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This is a podcast but the website also has a lot of great resources about all sorts of topics that could become an issue in your classroom. I think that this is a great resource and is one that I want to hold onto for my first year of teaching.

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Truth for Teachers: Real talk from K-12 educators

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Check out our growing collection of articles, podcast episodes, online courses, books, and curriculum resources designed to help educators live a more purpose and conscious life.

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This is a resource that has a lot of information for teachers and how to handle different situations that may come up in a public school classroom and how to address this as a Christian.
They have many articles on issues dealing with anxiety, depression, gender and identity and other issues as well.

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I always wanted to be teacher, but a few months in, I realized teaching was a whole lot harder than I thought it would be. Too many of my students just weren’t listening to me; many were outright belligerent. My confidence plummeted, and as much as I hated to admit it, I wasn’t enjoying teaching. Instead, I felt like a failure in my own classroom.

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As I stopped living in fear of the next problem, I began to look forward to teaching. And while I loved those ah-ha moments when my students finally got how to solve equations, the truest joy came from watching God change lives through me.

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TEACHING SOLUTIONS FROM A BIBLICAL PERSPECTIVEYou don't have to figure it all out on your own!We're here to provide the training & support you need to succeed at teaching and make a real impact on the next generation.Reduce Disruptions | Find Balance | Reach their Heartsteaching solutions from a

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This is a great resource that talks about a lot of different ways that technology impacts the early learner. They had a lot to say about why technology is important and what some ways could be that you could use technology in a young classroom.
A few suggestions that they state is to use tools that allow for co-viewing of the technology so that either peers can work together or adult and child are able to view the tool and the adult is there for support. Another idea this stated was to use technology to support digital literacy skills because this is something that students will need in future learning experiences.

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As technology advances, so does the classroom. Technology in early childhood education was very different 10-20 years ago; teachers would interact with the tech and children would observe. Now, toddlers and preschoolers can interact with technology. Interactive media, used on smart devices-smart phones and TVs, tablets, and gaming systems-give young children the ability to participate and guide themselves through learning.

Technology isn't only a staple in life, but also in education. It can be a beneficial tool that allows you to educate, engage, and interact with young learners.

Source
Technology in early childhood education

Technology in early childhood education has transformed over the last 50 years. TVs were used to strengthen lessons and capture the interest of students. Televisions would graduate to computers and smart technology through phones, tablets, and apps.

In early childhood education, technology can be a tool to facilitate learning. In conjunction with interactive media, it plays a large role in guiding the development of young children. It enables them to play, express themselves, and cultivate their skills in a safe, engaging way.

Still, concerns are typically raised regarding technology, interactive media, and early childhood education. Some public health organizations and child advocacy groups concerned with child development and health issues, such as obesity, have recommended that passive, non-interactive technology and screen media not be used in early childhood programs.

With parents and guardians playing a significant role in early childhood education, there are additional concerns with the passive use of screen media in the home. An example is keeping the television on and playing in the background. It can cause irregular sleep patterns, focus and attention problems, and an increase in screen time. However, the findings on the value of technology in children's development can be confusing as they're divided.

While many are likely to agree that too much screen time -the amount of time spent using a device with a screen-can be detrimental, technology, when used right, can be helpful to the educational and developmental success of young children.

Why is technology important in early childhood education

In your experience as an educator, you've likely learned that there is rarely just one way to do something; technology is a clear example of this. In the past, teachers had very few resources at their disposal. They didn't have access to much more than textbooks and props. Now, technology offers more for educators and children. Technology can give you access to more resources, innovative teaching methods, and variety as you create an active learning environment for your children.

Incorporating technology into your children's development and education plan also enables you to create lessons for multiple learning styles. Visual learners can use smart boards or tablets to draw pictures and look at other visual aids, while reading/writing learners can use the same media to absorb information or write down ideas. Music streaming platforms or audiotapes can be helpful for auditory learners. As for tactile learners, these young children can learn by acting out a scene they saw in a video or using interactive media on smart technology devices.

The importance of technology in early childhood education doesn't end there. There are many associated benefits. Technology can:

Support the development of fine motor skills

Strengthen coordination and reaction time

Improve social and emotional development

Promote collaboration and relationships

Build cultural awareness

Help language development

Offer opportunities for information processing

Again, technology is a tool to facilitate learning, and when used appropriately, it can have remarkable effects on early childhood education.

Source
How to incorporate technology in the classroom

When introducing technology to the classroom, you have many options. You now have access to smart devices that feature apps, digital books, games, and more. With the abundance of technology, how can you manage it? How do you decide when, how much, and how often to use it?

The Department of Education lists four guiding principles for using technology:

Technology-when used appropriately-can be a tool for learning.

Technology should be used to increase access to learning opportunities for all children.

Technology may be used to strengthen relationships among parents, families, early educators, and young children.

Technology is more effective for learning when adults and peers interact or co-view with young children.

Technology-when used appropriately-can be a tool for learning

Technology isn't always used for learning, but it can be. Author Lisa Guernsey of Screen Time: How Electronic Media-From Baby Videos to Educational Software-Affects Your Young Child provides guidance on how early childhood educators can determine technology use for young children. You can use the Three C's-the content, the context, and the needs of the individual child-to create parameters.

You might ask: How does this help children learn, engage, express, imagine, or explore? What kinds of social interactions (such as conversations with parents or peers) happen before, during, and after using the technology? What does this child need right now to enhance their growth and development?

Technology allows young children to engage and explore. When used appropriately, it allows them to participate actively in their education through playing and problem-solving.

Technology should be used to increase access to learning opportunities for all children

It's no secret that the learning materials of the past were limited. Depending on when you went through early childhood education and development, you likely had access to textbooks, library books, and possibly a few videos. With technology, the resources for today's children are virtually limitless. The learning opportunities go beyond the words in a textbook and can introduce children to information and cultures beyond their classroom and community. Technology allows you to present diversity to young learners, for example, by exposing them to different types of people, music, and family structures.

Technology may be used to strengthen relationships among parents, families, early educators, and young children

The COVID-19 pandemic and its effects on education demonstrated how important technology is in the classroom. If the pandemic had occurred before the turn of the century, it's impossible to guess how millions of children and early educators would have kept up with lessons. Fortunately, with greater access to technology-computers, smartphones, tablets-teachers could still teach, connect, and strengthen their relationships with children through video-chat interactions.

Additionally, technology also allows families to strengthen their relationship with their children and with you. Digital portfolios and progress reports allow you to share what lessons the children are learning, but it also allows families to be more active participants in their child's education by tracking their progress. It enables you, the educator, and families to work collaboratively to strengthen and reinforce what they learn in the classroom.

A child's education is not solely left up to educators and administrators. With the help of technology, all parties-teachers, parents, and administrators-can be actively aware of the child's progress and use technology and interactive media to work towards their success.

Technology is more effective for learning when adults and peers interact or co-view with young children

Many technological devices are designed for singular use. Computers, smartphones, and tablets are typically meant to be used by one person at a time; however, the Department of Education explains that children learn more from content when parents or early educators watch and interact with children.

Engaging with and encouraging children during and after a lesson can help solidify the information and lead to more effective learning.

It's up to you to determine how you use technology in the classroom. As long as you plan active, engaging activities, focus on content, monitor screen time, and work together, you should be able to use technology to create a successful educational and developmental learning environment for young children.

Source
Examples of technology in early childhood education

Depending on their age, young children have different exposure to technology. For infants and toddlers, their experience is almost exclusively guided by their teachers, parents, and families. As they grow to preschool age, they develop more autonomy and independence. This can lead to technology acting as a creative outlet and learning resource.

There are many ways in which technology such as televisions, smartphones, and computers, and interactive media like apps and games, can create a successful classroom environment.

Use technology to introduce young children to diverse images of people and things.

Explore digital materials through shared technology time. Through shared book reading, you can create opportunities to engage with young children by talking to them and introducing new vocabulary.

Incorporate technology activities to teach digital literacy skills.

Create progress reports using audio or visual files to share digital updates with families.

Use video-chat software to communicate with children and families outside the classroom.

Document children's drawings and create digital books with photos to explore digital storytelling.

Expose children to concepts like science, technology, engineering, arts and mathematics (STEAM) by including STEAM activities in your lesson plans.

Technology creates an abundance of learning opportunities in the classroom. With its vast capabilities and your creativity, you can create countless lessons for your children.

Technology is best when it brings people together

Technology is many things. It's a video demonstrating the leaves changing from season to season. It's an interactive lesson about the difference between the letters "b" and "d". It's an opportunity to connect with children and families outside the classroom.

Technology is a bridge that fills in the gaps of the past. Children, teachers, families, and administrators are now equipped with tools that promote safe, active learning in the classroom and beyond. As an educator, you take the lead in shaping the early childhood education and development of young learners. With technology acting as your tool, you can educate, engage, and interact with your children in new, innovative ways.

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As technology advances, so does the classroom. Technology in early childhood education was very different 10-20 years ago; teachers would interact with the tech and children would observe. Now, toddlers and preschoolers can interact with technology. Interactive media, used on smart devices-smart phones and TVs, tablets, and gaming systems-give young children the ability to participate and guide themselves through learning.

