As stated in the texts analysed, technology can have an important role in kindergarten  only if it  is well balanced, enhances the pedagogical proposal, is used to adapt material for children with special needs, and if it complements traditional methods, making the learners construct knowledge in a significant way. In this respect, it is essential that educators are properly and continuously  trained and updated, so digital literacy is key for appropriate tool selection to promote a "learning by doing" experience that considers students to be the center and the educator, the guide in their learning journey.

Additionally, to guarantee a proper use of technology, the teachers  should also raise awareness among kids that they should learn to be good digital citizens,  respectful, and safe in this changing connected scenario.

Also, among the great number of tools, the ones that appealed to me most are the collaborative ones because they promote communication and critical thinking. Today, there are also some traditional apps that have been enhanced with AI,  considered generative technologies , which make them more attractive and user friendly for all ages.

Al in all, we should bear in mind that technology is part of our lives, so we should continuously prepare ourselves to use it in a creative and significant way to equip students with the necessary skills for the future.

See you!

Pat 

Today’s children are growing up in a digital age, for them is very common the use of variety of technologies for studying. In schools there are a lot of digital materials or programs to make learning more entertainment. Teachers use technology tools, such as computers, tablets, interactive whiteboards and e-book readers. The objective of this is engage children to learn the new knowledge using technologies.  Digital education should be a vital part of teaching and help teachers improve their lesson plans.  Through educational content teachers can boost the curiosity of the children.

Technology should be combined with conventional teaching to get a better result in the class.

Maria Eugenia 

2.    Multimodal Storytelling for Cultural Inclusion: Multimodal stories can serve as a powerful tool for fostering cultural inclusion and diversity appreciation. These stories can incorporate various sensory inputs - visual, auditory, tactile - to help children connect with and understand different cultures, traditions, and perspectives. This approach aligns with the idea of encouraging children to let go of certainties and embrace different worldviews.

3.    Digital Devices and Multimodal Learning: In today's digital age, children have access to a wide range of digital devices and media. How can educators harness the potential of these devices to facilitate multimodal learning? This could involve using interactive apps, e-books, or multimedia presentations to engage children in storytelling and imaginative exploration.

4.    Encouraging Courageous Creativity: Eric Fromm's quote about creativity and letting go of certainties is thought-provoking. Educators play a vital role in creating an environment where children feel safe to explore their creativity and take risks. This could involve encouraging them to experiment with different modes of expression and not fearing failure.

5.  Assessment and Multimodal Learning: Traditional assessment methods often focus on written or standardized tests. Exploring multimodal learning raises questions about how to assess and evaluate children's progress in a way that accounts for their diverse modes of expression and understanding. This could involve developing new assessment tools or adapting existing ones.

6.    Parent Involvement in Multimodal Learning: Engaging parents in their children's multimodal learning journey can be crucial. Parents can extend the learning experience beyond the classroom by participating in creative activities at home or discussing stories and ideas with their children. This collaboration can strengthen the child's development and support their imaginative growth.

All in all, I think that by incorporating the above ideas and insights into early childhood education practices, we can create a more enriching and inclusive learning environment that encourages children to explore the world through multiple modes and digital devices, all while nurturing their creativity and imagination.

 

 Regards,
Melisa Martin

As children grow and develop, their sensory experiences become more refined. Sensory play, which includes activities like feeling different textures, smelling various scents, and tasting different flavors, becomes more primordial in their learning journey. These sensory experiences deepen their connection to the world. 

Whenever children are ready to engage with stories, songs, and oral traditions, SL teachers could play a pivotal role in their multimodal learning journey. The spoken word and auditory experiences are powerful tools for building vocabulary, understanding narratives, and fostering imagination. The use of language and storytelling helps children make sense of the world around them and lays the groundwork for what's to come.

Finally, as children progress in their development and accumulate a language foundation of sensory experiences, they could be ripe to acquire visual and artistic expression. This includes creating images, drawings, and engaging in art techniques. 

Waldorf pedagogy, with its emphasis on holistic and experiential learning, aligns with this developmental approach to multimodal learning. It recognizes that children's growth and understanding evolve over time and that their educational experiences should reflect this progression.

What I’m saying is this: please, don´t go ahead to teach your kids the video of the song ‘baby shark’. It's an overwhelming stimulus. Even if they're big enough to take it, are we really as teachers using this kind of material? Whenever we tell a story, do we foster enough time for them to listen and create the image for themselves?. Let me say this: if you're a flash card teacher, ask them to help you create them. Don´t always resort to the printer.

Josela Martín

After exploring the reading materials, I’ll posted about Multimedia and multimodality:

It´s a fact that children use technology at increasingly younger ages as we are deeply immersed in a digital era. Technology is a great resource for teachers not only to catch children’s attention but also to “gain insights into how L2 use works with others modes of representations to create meanings”. 

Moreover, Guernsey claims that “creative play, real-life exploration, physical activity, outdoor experiences, conversation, and social interactions are important for children’s development” and, I agree with my classmates that teachers should not replace the traditional modes aforementioned but complement them with the technology as a tool, and this should be done with the appropriate use of it, teachers’ digital skills and their digital literacy as well. 

For this reason, you may present a story book, puppets and finally, the DVD story which gives a ‘plus’ because children can observe the story as a whole, that is, the scenario, the performance, the voices and the expressions of the characters. 

Furthermore, “students who are more motivated tend to engage in learning tasks more actively on behavioral, emotional, and cognitive levels, devote greater concentration, and become more enthusiastic about their learning” (Fredricks, Jablon and Wilkinson 2006). Maybe a simply “memory game” with flashcards could be more motivated if it is played on an interactive board. 

Regards

Araceli Sanchez

Regarding this padlet about MULTIMEDIA, I do agree with Pat and Eliana. With kids from 3 to 5, Multimedia can be used but with a pedagogical purpose. 

I loved the idea of creating an app to develop the “expert thinking” of children as in “Applying Technology to Inquiry-Based Learning in Early Childhood Education”  is mentioned. 

I think it depends on the institution and its teachers of english. In El Chaltén -Where I live-, the internet is not a good idea to use in a class because of its bad connection. Furthermore, there are not only teachers for kindergarten but also for primary school from 1rst to 3rd grade. 

Even though El Chaltén kindergarten sometimes lets kids watch a movie, teachers are more focused on books than in digital literacy as in the “Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8” is mentioned. 

On the other hand, the access to the internet lets teachers access information to enrich their classes. As Rolandi (2012) established, a blog to share experience as a teacher. Nowadays, websites, channels or apps can help teachers to teach or manage a problematic situation inside a classroom. Example: a channel on youtube about how to teach simple songs https://www.youtube.com/@SuperSimpleOnline

Best Regards, 

Rosana Mañarey