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For PNC Early Childhood Conference 2013
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E-Learning and Technology Integration for Little Hands and Minds
Lynett Croyle, 2nd grade, Lafayette Elementary, School City of HammondAnastasia Trekles, Clinical Assoc. Professor, Purdue University CalumetNettie Eichelberger, 2nd Grade, Kouts Elementary School, Porter Township School Corp.
Young children can be digital learners too!
• Make literature come alive for young children in Moodle
• Help students improve comprehension and higher-order thinking skills
• Differentiate instruction
• Leverage the Common Core standards to the fullest in grades K-4
Objectives
Participants will be able to:
Describe ways to integrate e-learning into the elementary classroom
Instill confidence in young learners to become more independent and use higher levels of critical thinking
Design lessons that incorporate digital and e-learning resources in innovative ways for young students
Address Common Core standards for elementary literacy through online digital lessons.
What does the research say?
Key elements needed to support young students online Lots of help! Forums for questions Patience and
redundancy
Parent communication and outreach
Countering Critics
Critics often note that young children do not need “computer skills” so young – it won’t impact their job prospects later on
Maybe not, but we can argue that good digital lessons can help foster the communication, organization, and leadership skills that will be important for work
Good digital learning is NOT about plunking kids in front of a game!
Early Digital Learning Promotes…
Digital citizenship skills
Leadership and independent learning
Information and visual literacy
Problem-solving
Communication and writing skills
Developmental social skills
What does experience say?
Use the Model of Gradual Release
Start small by giving buddies simple tasks
Use the simple tasks that relate to elements in the classroom they’re already familiar with
Incorporate in the regular routine of centers
Some Ideas
Dramatic and visual retellings with video
“Traveling” stories via chat
Collaborative writing
Stop-n-chat/turn-n-talk via chat or discussion board
Competitive game playing
Music and art exploration
Story illustration
Let’s see some examples!
Lynett’s Flat Stanley Project: http://literacy.purduecal.edu:8282/moodle19/course/view.php?id=128
Nettie’s kindergarten jungle adventure: http://literacy.purduecal.edu:8282/moodle19/course/view.php?id=288
Nettie and her kids on Adobe Connect webinars: https://gomeet.itap.purdue.edu/p23362832/
Second grade chat and daily assignments in Moodle
Story retelling
Common Core State Standards
CC2RL1: Ask and answer questions such as 5W and how to demonstrate understanding of key details in a text.
CC2RL3: Describe how characters in a story respond to major events and challenges.
CC.2.RL.10 -- By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CC.2.SL.1 -- Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
What do you say? Questions?
Contact us if you want to share ideas or questions!
Staci: [email protected]
Lynett: [email protected]
Nettie: [email protected]
Download these slides at http://www.slideshare.net/andella
Resources
ISTE NETS Implementation Wiki: http://nets-implementation.iste.wikispaces.net
Digital Wish: http://www.digitalwish.com/dw/digitalwish/view_lesson_plans?subject=early_learning
First 2000 Days campaign: http://first2000days.org
Technology in Kindergarten: http://digitalis.nwp.org/collection/technology-kindergarten
Free children’s ebooks: http://mashable.com/2013/04/07/ebooks-for-children/
Resources
Scoop.it Link: http://www.scoop.it/t/digital-learning-for-young-learners
Routman, R. (2002). Reading Essentials: The Specifics You Need to Teach Reading Well. Portsmouth, NH: Heinemann. http://www.heinemann.com/products/E00492.aspx
Fisher, D., & Frey, N. (2008). Homework and the gradual release of responsibility: Making “responsibility” possible. English Journal, 98(2), 40-45.
Resources
Kindergarten Collaboration: http://www.edutopia.org/kindergarten-creativity-collaboration-lifelong-learning
Mrs. Davidson’s Kindergarten: http://davisonkindergarten.blogspot.com/2012/01/digital-learning-day.html
Going Mobile in Early Childhood: http://www.livebinders.com/play/play?id=124339
Tech and Early Childhood resources: http://www.livebinders.com/play/play?id=60746
Resources
Etherington, M.(2008) E-Learning pedagogy in the primary school classroom: The McDonaldization of education," Australian Journal of Teacher Education, 33(5), 31-54. Retrieved from http://ro.ecu.edu.au/ajte/vol33/iss5/3.
Gee, J.P. (2008). Game-like learning: An example of situated learning and implications for opportunity to learn. In P. A. Moss, D. C. Pullin, J.P. Gee, E. H. Haertel, L.J. Young, (Eds.), Assessment, equity, and opportunity to learn, (pp. 200-221). Cambridge: Cambridge University Press.
Johnson, L., Adams, S., and Haywood, K., (2011). The NMC Horizon Report: 2011 K-12 Edition. Austin, Texas: The New Media Consortium. Retreived from http://www.nmc.org/publications/horizon-report-2011-k-12-edition.
References
Jonassen, D.H., & Hung, W. (2008). All problems are not equal: Implications for problem-based learning. The Interdisciplinary Journal of Problem-Based Learning, 2(2). Retrieved from http://docs.lib.purdue.edu/ijpbl/vol2/iss2/4/.
Jonassen, D.H., & Rohrer-Murphy, L. (1999). Activity theory as a framework for designing constructivist learning environments. Educational Technology, Research and Development, 47(1), 61-79. doi: 10.1007/BF02299477
Resources
Merrill, M.D. (2002). First principles of instruction. Educational Technology, 50(3), 43-59. doi: 10.1007/BF02505024
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5). Retrieved June 11, 2010, from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf .
Resources
Savery, J.R., & Duffy, T.M. (1995). Problem-based learning: An instructional model and its con- structivist framework. In B. Wilson (Ed.), Constructivist learning environments: Case studies in instructional design (pp. 135-148). Englewood Cliffs, NJ: Educational Technology Publications.
Savery, J. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-based Learning, 1(1), 9-20. Retrieved from http://docs.lib.purdue.edu/ijpbl/vol1/iss1/ .
Resources
Schiller, S. (2009). Practicing learning-centered teaching: Pedagogical design and assessment of a Second Life project. Journal of Information Systems Education, 20(3), 369-381. Retrieved from http://www.jise.org/Volume%2020/20-3/Contents-20-3.htm.
Sockalingam, N., & Schmidt, H.G. (2011). Characteristics of problems for problem-based learning: The students’ perspective. Interdisciplinary Journal of Problem-based Learning, 5(1), 6-33. Retrieved from http://docs.lib.purdue.edu/ijpbl/vol5/iss1/ .
Resources
van Merriënboer, J.J.G., Clark, R.E., de Croock, B.M. (2002). Blueprints for complex learning: The 4C/ID model. Educational Technology, Research, and Development, 50(2). 39-64. doi: 10.1007/BF2504993.
van Merriënboer, J.J.G., & Sluijsmans, D.M.A. (2009). Toward a synthesis of cognitive load theory, four-component instructional design, and self-directed learning. Educational Psychology Review, 21(1), 55-66. doi:10.1007/s10648-008-9092-5