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This article provides four guiding principles that if technology is used correctly can do many things for a child's education. These four guiding principles are
#1 Technology- when used appropriately- can be a learning tool.
#2 Technology should be used to increase access to learning opportunities for all children.
#3 Technology may be used to strengthen relationships among parents, families, educators, and young children.
#4 Technology is more effective for learning when adults and peers interact or co-view with young children.

These are great guiding principles to use with not just early childhood students but to continue into elementary school. Technology should always be a tool used to enhance student learning and to increase learning opportunities. This idea reminds me of the SAMR diagram that is used for teachers to evaluate their own use of technology in the classroom.

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The Departments recognize that families and early educators have many different options for using technology with early learners. The Departments believe that guidance needs to reflect the reality that families and early educators have access to apps, digital books, games, video chatting software, and a multitude of other interactive technologies that can be used with young children. Even as new technologies emerge, the Departments believe that these principles apply, though guidance may evolve as more research on this topic is published.

The Departments' four guiding principles for use of technology with early learners are as follows:

Guiding Principle #1: Technology-when used appropriately-can be a tool for learning.

Guiding Principle #2: Technology should be used to increase access to learning opportunities for all children.

Guiding Principle #3: Technology may be used to strengthen relationships among parents, families, early educators, and young children.

Guiding Principle #4: Technology is more effective for learning when adults and peers interact or co-view with young children.

Two documents in particular influenced the development of the Departments' guiding principles: Uses of Technology to Support Early Childhood Practice and the 2016 National Education Technology Plan (NETP).

HHS published Uses of Technology to Support Early Childhood Practice⁹ in March 2015 to examine how technology can be used to support and improve the quality of practice of early childhood practitioners, particularly in their own professional development. The report presented an overview of research related to the use of technology by conducting a literature review and consulting with experts on the topic in four key focus areas: 1) instruction and assessment; 2) parent, family, and community engagement; 3) professional development and informal learning; and 4) facilitators and barriers.

At ED, the Office of Educational Technology released the 2016 NETP, the federal government's flagship educational technology policy document. Titled Future Ready Learning: Reimagining the Role of Technology in Education, the plan articulates a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible for all learners. While acknowledging the continuing need to provide equitable access to technology itself, the plan goes further to call upon all involved in American education to ensure equity of access to transformational learning experiences enabled by technology, including for early learners. ¹⁰

The Departments' four principles state the position of the Departments on this topic and are expanded below.

Guiding Principle #1:

Technology-when used appropriately-can be a tool for learning.

Developmentally appropriate use of technology can help young children grow and learn, especially when families and early educators play an active role. Early learners can use technology to explore new worlds, make believe, and actively engage in fun and challenging activities. They can learn about technology and technology tools and use them to play, solve problems, and role play.

How Do You Determine What is Developmentally Appropriate for a Child When it Comes to Technology?

In Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8, the National Association for the Education of Young Children (NAEYC) and the Fred Rogers Center state that "appropriate experiences with technology and media allow children to control the medium and the outcome of the experience, to explore the functionality of these tools, and pretend how they might be used in real life ¹¹."

Lisa Guernsey, author of Screen Time: How Electronic Media-From Baby Videos to Educational Software-Affects Your Young Child, also provides guidance for families and early educators. For example, instead of applying arbitrary, "one-size-fits-all" time limits, families and early educators should determine when and how to use various technologies based on the Three C's: the content, the context, and the needs of the individual child. ¹² They should ask themselves following questions:

Content-How does this help children learn, engage, express, imagine, or explore?

Context-What kinds of social interactions (such as conversations with parents or peers) are happening before, during, and after the use of the technology? Does it complement, and not interrupt, children's learning experiences and natural play patterns?

The individual child-What does this child need right now to enhance his or her growth and development? Is this technology an appropriate match with this child's needs, abilities, interests, and development stage?

Appropriate use in formal early learning settings

Early educators should keep in mind the developmental levels of children when using technology for early learning. That is, they first should consider what is best for healthy child development and then consider how technology can help early learners achieve learning outcomes. Technology should never be used for technology's sake. Instead, it should only be used for learning and meeting developmental objectives, which can include being used as a tool during play.

When technology is used in early learning settings, it should be integrated into the learning program and used in rotation with other learning tools such as art materials, writing materials, play materials, and books, and should give early learners an opportunity for self-expression without replacing other classroom learning materials. ¹³ There are additional considerations for educators when technology is used, such as whether a particular device will displace interactions with teachers or peers or whether a device has features that would distract from learning. Further, early educators should consider the overall use of technology throughout a child's day and week, and adhere to recommended guidelines from the Let's Move initiative, in partnership with families. Additionally, if a child is eligible for services under IDEA and/or Section 504 and Title II, the student may require specific technology to ensure that the student can access the instructional material.

What Are Some Differences Between Using an e-Book and a Physical Book with Early Learners?

E-books have the potential to provide learning experiences for children and they also have capabilities that are impossible to deliver in print format. For example:

A device can hold a complete library of stories and information for children to explore.

Words and sentences can be highlighted during oral narration.

Children can elect to have a pre-recorded narrator read the entire text out loud to them.

Children can experience embedded interactive features within the text.

On the other hand, research has shown that some interactive features may actually impede a young child's comprehension. 14, 15 An example is a feature that allows children to jump around to different points in the story, which can make it difficult for developing readers to follow a sequence of events.

The optimal way for children to experience a physical book or an e-book is with an adult who is actively involved, 16, 17 asking questions that allow children to expand on what they've read to make connections and providing opportunities to check for comprehension. However, the design of some e-books may dampen parents' desires to play that interactive role. Two research studies have shown that when parents read e-books that have features that asked questions, parents were less likely to play that role with their children while reading together, 18, 19. On the positive side, another research study showed that children who read an e-book with a parent remembered content better than children who read an e-book alone, regardless of what the parent was saying during the reading. ²⁰

When making decisions about incorporating e-books, parents should consider what features are available and when and how they will be used. Bedtime use of e-books may also require additional considerations. For example, currently there is limited research on the impact on sleep when using e-books for bedtime reading, but some research suggests that the backlighting of electronic devices can curtail the amount of time children spend sleeping if a device is used right before bedtime. ²¹

Just as with other educational tools, school-aged children should be taught how to correctly handle and care for devices. These skills and the use of technology should generally not be taught as a separate rotation or class, but rather integrated into the learning objective of the lesson. ²² In some cases, however, individualized instruction may be desirable to meet the specific needs of a child. As children grow older, they should continue to build on this basic skill set with lessons in digital citizenship.

What is Digital Citizenship?

In the Ed Tech Developer's Guide, released by the Office of Educational Technology in April 2015, digital citizenship is defined as "a set of norms and practices regarding appropriate and responsible technology use... and requires a whole-community approach to thinking critically, behaving safely, and participating responsibly online." ²³

As early learners reach an appropriate age to use technology more independently, they must be taught about cyber safety, including the need to protect and not share personal information on the internet, the goals and influence of advertisements, and the need for caution when clicking on links. These skills are particularly important for older children who may be using a parent's device unsupervised. Early childhood educators and administrators should ensure that the proper filters and firewalls are in place so children cannot access materials that are not approved for a school setting.

Distinctions between active and passive use

To understand how to use technology appropriately with young children, families and early educators should understand the differences between passive and active use of technology. Passive use of technology generally occurs when children are consuming content, such as watching a program on television, a computer, or a handheld device without accompanying reflection, imagination, or participation. Active use occurs when children use technologies such as computers, devices, and apps to engage in meaningful learning or storytelling experiences. Examples include sharing their experiences by documenting them with photos and stories, recording their own music, using video chatting software to communicate with loved ones, or using an app to guide playing a physical game. These types of uses are capable of deeply engaging the child, especially when an adult supports them.

Deep engagement is less likely to occur when a device is used passively. In many circumstances, minimal learning occurs when children use devices merely to consume videos on their own. However, screen time should not be the only factor when considering the value of a child's interaction with technology since high-quality, research-based video content can lead to deep cognitive processing in the minds of young children. ²⁴ As most content does not meet this standard, adults need to recognize that what matters most is whether the child's mind is active and deeply engaged with the content. One way an adult can tell if a child is actively engaging with content is for an adult to watch with them (known as co-viewing) and to guide them to a deeper engagement. Co-viewing and the importance of adult interaction is further discussed in guiding principle #4.

Similarly, adults need to be cautious about assuming that a child using a device in a physically engaging way reflects active learning. While actions such as swiping or pressing on devices may seem to be interactive, if the child does not intentionally learn from the experience, it is not considered to be active use. To be considered active use, the content should enable deep, cognitive processing, and allow intentional, purposeful learning at the child's developmental level.

Research on Television Use

Research on television has shown that the impact of children passively consuming content is associated with adverse effects on their health in terms of weight 25, 26, 27 sleep habits 28, 29 and language development 30, 31, 32. One study also showed that fast-paced, cartoon television shows can have an immediate negative impact on executive function skills for four-year-olds. ³³ Executive function refers to a set of cognitive and regulation skills involved in goal-directed problem solving, including working memory, inhibitory control, and flexible shifting of attention. These studies have led to previous recommendations from the AAP limiting the amount of time children have spent with screens.

