTI-TOUCH TABLETS AND SMARTPHONES 81
DEVELOPMENTALLY APPROPRIATE ACTIVITIES FOR PRESCHOOL/KINDERGARTEN 85
TECHNOLOGY FOR DUAL LANGUAGE LEARNERS (DLLS), POINT #4 87
ASSISTIVE TECHNOLOGY FOR CHILDREN WITH SPECIAL NEEDS, POINT #4 88
SAMPIE TECHNOLOGY LESSON PLAN #4: WORKING WITH SOUNDS AND WORDS 88
411 FOR DIRECTORS AND OTHER ADMINISTRATORS: MOBILE DEVICES-MULTI-TOUCH
TABLETS AND SMARTPHONES 89
COMPARING MOBILE BROADBAND AND WI-FIS 93
IMAGE 3
TABLE OF CONTENTS
CHAPTER 8: E-BOOKS AND E-READERS
........................................*..... 95
FEATURES OF E-BOOK READERS 97
411 FOR DIRECTORS AND OTHER ADMINISTRATORS: E-BOOKS AND E-READERS 97
CHAPTER 9: PICTURES AND VIDEOS
.............*..*..................*............. 99
DEVELOPMENTALLY APPROPRIATE ACTIVITIES FOR PRESCHOOL/KINDERGARTEN 101
DIGITAL STORYTELLING 104
USING SKYPE AND VIDEO CHATTING 105
CHAPTER 10: OTHER TECHNOLOGY FOR THE EARLY CHILDHOOD CLASSROOM
....*.......... 107
TECHNOLOGY GADGETS WITH PROMISE FOR DEVELOPMENTALLY APPROPRIATE PRACTICE
108
TECHNOLOGY GADGETS THAT ARE NOT DEVELOPMENTALLY APPROPRIATE 110
CHAPTER 11: SPECIAL CONSIDERATIONS 113
SPECIAL CONSIDERATIONS FOR CHILDREN UNDER THREE ., . ., ., .. .,., .
.,., .. ., .. ., .,113
NEXT STEPS-SPECIAL CONSIDERATIONS FOR YOUNG CHILDREN BEYOND KINDERGARTEN
116
CHAPTER 12: PARENTS AND COMMONSENSE, TECHNOLOGY-RICH CLASSROOMS 119
CREATING OPPORTUNITIES TO EDUCATE PARENTS 121
PLANNING EQUAL ACCESS FOR INDIVIDUAL CHILDREN, FAMILIES, AND THE GROUP
123
USING TECHNOLOGY TO CONNECT AND COMMUNICATE WITH PARENTS 124
CHAPTER 13: DIGITAL LITERACY FOR TEACHERS AND CHILDREN
..*.....................*. 127
TEACHING DIGITAL NATIVES -AND LEVELING THE PLAYING FIELD 128
WH AT IS DIGITAL LITERACY? 129
FIRST, ALL ABOUT YOU, THE TEACHER IN A DIGITAL WORLD! 130
DIGITAL LITERACY SKILLS SELF-ASSESSMENT CHART 131
PAY IT FORWARD! GETTING THE BACKGROUND YOU NEED TO WORK EFFECTIVELY
WITH YOUNG CHILDREN 135
YOU ARE THE GATEKEEPER FOR THE CHILDREN IN YOUR PROGRAM: SORTING
OUT THE INFORMATION YOU ENCOUNTER 136
HELPING CHILDREN NAVIGATE THE INTERNET SAFELY 137
CHAPTER 14: PROFESSIONAL DEVELOPMENT: TAMING TECHNOLOGY 139
BASIC COMPUTER AND TECHNOLOGY OPERATIONS AND CONCEPTS 139
TECHNOLOGY SELF-ASSESSMENT FORM 140
PROFESSIONAL DEVELOPMENT, COACHING, AND MENTORING 142
FINDING THE RIGHT PROFESSIONAL DEVELOPMENT 143
BEYOND THE BASICS: USING TECHNOLOGY TO LEARN ABOUT TECHNOLOGY 148
IMAGE 4
CHAPTER 15: BUILDING AND SUPPORTING COMMONSENSE,
TECHNOLOGY-RICH PROGRAMS 151
IT ALL STARTS WITH YOU! 152
THE VISION: KNOWING WHAT GOOD PRACTICE LOOKS LIKE 153
WHAT DOES YOUR PROGRAM NEED? 156
BASIC PROGRAM TECHNOLOGY-READINESS SELF-ASSESSMENT 157
PROFESSIONAL DEVELOPMENT, COACHING, AND MENTORING 158
TECHNOLOGY PROFESSIONAL DEVELOPMENT CHAMPIONS 159
PROFESSIONAL DEVELOPMENT ASSESSMENT AND PLANNING 160
EVALUATING COMMERCIALLY AVAILABLE SOFTWARE DESIGNED SPECIFICALLY FOR
CHILDREN 161
CHAPTER 16: TECHNOLOGY PLANS TOR COMMONSENSE, TECHNOLOGY-RICH PROGRAMS
163
HELPINGTEACHERS PLAN FORTECHNOLOGY INTEGRATION 165
YEARLY CLASSROOM TECHNOLOGY PLAN FORTEACHERS 166
CONCLUSION
.................................*....*........................... 168
GLOSSARY
*...*..*.............................................................
