Helping Children Create, Collaborate, and Communicate?with Technology Children are growing up with technologies as part of their daily lives at home and in school. For educators, it is important to understand how to use technologies to promote learning in developmentally appropriate ways. This book helps you make thoughtful, informed decisions that will enhance what you are already doing to support children's learning. Learn how to * Use technologies in ways that build on, not detract from, the learning children gain through play * Introduce technologies using a gradual release of…mehr
Helping Children Create, Collaborate, and Communicate?with Technology Children are growing up with technologies as part of their daily lives at home and in school. For educators, it is important to understand how to use technologies to promote learning in developmentally appropriate ways. This book helps you make thoughtful, informed decisions that will enhance what you are already doing to support children's learning. Learn how to * Use technologies in ways that build on, not detract from, the learning children gain through play * Introduce technologies using a gradual release of responsibility model * Foster children's storytelling, reflection, early coding skills, and more * Use technologies to enrich your partnerships with families and invite them into the classroom community * Work with colleagues to develop a digital culture that supports the program's goals With the guidance in this book, you'll be able to evaluate technologies and understand how to put them to their best uses in your program.
Victoria B. Fantozzi, PhD, is a professor of early childhood and childhood education at Manhattanville College in Purchase, New York, where she teaches courses in emergent literacies, early childhood foundations, and research methods. Since 2015, she has partnered with schools to empower teachers to make intentional decisions about integrating technologies into their classroom practice. Her research on developmentally appropriate technologies has been published in Young Children, The Reading Teacher, and the Journal of Early Childhood Research, and she was a contributor to the fourth edition of Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8. Dr. Fantozzi lives in Montclair, New Jersey, with her husband, two sons, and cat and hedgehog. This is her first book.
Inhaltsangabe
Introduction Guidance for Intentional Decision Making Around Technologies Guiding Principles in this Book What's in this Book? What's Not in this Book Part 1: Setting a Foundation for Technologies in the Classroom Chapter 1: Making Intentional Choices About Technologies Technology Is Not the Teacher Navigating Concerns About Technologies Close- and Open-Ended Apps Using Technologies with Purpose Next Steps Chapter 2: Creating, Collaborating, and Communicating: A Framework for Thinking About Technologies Creating Using Technologies to Explain and Reflect Using Technologies as a Medium for Creating Collaborating Communicating Supporting Children's Pride in Their Work Learning from Each Other Connecting to Families Next Steps Making Intentional Choices: Evaluating Technologies: Can Children Create, Collaborate, or Communicate? Part 2: Developmentally Appropriate Technology Use Chapter 3: Mindsets and Guidelines for Using Technologies A Play Mindset Explore Fail Focus on Process, not Product Scaffolded Learning: Digital Natives, not Digital Wizards Supporting Child Creators Guidelines It's Everyone's Device ?Must Do? and ?Can Do? We Learn from and with Each Other Next Steps Making Intentional Choices: ?Let's Be Troubleshooters? Chapter 4: Teaching with Technologies Gradual Release of Responsibility Model Modeling Guided Practice Independent Practice Save Time for Sharing Including All Children Visual Images Feedback Engagement Including All Voices Next Steps Making Intentional Choices: What Type of Technology-Related Lesson Do the Children Need? Chapter 5: Creating and Collaborating with Technologies View and Review Playful Creations Class E-Book Story Retelling Storytelling Story Acting What Does Story Acting Look Like? Movie Making Digital Puppetry Stop-Motion Movie Trailer Templates Coding Assessment Portfolios Assessing Process Next Steps Making Intentional Choices: Many Pathways for Creating Chapter 6: A Connected Classroom Creating a Connected Classroom Empowering Children Empowering Families Connecting to All Educators Bridging the Digital Divide Next Steps Making Intentional Choices: Privacy Considerations Chapter 7: Planning for Intentional Technologies Integration Setting a Purpose Setting Goals Create Collaborate Communicate Classroom Activities Individual Child Accomplishments Handling Technologies as a Goal Identifying Key Teaching Partners Do You Need a Technology Cheerleader? Do You Need a Critical Friend? Are You the Only Tech-Curious Teacher in the Classroom? Teachable Moments Next Steps Making Intentional Choices: Where to Start Appendix A: Student Sharing Checklist Appendix B: Weekly Planning Sheet References Resources Index Acknowledgments About the Author
Introduction Guidance for Intentional Decision Making Around Technologies Guiding Principles in this Book What's in this Book? What's Not in this Book Part 1: Setting a Foundation for Technologies in the Classroom Chapter 1: Making Intentional Choices About Technologies Technology Is Not the Teacher Navigating Concerns About Technologies Close- and Open-Ended Apps Using Technologies with Purpose Next Steps Chapter 2: Creating, Collaborating, and Communicating: A Framework for Thinking About Technologies Creating Using Technologies to Explain and Reflect Using Technologies as a Medium for Creating Collaborating Communicating Supporting Children's Pride in Their Work Learning from Each Other Connecting to Families Next Steps Making Intentional Choices: Evaluating Technologies: Can Children Create, Collaborate, or Communicate? Part 2: Developmentally Appropriate Technology Use Chapter 3: Mindsets and Guidelines for Using Technologies A Play Mindset Explore Fail Focus on Process, not Product Scaffolded Learning: Digital Natives, not Digital Wizards Supporting Child Creators Guidelines It's Everyone's Device ?Must Do? and ?Can Do? We Learn from and with Each Other Next Steps Making Intentional Choices: ?Let's Be Troubleshooters? Chapter 4: Teaching with Technologies Gradual Release of Responsibility Model Modeling Guided Practice Independent Practice Save Time for Sharing Including All Children Visual Images Feedback Engagement Including All Voices Next Steps Making Intentional Choices: What Type of Technology-Related Lesson Do the Children Need? Chapter 5: Creating and Collaborating with Technologies View and Review Playful Creations Class E-Book Story Retelling Storytelling Story Acting What Does Story Acting Look Like? Movie Making Digital Puppetry Stop-Motion Movie Trailer Templates Coding Assessment Portfolios Assessing Process Next Steps Making Intentional Choices: Many Pathways for Creating Chapter 6: A Connected Classroom Creating a Connected Classroom Empowering Children Empowering Families Connecting to All Educators Bridging the Digital Divide Next Steps Making Intentional Choices: Privacy Considerations Chapter 7: Planning for Intentional Technologies Integration Setting a Purpose Setting Goals Create Collaborate Communicate Classroom Activities Individual Child Accomplishments Handling Technologies as a Goal Identifying Key Teaching Partners Do You Need a Technology Cheerleader? Do You Need a Critical Friend? Are You the Only Tech-Curious Teacher in the Classroom? Teachable Moments Next Steps Making Intentional Choices: Where to Start Appendix A: Student Sharing Checklist Appendix B: Weekly Planning Sheet References Resources Index Acknowledgments About the Author
Es gelten unsere Allgemeinen Geschäftsbedingungen: www.buecher.de/agb
Impressum
www.buecher.de ist ein Shop der buecher.de GmbH & Co. KG Bürgermeister-Wegele-Str. 12, 86167 Augsburg Amtsgericht Augsburg HRA 13309