The Departments further encourage families and early educators to think of ways they can reduce the sedentary nature of most technology use. Technology can encourage and complement physical activity, such as a parent and child using a yoga app together, exploring different varieties of flowers in a neighborhood park while referencing an app to learn about them, or playing console games that encourage adults and children to exercise or dance together.

Additional guidance for families and early educators

Adults should strive to provide balance and moderation when using technology with children. They should set limits that are developmentally appropriate and meet the needs of their children and family. When introducing technology to children, adults should model behaviors such as using technology to promote positive interaction instead of allowing it to interfere with interactions, designating and enforcing face-to-face time that is free of interruptions, and using technology together before allowing children to use it independently.

What is Developmentally Appropriate Technology Use for Children Aged 0-2?

Research shows that unstructured playtime is particularly important for infants and toddlers because they learn more quickly through interactions with the real world than they do through media use and, at such a young age, they have limited periods of awake time. ³⁴ At this age, children require "hands-on exploration and social interaction with trusted caregivers to develop their cognitive, language, motor, and social-emotional skills." ³⁵

Research also shows that children aged 0-2 should not watch media or use technology alone. Children age 12-24 months can learn from videos if parents co-view material with them and use the video as a learning tool to build language skills. ³⁶ Some studies have shown that children in this age range can learn from videos, but do not retain information as long as comparison groups who learned the same material using books with their parents did. ³⁷ When video chatting, children under 16 months show no learning gains, ³⁸ though there may be a benefit in promoting bonding when physical distance limits frequent in-person interactions.

Based on this research, the Departments recommend the following:

For children under the age of 2, technology use in early learning settings is discouraged. With families, technology can be used in active ways that promote relationship development, such as using video chatting software to talk to relatives, friends, and families whom they are not able to see on a regular basis. Parents who are interested in using media with their children can start around 18 months with high-quality content, but should always co-view content and use technology with their children. As determined appropriate by the IFSP team under Part C of the IDEA, children with disabilities in this age range may also use technology, for example, an assistive technology device to help them communicate with others, access and participate in different learning opportunities, or help them get their needs met.

For children ages 2-5, families and early educators need to take into account that technology may be used at home and in early learning settings. New recommendations in the AAP's 2016 Media and Young Minds Brief suggest that one hour of technology use is appropriate per day, inclusive of time spent at home and in early learning settings and across devices. ³⁹ HHS supports more limited technology use in early care settings, and more information on their recommendations can be found in Caring for Our Children: National Health and Safety Performance Standards. ⁴⁰ However, time is only one metric that should be considered with technology use for children in this age range. Families and early educators should also consider the quality of the content, the context of use, and opportunities the technology provides to strengthen or develop relationships. At home, parents can use technology to supplement real-world interactions, for instance, by using an app at the zoo or recapping what they experienced while there.

For children ages 6-8 in school settings, technology should be used as a tool for children to explore and become active creators of content. If children have more than one teacher, those teachers should be aware of how much screen time is being used across subject areas and at home. Students should learn to use technology as an integrated part of a diverse curriculum. At home, parents should set limits they feel are appropriate for their children, understanding the differences between passive and active technology use as well as the benefits of using technology with an adult versus solo use. Parents should also be aware of how much technology is being used in the classroom, what is needed for homework, and how this fits into an overall picture of technology use for their child throughout the day. The AAP has created an interactive Family Media Plan Tool on HealthyChildren.org to help parents be thoughtful about media exposure for their children.

Guiding Principle #2:

Technology should be used to increase access to learning opportunities for all children.

When appropriately used by early learners with guidance and modeling by adults, technology can complement or extend learning in ways not easily achieved otherwise. For example, technology can introduce children more directly to cultures and places outside their community. Although children may have access to print resources from libraries, technology can increase the amount of reference information immediately available to them on a given topic and give them the ability to ask questions of people outside of their classroom. Additionally, within a child's own community, technology should be culturally responsive.

What Does It Mean to Be Culturally Responsive?

Culturally responsive materials are designed to create learning environments that are conducive to learning for all students, no matter their ethnic, cultural, or linguistic background. In a chapter titled "Technology Tools for Family Engagement: The Role of Diversity," in the book Family Engagement in the Digital Age: Early Childhood Educators as Media Mentors edited by Chip Donahue, Kevin Clark suggests that early educators ask themselves the following questions when selecting media:

Do children see different types of people, characteristics, and attributes?

Do children hear a variety of sounds, voices, and music?

Are a variety of situations being depicted (e.g. family structure, lifestyles, power/working relationships?)⁴¹

It is important that these questions are considered across content, including in apps and other media.

Children themselves may be encouraged to take part in creating this content. Technology can help children author their own materials and stories and share their real-life experiences with others, increasing the amount of diverse, culturally relevant, and community-based content in the classroom.

How Does Technology Support STEM and Early Learning?

Technology can be a powerful tool to support learning in science, technology, engineering and mathematics (STEM). There are many resources that use technology to make STEM come to life for young children, allowing access to experiences they wouldn't otherwise have. For example, children can use the panda cams at the Smithsonian National Zoological Park to observe animals that aren't found in their everyday lives, take virtual tours of science museums, and observe cause and effect through simulations and games, without risk of harm.

When combined with social interactions and guidance from parents and early educators, the combination of video and games (transmedia) can be powerful tools at home and in the classroom to promote STEM learning. For example, the Corporation for Public Broadcasting-PBS, a 2010 grantee of ED's Ready to Learn Television program demonstrated significant improvement in 4-year olds' math skills when using the PBS KIDS Transmedia Math Supplement to bolster mathematics instruction. ⁴² The 2015 Ready to Learn Television program grant application included a competitive priority to support scientific literacy, which has additional potential to support young children in STEM.

The "T" in STEM is often confused with technological devices such as tablets, laptops, and other physical devices or with the broad term "educational technology." Educational technology is content agnostic and describes using technology as a tool to promote learning across disciplines or content areas. The "T" in STEM, however, is intended to introduce children to the underlying concepts of building or creating technology, including computational thinking, which is the basic logic underlying computer science and is beginning to be incorporated into early childhood settings.

Digital use divide

The 2016 NETP presents research that points to a widening digital use divide, which occurs when some children have the opportunity to use technology actively while others are asked primarily to use it passively. The research showed that children at lower income levels are more likely to complete passive tasks in learning settings while their more affluent peers are more likely to use technology to complete active tasks. 43, 44

For low-income children who may not have access to devices or the internet at home, early childhood settings provide opportunities to learn how to use these tools more actively. For example, research shows that preschool-aged children from low-income families in an urban Head Start center who received daily access to computers and were supported by an adult mentor displayed more positive attitudes toward learning, improved self-esteem and self-confidence, and increased kindergarten readiness skills than children who had computer access, but did not have support from a mentor. ⁴⁵ Access to technology for children is necessary in the 21st century but not sufficient. To have beneficial effects, it must be accompanied by strong adult supports.

Children with disabilities

The 2016 NETP discusses equity in the context of connectivity, access, and active experiences, including the accessibility of technology by children with disabilities. These include apps, devices, materials, and environments that support and enable access to content and educational activities for all learners. ⁴⁶ The Departments support the creation of "born accessible" materials (a play on "born digital," which refers to materials created specifically for digital platforms) that use the principles of Universal Design for Learning and follow industry accessibility standards from the very beginning of the development process. ⁴⁷ Accessibility is not limited to those with sensory or physical disabilities; it also includes individuals with intellectual or other developmental disabilities.

Universal Design for Learning

In the Elementary and Secondary Education Act of 1965 (ESEA), reauthorized by the Every Student Succeeds Act (ESSA), Universal Design for Learning (UDL) is defined as "the meaning given the term in Section 103 of the Higher Education Act of 1965 (20 U.S.C. § 1003)." In that section of the Higher Education Act of 1965, UDL is defined as "a scientifically valid framework for guiding educational practice that-(a) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (b) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient."

The Center for Applied Special Technology (CAST) developed the UDL framework for making a curriculum inclusive of "flexible approaches that can be customized and adjusted for individual needs." The CAST guidelines encourage instructional practices and educational content that embrace the widest possible diversity of learners. The UDL approach encourages the development of tools that consider this diverse range of users in the original design rather than add-on features. To see the guidelines, refer to the CAST website.

When used appropriately, technology has the potential to help learners of all ages and abilities fully engage in learning by providing greater access to curriculum and improving learning outcomes. ⁴⁸ For instance technology may provide children who struggle to communicate with an efficient means of communicating. One example is an app that enables children to point to a picture or a series of pictures and then says the words that correspond to the selected item.

For IDEA-eligible children receiving early intervention services or special education and related services, decisions about assistive technology use would be made by the child's IEP or IFSP) team under IDEA, as appropriate. For children with disabilities who are not eligible for services under the IDEA, children could receive appropriate technology in a preschool program operated by a recipient of Federal financial assistance or in a public preschool program, regardless of receipt of Federal funds. For students enrolled in public elementary schools who are not IDEA-eligible who are entitled to special education or related aids and services under Section 504, these determinations generally would be made by the group that makes the placement and services decisions for that student under Section 504.