169
RESOURCES
..*...*......*......*.............................................. 175
WEBSITES TO VISIT FOR RESEARCH, REPORTS, AND UPDATES 175
BOOKS, PAPERS, REPORTS, AND POSITION STATEMENTS 175
APPENDIX
.......................................*..*........................ 177
CHARTS AND FORMS 177
SUGGESTIONS FOR WELL-EQUIPPED DIGITAL CENTERS AND CLASSROOMS 178
DIGITAL LITERACY BASIC SKILLS SELF-ASSESSMENT 182
WEEKLY PLAY CHART 186
INDEX 187
|
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| physical | 192 S. Ill. 29 cm |
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| spelling | Simon, Fran Verfasser aut Digital decisions choosing the right technology tools for early childhood by Fran Sokol Simon and Karen Nemeth ; foreword by Chip Donohue Lewisville, NC Gryphon House 2012 192 S. Ill. 29 cm txt rdacontent n rdamedia nc rdacarrier Early childhood education Computer-assisted instruction Computers and children Educational technology Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf Vorschulerziehung (DE-588)4064016-4 gnd rswk-swf Vorschulerziehung (DE-588)4064016-4 s Computerunterstützter Unterricht (DE-588)4070087-2 s DE-604 Nemeth, Karen N. Verfasser aut Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025891805&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Simon, Fran Nemeth, Karen N. Digital decisions choosing the right technology tools for early childhood Early childhood education Computer-assisted instruction Computers and children Educational technology Computerunterstützter Unterricht (DE-588)4070087-2 gnd Vorschulerziehung (DE-588)4064016-4 gnd |
| subject_GND | (DE-588)4070087-2 (DE-588)4064016-4 |
| title | Digital decisions choosing the right technology tools for early childhood |
| title_auth | Digital decisions choosing the right technology tools for early childhood |
| title_exact_search | Digital decisions choosing the right technology tools for early childhood |
| title_full | Digital decisions choosing the right technology tools for early childhood by Fran Sokol Simon and Karen Nemeth ; foreword by Chip Donohue |
| title_fullStr | Digital decisions choosing the right technology tools for early childhood by Fran Sokol Simon and Karen Nemeth ; foreword by Chip Donohue |
| title_full_unstemmed | Digital decisions choosing the right technology tools for early childhood by Fran Sokol Simon and Karen Nemeth ; foreword by Chip Donohue |
| title_short | Digital decisions |
| title_sort | digital decisions choosing the right technology tools for early childhood |
| title_sub | choosing the right technology tools for early childhood |
| topic | Early childhood education Computer-assisted instruction Computers and children Educational technology Computerunterstützter Unterricht (DE-588)4070087-2 gnd Vorschulerziehung (DE-588)4064016-4 gnd |
| topic_facet | Early childhood education Computer-assisted instruction Computers and children Educational technology Computerunterstützter Unterricht Vorschulerziehung |
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