Recommendations regarding active and passive use for entertainment and learning purposes apply to all children, including those with disabilities. For assistive technology that is necessary for the child to communicate with others or allows them to participate in developmentally appropriate activities, age or time limits should be determined together with the child's IEP or IFSP team.

Dual language learners

For dual language learners, digital resources can support language skills development in the home language and English. For example, students and families can use digital tools to create and share stories in their home language that are culturally relevant for classroom use. Educators can use digital tools to adapt materials with translations in both languages to improve comprehension and communication. In addition, oral language development focused on listening and speaking skills can be enhanced in two or more languages using speech-recording and playback features. When used appropriately and sensitively, technology can help meet the needs of dual language learners as individuals and enhance their learning opportunities. ⁴⁹

Guiding Principle #3:

Technology may be used to strengthen relationships among parents, families, early educators, and young children.

Connections between home and school

In early childhood settings, technology can be used to strengthen relationships between early educators and family members. For example, digital portfolios documenting student work through photos, audio, and video recordings enable teachers to share what children are learning in class with families more often and more informally than is possible in traditional school-based conferences. This allows parents to track their child's progress, provides more opportunities for them to validate their child's efforts and accomplishments, and opens up opportunities for the parents to engage their child about their learning to reinforce or supplement it. In addition to using e-mail, text messages, and social media to make communication between early educators and families easier, technology can also be used to provide information and coaching to parents to reinforce at home what is learned at school. In fact, according to the HHS report, Uses of Technology to Support Early Childhood Practice, 40% of parent, family, and community engagement (PFCE) products used video technology to model ideal parent behaviors or coach a parent's behavior. An additional 40% of PFCE products were used to present parents with educational materials. ⁵⁰ Technology has tremendous potential to strengthen communication and connection between families and early educators to the benefit of children.

Strengthening relationships

Technology can also be used to enhance relationships between children and adults and between children when distance or other barriers such as health prevent in-person interaction. While video chatting can be done at any age (as interactions tend to be brief and guided by an adult), "new evidence shows that infants and toddlers can attend to and engage in joint attention during video-chat interactions but do so more effectively after approximately 16 months of age and with parental support." ⁵¹ Video chatting is not limited to interactions between parents and children or grandparents and children, but is also applicable when children communicate with peers.

While technology has the power to bridge the physical divide between children and loved ones in the ways described, technology should not be used to replace meaningful face-to-face interactions. Precautions should be taken to ensure that technology use does not impede the development of healthy, authentic interactions with adults and peers.

Guiding Principle #4:

Technology is more effective for learning when adults and peers interact or co-view with young children.

Most research on children's media usage shows that children learn more from content when parents or early educators watch and interact with children, encouraging them to make real-world connections to what they are viewing both while they are viewing and afterward. ⁵²

The Ready to Learn Television Program

The Ready to Learn Program: 2010-2015 Policy Brief, published in March 2016, summarized ED's Ready to Learn Television program research on the effectiveness of three educational television production organizations. ⁵³ The brief reported on 15 effectiveness/summative research studies with children aged 3-8 using media in informal learning settings (such as after school or child care programs); 7 of the studies focused on learning at home. From the 7 studies that focused on learning at home, positive associations were found between at-home engagement and children's math learning with children whose parents received interventions such as content guides and suggestions for supplemental activities. The studies also found that parents' awareness of children's math learning increased their likeliness to engage in activities and strategies to help their children learn math. ⁵⁴

While technology such as tablets and smartphones are designed to be handheld and lend themselves to individualized instead of shared experiences, children may benefit greatly when parents are actively involved while children use such devices. One research study of maternal interaction with 15-month olds found that the infants are 22 times more likely to transfer learning from a touchscreen to a real object, but only if the interaction with the mother was highly scaffolded with high levels of maternal input and emotional responsiveness. ⁵⁵

There are many ways that adult involvement can make learning more effective for young children using technology. Adult guidance that can increase active use of more passive technology includes, but are not limited to, the following:

Prior to the child viewing content, an adult can talk to child about the content and suggest certain elements to watch for or pay particular attention to;

An adult can view the content with the child and interact with the child in the moment;

After a child views the content, an adult can engage the child in an activity that extends learning such as singing a song they learned while viewing the content or connecting the content to the world.

How Can We Protect Privacy and Security for Young Children?

The Children's Online Privacy Protection Act (COPPA) (15 U.S.C. § 6501-6505) governs online collection of personal information by online services such as apps and websites from children under aged 13. For example, before a developer can collect personally identifiable information from a child under 13 verifiable parental consent is required. Any information collected from a child, including photos of the child or a voice recording, must be protected by reasonable security measures. The Federal Trade Commission, which enforces COPPA, has said that school officials can act in the capacity of a parent to provide consent to sign students up for online educational programs at school.

If technology is being used in a school setting, the Family Educational Rights and Privacy Act (FERPA) might also protect the child's privacy online. More information on FERPA is available through the U.S. Department of Education's Privacy Technical Assistance Center: http://ptac.ed.gov/.

Regardless of whether either of these two statutes applies, families and educators should evaluate an app's privacy policies prior to using the app. Assistance on what to review for can be found in the PTAC Model Terms of Service.

Advertising and in-app purchases

Beyond ensuring privacy and security, before downloading an app, families, educators, and others who work with young children also need to evaluate whether the app offers in-app purchasing or advertising. Many apps, particularly those that are free, offer advertising or in-app purchases, both of which are generally inappropriate for young children. Many methods of online advertising have the ability to track a user's behavior across multiple sites and services, putting a child's privacy and security at risk. Additionally, parents should also evaluate whether the app includes advertising, particularly age-inappropriate advertising. While adults can sometimes protect from in-app purchases by using appropriate passwords or disabling in-app purchases at the device level, a best practice is to choose software for very young children that avoids in-app purchases and advertising altogether.

Parents and early learning educators should stay up-to-date and informed

Parents and early learning educators who follow the Departments' principles can help ensure that technology is being used intentionally and appropriately to expand a young child's learning and enable experiences and opportunities that previously were not available. However, not all technology is appropriate for young children and not every technology-based experience is good for young children's development. To ensure that technology has a positive impact, adults who use technology with children should continually update their knowledge and equip themselves to make sophisticated decisions on how to best leverage these technology tools to enhance learning and interpersonal relationships for young children. Some sources for information on how to do this include: Common Sense Media, Fred Rogers Center, Joan Ganz Cooney Center, National Association for the Education of Young Children, and Zero to Three.

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Guiding Principles for Use of Technology with Early Learners - Office of Educational Technology

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The Departments recognize that families and early educators have many different options for using technology with early learners. The Departments believe that guidance needs to reflect the reality that families and early educators have access to apps, digital books, games, video chatting software, and a multitude of other interactive technologies that can be used with [...]

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The NAEYC (National Association for the Education of Young Children) has published this article about the use of technology with young learners. In this article they discuss some of the key skills that are learned by using technology in the classroom. They do say that allowing children to explore with technology develops creativity and "enhance feelings of success".
I think that this website is a very reputable source when it comes to early childhood education. They have a variety of other resources on their website that I have used on multiple occasions for projects.

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Technology and Young Children: Preschoolers and Kindergartners

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Examples of how educators can implement technology and interactive media in the classroom by using these tools and effective practices for preschoolers and kindergartners

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This article provides reasons why technology is important to include in the early childhood classroom. They point out that touchscreens are the easiest for young learners to use because of their developing motor skills. I had not thought about that before. It can also promote social and emotional development because you can use technology in a way that allows students to cooperate on a project. I also had not thought of this but they say that using technology can encourage students to follow multi-step directions. They say this is because for example they would have to turn the device on, swipe to the right (or however to unlock it) and the open the app being used. I thought that this was interesting and I had not thought about the multi-step directions included in using technology.

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When it comes to the role of technology in the early childhood education years, it can be a bit of a controversial topic. While some people may think that young children don't need technology, it can actually play a positive role in a child's learning and development. Plus, in today's technology heavy world, learning how to use it is a necessary life skill. It's not only the students who benefit with the use of technology though. It also provides early childhood educators with unlimited access to newer, more innovative teaching methods that allow them to facilitate an active learning environment for their young students.

Supports Social and Emotional Development

Using touchscreen devices are the easiest for preschool age children, as their fine motor skills are still developing. When touchscreen devices are used in the correct way, they can actually encourage children to work together and improve their social skills by taking turns and sharing ideas as they complete online activities side by side and view educational content.

Encourages Students to Follow Multi-Step Directions

It's not always an easy task to teach young children to listen and recall when it comes to following directions, but using digital devices in the classroom, such as tablets, computers, and smart boards, all require children to follow multi-step directions. Examples of this are turning the device on, swiping to the left or right, and selecting items on a screen.

Helps Teach Basic Academic Skills

One of the main uses for technology in the classroom is teaching and reinforcing core academic skills. One simple learning activity designed for a tablet or computer can help children learn counting, numbers, letters, colors, sounds, matching shapes, etc. Activities can be adapted to fit the individual needs of the student much easier than traditional printed worksheets and packets. For example, students who breeze through an online activity could be switched to a more advanced level, whereas students who are struggling to answer questions correctly can review the material they answered incorrectly or be redirected to another activity that's more on their level.

Makes Learning an Enjoyable Process

Not all students naturally love school and learning, but most students do enjoy using technology. This is something that early childhood educators can use to their advantage when it comes to getting all children to enjoy the learning process. Technology offers lots of fun and innovative activities that appeal to children of all ages.
How to use technology to your advantage as an early childhood educator:
· Early childhood educators can use technology in a purposeful way, much like they do with other learning materials, such as art supplies, blocks, books, toys, etc.

· Technology allows teachers the ability to record, save, and share what they learned in class that day, or more specifically during a particular lesson.

· Assistive technology can also be a helpful tool in communicating with or promoting the development of children with special needs or disabilities.

There are numerous benefits associated with introducing technology to young students. Early childhood educators should embrace the use of technology in the classroom as it helps children build up their academic and social skills as well as teaching them how to navigate digital devices which will serve them well for many years to come in this rapidly changing, tech-savvy world. Athena Career Academy offers an accredited ECE degree program, and our goal is helping you succeed. Contact us today for more information about how to apply!

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Why is Technology Important in Early Childhood Education?

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When it comes to the role of technology in the early childhood education years, it can be a bit of a controversial topic. While some people may think that young children don't need technology, it can actually play a positive role in a child's learning and development.

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This article talks about the struggle that Early Childhood Educators face when using technology in the classroom. They mention how during COVID times, technology was in a way forced into many young children's hands as a way of learning. This means that we as educators need to be using it in a way that provides high-quality learning experiences. They suggest using digital resources as a way for incorporating the technology into learning. They also talk about edtech examples that are being used to "advance learning goals and remove barriers to seeing and applying new concepts."

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The pandemic accelerated the movement toward using technology at all levels of teaching and learning. While schools and homes were inundated with options of what educational technology to use, often the questions of why and when to use it were glossed over. Especially in early childhood, we must examine the questions of what technology trades off with in the learning environment and what nontechnological pedagogies and tools we must protect.

High-quality instruction takes place within a specific context, so how can we weigh the affordances of learning with and without edtech to balance the needs of early childhood teachers, their students, and their families?

Using technology and media in learning, especially in early childhood, should never replace opportunities to build the critical relationships that form the foundation of a learning environment. For a child to learn, they must feel connected and valued within a community that recognizes strengths and challenges of all types, and that makes experimentation and mistakes normal and safe. Technology and media do not replace a caring interaction that demonstrates these values. Digital resources should therefore be used sparingly and for specified purposes that would be hard to accomplish without them.

However, when teachers were provided with a curriculum that utilized video clips, online games, and apps to introduce and practice specific skills, and then used these resources in whole group and small group interactions to spark discussion and collaborative problem-solving, students learned more, teachers spent more instructional time focused on the learning goals, and teachers felt more confident in supporting learning of the content.
Courtesy of WBGH
All edtech resources should ensure that students are engaged in learning as it unfolds most naturally, by driving exploration and discovery through their own questions, at their own pace, and in their own ways. Therefore, we design and integrate edtech in service of the learners and the learning environment.

For example, the Preschool Data Toolbox App (free download in the App Store or on Google Play) helps young children learn about data collection and analysis. In a classroom setting, the time spent collecting and organizing data, and creating accurate and clear representations, is a significant barrier to teaching students about data. Simplifying and speeding up this process frees up valuable time for understanding and "reading" graphs.

At left, a quick question about a class's favorite fruits is made into a graph, which could be used as part of a lesson about healthy eating or what children bring in their lunches. However, the app is not meant to be used exclusively to teach about data. Children still explore their environments with hands-on materials and physical movement, ask questions, and consider when collecting data can help answer questions. They create object and picture graphs and compare them with bar graphs in and out of the app. In this way, the app can facilitate and scaffold learning about data and analysis, and connect with other areas of the curriculum.
Courtesy of WBGH
From the game Coconut Star

Similarly, in Early Science with Nico & Nor, developed in partnership with Digital Promise, SRI Education, and WGBH, Coconut Star is used to experiment with variables like force, incline, and surface material as a coconut is pushed and rolled to a target. Preschoolers can adjust inclines when the coconut rolls onto grass versus dirt versus metal, as well as the power of the kick that launches the coconut, and then get feedback about whether the coconut rolled too far, didn't roll far enough, or reached the target. While the app does not replace experimenting with conditions of a ramp setup in real life, it does offer a controlled environment for more precise representations of scientific phenomena.

Each of these edtech examples uses technology intentionally to advance learning goals and remove barriers to seeing and applying concepts. But these resources never replace the hands-on explorations and child-driven questions and discoveries that unfold in a vibrant classroom.

Thus, when edtech is used in isolation, without consideration of learning goals and without integration into the larger curriculum or classroom structure, it is better not to tech. But when edtech is used in ways that enhance nontech materials and methods, they can be used productively to address specific learning goals in ways that align with typical classroom routines.

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Using Technology to Enhance Early Childhood Education

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The pandemic accelerated the movement toward using technology at all levels of teaching and learning. While schools and homes were inundated with options of what educational technology to use, often the questions of why and when to use it were glossed over.

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This is a Google tool that is like Microsoft Powerpoint. It has less of the fancy bells and whistles that makes it simpler for young students to use.

1. This could be used for a project-based learning approach. The idea would be that they are gathering information and using Google Jamboard to present their findings to a group of their classmates or whole class.
2. This could also be used to give students a cooperative learning experience. This would mean they are working together and using this tool to deliver their information and work on their project collectively.

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Steven Hope, Head of Independent Learning, Leeds City College

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Google Jamboard: Collaborative Digital Whiteboard | Google Workspace for Education - Google for Education

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A collaborative, digital whiteboard makes it easy to create without boundaries and share ideas in real time. Jamboard moves the whiteboard to the cloud.

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This is a really cool tool that houses a lot of different interactive science simulations. This is another way to learn about a topic rather than a lecture. Students are able to work through the simulation and use it for different types of projects.

1. I could use this to provide the students with data for a science project. There is a simulation for populations that I would use for this with elementary students.
2. I could also use this for students to first experiment with a science or math concept. And then after they had time to explore we would discuss what some of the conclusions they made were.

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By converting our sims to HTML5, we make them seamlessly available across platforms and devices. Whether you have laptops, iPads, chromebooks, or BYOD, your favorite PhET sims are always right at your fingertips.Become part of our mission today, and transform the learning experiences of students everywhere!

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This is an online presentation tool that allows your presentations to become interactive. It reminds me of a Peardeck or Nearpod. It is able to connect with platforms such as Google Classroom. It is something that is usually used school-wide. The only downside to this is that it is something that requires a subscription.

1. I would use this to deliver important information to students. Something like this tool would make a sit and listen lecture more interactive for students.
2. I could also use this tool to do a quick pre-assessment with students. The teacher is able to set a presentation for students to either write or draw a response to the question and this can lead to further discussion that leads then into the lesson.

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Creativity,
made easy

With over two thousand templates to choose from, you can unleash your creativity in no time. Ranging from education to business to personal use, Buncee Templates gives you a jump start on any creation, but with the freedom to add your personal touch. Choose from our in-house templates, or select a custom template uploaded by your admin on Buncee for Schools and Districts.

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Buncee | Create, Present and Share Engaging Multimedia Lessons

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Buncee is an easy-to-use tool for your school's creation needs. Empower student voice, create engaging class materials, enhance school communications, and more!

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This is something that is used to make mind maps. It is an online tool that will do this, students are able to add pictures and words to describe the mind map pieces.

1. I think this could be used in a reading unit. Students would be able to make a mind map about the content that they have read and the plot line of the book.
2. Students could also use this to support their understanding of the content and it helps them to see how everything ties together with one another.

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MindMeister: Online Mind Mapping and Brainstorming

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Create, share and collaboratively work on mind maps with MindMeister, the leading online mind mapping software. Includes apps for iPhone, iPad and Android.

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This is an online platform that supports education of students. Teachers are able to assign different homework assignments either from the Seesaw library or create your own assignments.

1. Students are able to comment and see what their peers are posting about a topic. They are then able to interact with the posts.
2. You could also use this to send homework assignments to students and they are sending them back. This is kind of like a Google Classroom set up or Blackboard where students are submitting homework online for grading.

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Seesaw | Elementary Learning Experience Platform

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Seesaw | Elementary Learning Experience Platform

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Elementary Learning Experience Platform | Seesaw

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Seesaw is a Learning Experience Platform with 25M+ users, enhancing elementary education, engagement, and school culture while improving academic success.

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This is a tool that I am using for this assignment. It has different formats that you can set up depending on what you as a teacher are wanting the students to do.

1. This could be used for a quick answer to a question either asked before or after the lesson. This would be a way that the teacher is able to check student responses and their understanding either before a lesson as a pre-assessment or it could be a quick formative assessment at the end of the lesson.
2. It could also be used for students to write a formative assessment for students to work in groups to come up with an answer and then it could be something that is discussed with the class.

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This is an online tool that teachers can give formative quizzes to students. It uses an AI feature to generate quiz questions and gives students an appropriate quiz based on their grade level. It also gives the option to import a google form quiz into the quizalize format.
I think that because this does not have grade levels for elementary students it wouldn't be something that I would learn towards using. But it does have some fun categories that could be a good brain break option if I was in need of a new idea.
1. This could be something that is used as a precursor to the unit that is going to start. Since this has so many different things that it can make quizzes for that you could do this with different grade levels.
2. This could also be used as a brain break option, like I mentioned earlier. This could be something just fun to do if there is a little bit of free time before something else is happening.

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"I love all of the information about student performance I get as a teacher. It helps me to quickly identify stronger students and weaker students, as well as concepts at the class level that students struggle with. Thank you so much for providing such a useful platform for teachers to use to engage our students and measure their performance!!"

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Quizalize - The best quiz platform for remote or real classrooms that delivers game-changing results

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Engage your class with fun, standards-tagged quizzes. Get instant data on student mastery. Automatically differentiated follow-up activities.

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EDUC 346- tpack circles for tech tool box

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Flip is a video app that allows students to post a video and each of the other students in the class are able to see what others post.

1. This would be great for early learners because they are able to use verbal words to explain or an idea rather than written words. I think that this would be appropriate to use as a reflection over a lesson.
2. I think that this would also be appropriate to share more informal information like what students did over Christmas or summer break.

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We express ourselves in different ways. On Flip, you can use our simple and fun built-in camera to record your thoughts, add effects and share within your Flip group as video, audio only or text in your web browser or mobile app.

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Flip is a video discussion and sharing app, free from Microsoft.

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Flip (formerly Flipgrid) is a video discussion and video sharing app, free from Microsoft, built for classrooms and beyond. Learn more.

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This is a video tool that is in the format of an app. Students will sign up to be in a class and then they are able to post a video to respond to a question or prompt. Others in the class are able to view the videos posted and comment on each others.
1. This would be a great tool for elementary students. They are able to share their thoughts on a question that was asked. It is also a great formative assessment because the teacher is able to hear what the child is thinking and how they explain something versus a picture of written explanation. Giving students the option to speak their ideas will help to see if they know the information or if the developing writing skills are holding them back.
2. This could also be great for students to ask other students questions and promote a discussion about a given topic.

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We express ourselves in different ways. On Flip, you can use our simple and fun built-in camera to record your thoughts, add effects and share within your Flip group as video, audio only or text in your web browser or mobile app.

# data[].attributes.attachment_link.title
Flip is a video discussion and sharing app, free from Microsoft.

# data[].attributes.attachment_link.description
Flip (formerly Flipgrid) is a video discussion and video sharing app, free from Microsoft, built for classrooms and beyond. Learn more.

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This is a great way to begin to incorporate technology into the classroom with early childhood students. This involves students using paper to draw pictures and then voice recording using an iPad the slides and the student's voice.

1. One way I could use this is if the students had just learned about the life cycle of a butterfly. Students would be drawing pictures of the life cycle and then recording their voice explaining the different stages of a butterfly.
2. Another way that this could be used is to submit an exit ticket. If I was to ask a question about the lesson, students could draw a picture and then use the camera on the iPad to record the pictures and the student's voice speaking about their answer to the question.

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Paper Slide Video - It is just that easy

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This is an online technology tool that has a wide selection of educational games created by educators. There is also the option to create your own if you don't like what they have.

1. I think that this could be used as an early finishers activity for young learners. I would use this if students got done with a test or assignment earlier than others.
2. This could also be used as supplemental for a child who is struggling with certain skills. This would be a fun way to engage them in the content that they would enjoy.

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TinyTap is a social platform which empowers families, teachers and students to learn from each other by creating their own personalized interactive lessons and games and playing thousands of new ones shared daily by a worldwide community of educators and learners worldwide.

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This is an educational resource typically used as a review game such as Kahoot.

1. This would be great for an early childhood classroom. I would want to use it as an alternative to paper/pencil reviews or even using a Kahoot. This is because of its game show like set up.
2. I think that this is also a tool that could be used for students to warm up to the content. I think it would be great before the start of a new unit.

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This is an online tool that is usually used by a whole school instead of an individual class. It is a learning platform that teachers are able to send homework and announcements out to both parents and students.

1. It would be great for early learners because it has a wide selection of tools that could be used with your young learners. The teacher is also able to create their own assignments and send those to students.
2. It is also very parent and user friendly. This helps younger learners because it is user friendly and it does not get too complicated on the student side of things. Students in 2nd grade maybe even 1st could easily navigate this.

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Seesaw | Elementary Learning Experience Platform

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Seesaw | Elementary Learning Experience Platform

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Elementary Learning Experience Platform | Seesaw

# data[].attributes.attachment_link.description
Seesaw is a Learning Experience Platform with 25M+ users, enhancing elementary education, engagement, and school culture while improving academic success.

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EDUC 346-Lesson2 National Holidays Project

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This is something that turns a presentation into one that the students can interact with. I mentioned it in a different category but it works for a formative assessment as well. This is because the teacher is able to ask a question and get a quick answer from the students in multiple formates such as short answer or multiple choice that will give them a quick understanding of where their students are in their understanding of the content.
1. This could be used to gather information quick about a student's self-assessment of their own understanding. This could be done with a thumbs up, down or sideways response to a question.
2. This could also be used to gather more formal formative assessment data like students answering a specific question and the teacher can review the answers given.

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This is a modern classroom game. It is a game that students can play multiple purposes. It could be used as a formative assessment to give an informal piece of data about where the students are in their understanding. When playing this game, the teacher is able to see their student's progress in the game. It is also able to be assigned as homework for either an assessment or review.
1. I would use this as a check for understanding. Primarily as an end of unit review before moving on to the next topic.
2. I could also use to engage students with the content and give them a little "brain break" before returning to the lesson.

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This is another tool to hold on to and refer back to when using technology in the classroom.

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SAMR stands for Substitution, Augmentation, Modification and Redefinition. It is a rating scale that teachers can use to evaluate their own use of technology in the classroom. We strive to be at the modification and redefinition side of the scale.

Resources:
http://karenkornerblog.blogspot.com/2015/05/samr-for-prek-and-k.html

http://karenkornerblog.blogspot.com/

https://sites.google.com/a/msad60.org/technology-is-learning/samr-model

https://theowlteacher.com/all-about-the-samr-model/

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TPACK stands for Technology, Pedagogy, and Content Knowledge. It focuses on how the technology, approach to teaching and the content are all working together to support learning in the classroom.

Resources:
https://activitytypes.wm.edu/SocialStudies.html

https://activitytypes.wm.edu/

https://matt-koehler.com/tpack2/tpack-explained/

https://edtech-class.com/2021/06/30/all-about-tpack-a-teachers-guide-to-the-tpack-tech-integration-model/

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I used Instagram as my social media platform for this project.

Reflecting back, I found that the posts that I wanted to see were things about what different teachers tried in their classroom and what worked, or didn't work. I found that one difficult thing about this project was finding good accounts to follow rather than ones that were posting about countdowns till Spring Break or family vacations.

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Professional Learning Network -EDUC 346  (1)

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I think that a Mystery Skype would be so much fun to do with students. Having experienced it already twice I think that this could fall into a social studies geography unit really well. I would want to make sure that students are coached through this process and provided with as much support as they need in order to successfully complete this.

1. I would want to use this when teaching students about social studies. I think that this would be used in a geography unit. But it could also be used in either in a writing or pen pal situation.
2. A mystery skype could also be used to develop problem solving skills and cooperative learning skills, especially in elementary students.

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This is a feature of google earth where you can make a sequence of places to flip through with a storyline.

1. This would be great to use with students especially in social studies so they can see where people traveled in comparison to where they are now. You could also use it to show personal student stories of where they went over vacation or where they have lived.
2. This could also be used to show students where different events took place in history. There are so many big events that children learn about and using this tool would help them develop a sense of understanding about our world and how big it is.

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Prerequisites

No programming skills needed!

A Chrome browser (download here), logged into your Google Account. Don't have one? Sign up here.

Let's Get Started!

The new creation tools in Google Earth allow you to easily create and share maps and stories about our world as an Earth project. You can create a project on any subject of your choosing, drawing placemarks, lines and shapes, adding rich contextual information to your places (text, links, images, videos, 3D views and Street View), and organizing your project into a narrative flow. You can share your project and collaborate with others. In presentation mode, viewers will fly from one place to the next following the narrative of your project, immersing them in the journey through Google Earth's imagery and the custom content you provide.

This tutorial will introduce you to the new creation tools, and walk you through the process of creating and sharing your own Earth project. In order to complete this tutorial, you will need some text, photo and video content to add to your project. You can use your own content or you can use the sample content provided by our friends at the Jane Goodall Institute (JGI). Download the zip file below for the JGI images and extract the contents to a folder on your desktop.

JGI_sample_content.zip (249k Zip file)

If you choose to follow along with our Jane Goodall example, you may want to preview the finished sample Jane Goodall story before you start the tutorial.

Create a project and add places

1. Open Google Earth on your computer: https://earth.google.com/web

2. Click on the Projects icon in the left-hand navigation.

3. If you've never created a Project before, you will click the Create button to create a new project. If you've created Earth projects before, then you'll see a list of your projects and can click the New project button to create a new project. If you're not already logged into your Google account, you'll be prompted to do so.

4. In the Project Details panel, click the Edit button to the right of Untitled Project to edit the project's title and description. In this case, we've supplied some text below for you to copy and paste into these fields.

Project Title: Jane Goodall's Journey to Gombe

Description:
Jane Goodall is one of the best-known naturalists and conservationists in the world. Her work revolutionized our understanding of chimpanzees. She started the Jane Goodall Institute, which works for chimpanzee conservation across Africa.

You'll notice that your edits are automatically saved in Google Drive as you work.

5. Now it's time to add your first place to the map. There are two ways to add a place: dropping a placemark on the map or using Search to find a place. First, we'll try adding a placemark to the map:

Navigate around the globe until you see England. Now, click the Add placemark button in the creation toolbar at the bottom left-hand to activate the placemark tool.

Then click on the map, on England, to add the placemark.

Tip: If you are not seeing country and other place names on the globe, try changing your Map Style. Click on the Google Earth menu button and select Map Style. Change your Map Style to Exploration so that you can see place names on the globe.

6. In the Save to project box, click into the Title field and name your placemark "Jane's Childhood". The Project field should be set to "Jane Goodall's Journey to Gombe". Then click Save.

You should see your titled placemark appear in the list of features in the Project Details panel.

7. On the Nairobi National Museum Knowledge Card at right, click the Add to project button.

Click Save to add the second place to your project. You can close the Knowledge Card by clicking on the X in the top-right corner.

Adding a place from Street View

1. Now let's add a third and final place - this time a place in Street View! Use the Search tool again to fly to "Gombe National Park", but close the Knowledge Card without adding it to the Project.

2. Click on the Street View pegman in the bottom right corner. Blue lines and dots will appear wherever Street View imagery is available. Click on the blue line or dot to enter Street View on one of the forested hills in the park.

3. Navigate through the Street View until you find the view you'd like to add to the place. Click the Capture this view button.

4. Title the placemark "Gombe National Park" and save it to your project.

Preview your finished project

1. Click the Present button to see your project presented in a narrative format.

2. Click next and previous buttons in the Table of Contents at bottom left to fly to each feature in your project. Click the back button - the arrow in the top left corner - to exit the presentation.

Tip: You can also drop a placemark on the globe by clicking the New feature button and select Add placemark.

Tip: To change the narrative order of your project, go to the Project Details panel and reorder the feature list by clicking and dragging the features into a new order.

Add rich information to your places

Adding photos, videos and text

1. In the Project Details panel, hover over the first feature in your project and click the Edit button to open the Property Editor panel.

2. Click on the Camera button.

Here you will see options to upload an image from your computer, choose a photo from your Google Photos albums, search the web for images, select an image by URL or add YouTube videos.

Using the search option, search for images of Bournemouth (Jane's childhood home) and select one that you like. Click Select to see the image appear with a thumbnail view in the Property Editor panel.

3. Click the camera button again to add a second photo. Search for and add a second photo. Adding multiple photos will create an image carousel in your Info box.

4. Click the Description field and copy and paste the below text. This box has basic formatting options available, including bold, italics, underline, bullet lists, indentation, and hyperlinks. Text starting with "http.." will automatically be hyperlinked.

Jane Goodall grew up in Bournemouth, England. Growing up, she was fascinated by all kinds of animals. When she was young, her favorite books were Dr. Dolittle and the Tarzan series. All she wanted to do was go to Africa, observe the incredible animals living there, and write books about them.

Previewing changes

Click the Preview presentation button to see your changes in presentation mode. Click the back button to go back to the Property Editor panel and continue editing.

Styling placemarks

1. Scroll down the Property Editor panel and find the Placemark section. Click on the placemark size and change the size to Large.

2. Click on the paint bucket icon to change the placemark color to yellow.

3. Click on the placemark overflow menu and select See more icons. Search the icons using the word "book" and select the book icon to represent Jane's childhood.

Tip: You can also add a custom icon (your own icon image file) by clicking the placemark overflow menu and selecting Upload custom icon. Your icons must be in jpg or png file format and we recommend you use an image size of 128 x 128 pixels or 64 x 64 pixels (extremely large icons may impact the performance of the app).

Adding 3D views

Now that we know Jane grew up in Bournemouth, let's make the view in Earth of Jane's childhood more specific and immersive.

1. Click on the placemark and drag the marker to Bournemouth (just west of Southampton along the southern coast of England). You may need to zoom and pan the map to get a better view of the town.

2. Now, tilt and rotate the Earth's surface using the compass or keyboard shortcuts until you find a view of Bournemouth that you like.

3. Click the Capture this view button. This associates this 3D view with your location, and in presentation mode when you visit this location, the map will fly to this view.

Changing the Info box

You can change the style of the Info box that displays your content (text, photos, videos, etc).

1. In the Property Editor panel click the drop down arrow on the right-side of the Info box and change the Info box from Small info box to Large info box.

2. Click the Preview presentation button to see the changes. Decide which style you like best!

Add information to your second placemark

Now let's add information to the other placemarks in your project.

1. Click the back button to go back to the Project Details panel.

2. Hover over the second placemark and click the Edit button .

3. Keep the title "Nairobi National Museum" given by the Knowledge Graph, but add a new description to this placemark:
In 1957, on a visit to Kenya, Jane met the famous anthropologist and paleontologist Dr. Louis Leakey, and was hired as a secretary. Dr. Leakey was looking for someone to begin a study of chimpanzees to gain insight into human beings' evolutionary past.

4. Add an image by uploading the file titled jane_and_leakey.jpg (found in JGI_sample_content.zip) from your computer.

5. Set a 3D view and click the Capture this view button.

6. Now edit your third and final placemark, Jane's Peak. Add the following description:
Jane Goodall arrived in Gombe in July of 1960. The area was located in what was then the British protectorate of Tanganyika. It was unheard of at the time for a young woman of 26 to travel into the forests of Africa alone. Armed only with her binoculars and a notebook, Jane would climb to Gombe's highest peak in search of the chimpanzees. Over the years, Jane's research led to many new discoveries, for example that chimpanzees know how to make and use tools, like humans do. Her research team has studied the behavior and followed the lives of the chimpanzees of Gombe for many decades now.

Adding videos

While still in the Property Editor panel for the third placemark, click on the camera button and select YouTube. You may search for a YouTube video or you can access your public YouTube videos. If you have an unlisted YouTube you'd like to add, you can enter its URL in the search box to select it.

Add lines and shapes to your project

Draw a line

1. In the Project Details panel, click the New feature button and select Draw line or shape (Note: You can also click the Draw line or shape button in the creation toolbar at the bottom of your screen).

2. On the map, click to add a series of points to draw the line. Each time you click, a new segment is added to your line. To finish your line, press enter. For the Jane Goodall project, you might draw the path that a boat would take to get from the nearest city (Kigoma) to the research station in Gombe.

3. In the Add to project box, name your line and click Edit place.

4. Click on the color palette to select red for your line color. Alternatively click Custom colors to create your own color swatch (Note: the hexadecimal code can be edited directly for exact web color matches).

5. Zoom out to so that you can see the entire line and click Capture this view.

Tip: If you open the Property Editor panel for your line, you will be able to drag and move your line points to reshape your line, but you can't delete or add segments.

Draw a shape

1. Now, we'll add a shape. In the Project Details panel, click the New feature button and select Draw line or shape.

2. In the Add to Project box, name your shape and click Edit place.

3. In the Outline width and color section, change the outline to red.

4. In the Fill color section, change the fill color to yellow. You can also change the transparency using the drop down menu above the color palette.

5. Adjust the view and click Capture this view.

Tip: You can reshape your polygon by clicking and dragging points, but you can't delete segments. You can not click and drag your entire shape to a new location.

Add slides to your project

1. In the Project Details panel, click the New feature button and select Fullscreen slide.

2. Give the slide a title and description.
Jane Goodall's Journey to Gombe This is the story of Jane Goodall and her groundbreaking research with chimpanzees in Gombe National Park.

3. Add an image by selecting the Camera button, then Upload and selecting the file entitled jane_peak.jpg (found in JGI_sample_content.zip) from your computer.

4. Click the back button to get to the Project Details panel.

5. Click on the slide in the feature list and drag it to the top of the list of features.

Tip: You can add slides to introduce your project, create chapters or sections, to add an ending message or credits and more.

Tip: If you choose to use an image as your slide background, your title and description will appear at the bottom lefthand of your slide. If you choose to use color as your slide background, your title and description will appear centered on your slide.

Share your project

You have many options when you want to share your Earth project with others. All projects are private by default - only you as the creator of the project can view or edit it. Below you'll learn how to share the project, as well as how to collaborate on your project with others.

To share a link to the project

Copy the link. You can now share this link with others so that they can view your project. Note: if you turn link sharing on, anyone who the link is shared with can view your project. If you'd like to control access permissions by Google account then you will likely want to use the method described directly below instead of turning link sharing on..

Tip: By default, people with the link will only be able to view your project. If you'd like, you can change the permissions so that anyone with the link can edit your project.

To share the project with specific people for viewing or collaboration

Click the Share button on the Project Details panel.

More with Earth creation tools

Viewing your projects on web and mobile

You can find maps and stories you own and that have been shared with you by clicking on Projects in the navigation and looking through the list in the Projects panel. In the list, you'll see maps and stories organized by the categories Pinned to Earth, KML files and Recent. You can also use the New project button to open projects and KML files that do not automatically appear in your Projects list. You can also open an Earth project directly from Google Drive, or from a shared link.

You can view your projects on a mobile device by opening the Google Earth app, clicking the menu in the upper lefthand corner and selecting Projects. You can not edit your projects on mobile at this time.

Pinning Projects

In order to ensure that a project always appears in your list of projects (even if you haven't recently opened it), hover over the project in the Projects panel and click the pin icon. The project will now appear in the Pinned to Earth section on your device.,

Tip: Pinned projects are always visible on the globe (unless you toggle off visibility using the Hide project button), even when you're exploring a different project in presentation mode. You can use this feature to "mash up" several different projects and/or KML files together.

Importing your KML files

If you've already created a map using another mapping tool such as Google My Maps, Tour Builder or Earth Pro and saved it as a KML or KMZ file, you can import the KML or KMZ to view and edit in Google Earth (with some limitations):

Currently, you are able to import your KMLs only as local files. Local files are projects stored in your local browser storage on your computer. Local files are not stored in the Google Cloud. Local files cannot be shared with others and cannot be shared across devices. Local files are stored only in the local browser storage on the computer used to import the file.

Before you can import your KML files, you must turn on KML import in your Google Earth settings.

1. Click the Google Earth menu button and select Settings.

2. Scroll to the bottom of the Settings menu and toggle the setting for "Turn on KML file import" to on.

3. Click Save.

Now you can import a KML file.

1. Go to the Projects panel and click the New project button. Before you turned on KML file import, clicking this button only allowed you to create a new project or open a project from Google Drive. Now you will see options to create a KML file and to import a KML file from your computer or Google Drive.

2. Select Import KML file from computer.

3. Select the KML file from your computer and click Open.

4. Your KML file will appear in your Projects panel. You can now explore and edit your KML.

Tip: You may experience some issues importing more complex KML files. For example, some advanced KML features currently don't work well or at all in the new Google Earth for web and mobile, including 3D models, tours, tracks, time-based KML, and photo overlays. Also, very large KML files or complex features (eg: polygons with many vertices) may not import or render well.

Tip: If you create or import KML files, you will not be able to convert them to Earth projects (stored in the Cloud), so you will not be able to share your KML files with others.

Exporting KML

To export a KML of your project, go to the Project Details panel and click the overflow menu , then select Export as KML file.

Discussion and Feedback

Have questions about this tutorial? Want to give us some feedback? Visit the Google Earth Help Community to discuss it with others.

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Create a map or story in Google Earth Web

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How to create a story or map on the web using locations, photos, videos, 3D imagery and Street View.

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Students draw on pieces of paper and then video record them flipping through the papers and explaining their slides.

1. My idea for using this in the classroom would be to have students use it to review and explain something that they have learned from a lesson.
2. This tool would also be appropriate to explain a new topic if students had done a jigsaw group and they then explain what they read about in their section in paperslides for the other groups to watch.

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Paper Slide Video - It is just that easy

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This is an app that allows students to take either a photo from the internet or a picture of something they made and they can draw a mouth on the picture and then make the picture talk.

1. This would be great for students to use when they have a finished product that they made and they are able to use the app to put a recording over their picture so they can explain their project.
2. This would be a great tool to use if students have read a book and they are writing a letter or journal entry as that character. They would then use the chatterpix tool to read their entry as the character.

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Chatterpix - Give your photos a voice with Chatterpix! by Patty Wolfe | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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I think that using the ISS Live Website for a space unit would be really interesting. This website has an interact portion as well as a live data section that would be really interesting if a science unit was about space and the students could use this website to gather information and data from.

1. This could be used to gather information for science projects because it is actual data from satellites.
2. This could be also used as something to introduce students to space content before doing something else with the material. It could be a pre-teaching or precursor to the unit.

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ISSLive.com is going through an update! We are proud to return very soon with more streaming content, information and tons of resources for the future in space!

ISSLIVE is a collaborative project by NASA, ESA, and other partners. It offers live video and data streams from the ISS, promoting STEM education and inspiring the next generation of scientists. ISSLIVE also provides researchers with real-time data streams to study microgravity effects and material behavior. The website, isslive.com, is the primary portal to access resources, including a live video feed, current position map, and educational materials. Visitors can browse interactive lesson plans, videos, and live Q&A sessions with astronauts. The project showcases life aboard the ISS, including live exterior and interior video feeds. Overall, ISSLIVE represents a groundbreaking effort to bring the wonders of space exploration to a global audience.

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ISSLive.com is going through an update! We are proud to return very soon with more streaming content, information and tons of resources for the future in space! ISSLIVE is a collaborative project by NASA, ESA, and other partners. It offers live video and data streams from the ISS, promoting STEM education and inspiring the next generation of scientists.

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This would work well if iPads were available at the school just because it works better in the app version, but could still be a useful tool for elementary students to use.

1. I would want to use the Interactive Whiteboard for possibly a station rotation. Students could use this and collaborate with their peers on an assigned task.
2. This could also be something that students could use in the middle of a lesson so that students could either take notes down or keep pictures from the lesson in.

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Draw, present, animate, create videos and collaborate. Explain Everything is a feature-rich powerhouse that works on virtually any device and is so easy a child could use it.

TRY IT NOW

Whiteboard app for iPad, Chromebook, Android tablet, and web browser.

Explain Everything Whiteboard app is available on all mobile platforms and Chromebooks.

Complete color control

Access the full palette of colors with the opacity setting. Get a color from your canvas with the Eyedropper or enter its HEX or RGB code. Keep your color set in 4 pickers for super fast access.

Pens, highlighters, pencils, and buckets full of color

The Draw Tool comes in two forms: Pen and Pencil. Switch to Highlighter for automatic opacity. Two fill modes help you create colorful sketches quickly and easily.

Mix, match, and rearrange

Move, scale and rotate your drawings however you like. Control the order of layers and groups of drawings precisely using the Inspector.

Boundless drawing board

Images and photos

Take a quick photo and add it to the canvas, or select one from your device or cloud. Use the editor to crop the image or remove colors.

Ready image libraries

No images? No problem. Grab one from the Clipart library or Unsplash and use them however you like.

Presentations, documents, and spreadsheets

You don't have to say goodbye to your documents when working on the whiteboard. Import and reuse them in a live visual setting.

Videos and audio

5 document import layout options.

Get Explain Everything

Teach, present, sketchnote, create videos, and work together, all in Explain Everything.

Download

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Draw, present, animate, create videos and collaborate. Explain Everything is a feature-rich powerhouse that works on virtually any device and is so easy a child could use it. TRY IT NOW Explain Everything Whiteboard app is available on all mobile platforms and Chromebooks. Access the full palette of colors with the opacity setting.

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Kahoot is an online tool that has traditionally been used for review type lessons.

1. I would want to use Kahoot as a review type of activity. It is primary used for this function and I would like to work with it more to see if it could be used for other functions.
2. This could also be used for students to engage with content and get them excited about the content. It could be a pre-teaching method to gain understanding in what they know already.

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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This, while not directly related to content, is super important especially for younger kids who need to move.  I think that GoNoodle is a good tool to use for younger elementary students.

1. I would use this during transition times. It is a way for them to have fun, get their wiggles out, and there are videos that are for clean up or other routines that would be helpful in a scenario like this.
2. This could also be used as a brain break. I think that this is a great way for again students to get some wiggles out and regain their focus so they are ready to learn.

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This is something that you could use in almost a flipped classroom scenario. Students watch a video and it stops occasionally to ask a question to check their understanding.

1. I would want to use EdPuzzle when I need the students to review previously learned material. This could be something that students do as a homework assignment or as   something to do for early finishers.
2. I could also see this being used for a pre-teaching method.  By this I mean that it could be something that students do before coming to class and learning about the content for that day.

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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This is a lot like NearPod only it allows you to take any existing powerpoint or Google Slides presentation and make it something that students can interact with.

1. I would want to use something like Peardeck if I am introducing new content to my students. This is so that they are able to interact with the slides and I can get information about where they are in their understanding as we are learning.

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Welcome to the Pear Deck Content Orchard! We invite you to explore our growing collection of templates, quick-start activities, and ready-to-teach lessons.

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This is something that is like an online powerpoint that would be projected during class. The value in this is that you can record student responses as they interact with the content.

1. I would want to use something like Nearpod if I am introducing new content to my students. This is so that they are able to interact with the slides and I can get information about where they are in their understanding as we are learning.