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Joanna Villarreal

Technology In Education Review of Apps for 2 to 3 Year Olds - 1 views

technologyineducation.com.au/w-of-apps-for-2-to-3-year-olds

technology childhood apps early education

shared by Joanna Villarreal on 19 Jul 15 - No Cached
Gladys Suarez and myraguz liked it
  • we need to ensure that the applications in early childhood education must compensate our toddlers learning needs
  • mportant in their development process.
  • Are the applications that you are about to purchase suitable or appropriate for your child? Do the applications that we give to our two to three year old child provide them with learning and development along the way?
  • ...5 more annotations...
  • beneficial educational system so that they will become good learners in the future
  • balance the technology in education as well as quality time with our children
  • we can properly integrate technology in their educational learning journey
  • good model
  • provide the direction to ensure they are safe
  • Joanna Villarreal on 19 Jul 15
     
    Are we creating Digital Addicts at an early age? Reminder to parents: Must balance technology education with quality time. :) The questions below were included in the article and intended to further guide parents in this matter. -Are the applications that you are about to purchase suitable or appropriate for your child? -Do the applications that we give our two to three year old child provide them with learning and development along the way?
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  • Joanna Villarreal on 19 Jul 15
     
    This video talks about technology at an early age. https://youtu.be/z2CveFF3npA
  • asuarez1 on 20 Jul 15
     
    It is very important to focus on a toddler's developmental needs. For example, if we look at Maslow's Higherarchy of Needs, one stage can not be started until the one below it is achieved. Where does technology fit into all of this? If we are creating technology addicts, then these students' needs are not being fulfilled. We need to provide good models and teach good digital citizenship so that these 21 century learners have proper development as they grow. How can we do this? We need to monitor what they do on the devices that are accessible to them. Teachers need to select quality websites for students to search on. It is up to the experts to act like it, and parents to monitor and guide their children with electronic devices in the same way they do for other lessons.
  • myraguz on 20 Jul 15
     
    As a parent of a two year old. This article is of great interest to me. My two year old is allowed to use her device for a certain time during the day.I have downloaded several apps but she keeps going into you-tube to view nursery songs. I always check for app ratings when downloading and I agree that quality time is very important during this stage. Though my toddler is also learning a lot by viewing nursery and preschool videos.
  • Joanna Villarreal on 21 Jul 15
     
    Ana and Myra, thank you for replying. Ana, I couldn't agree more on the importance for a teacher to model and teach good digital citizenship. It is a must and essential in this digital age. Both parents and teachers should teach children about ethical use too. Mayra, I am not a parent, but I applaud you for introducing your child to technology at such a young age. I would definitely do the same and make it "quality time" with my child. My take on this whole balancing both technology and quality time is for parents not to disconnect from their child. I've seen how parents hand over a phone or tablet to their child to "keep the entertained" or because it calms them down for hours.
Brenda Wohlfeil

Is Google Making Us Stupid? - Nicholas Carr - The Atlantic - 8 views

www.theatlantic.com/...306868

google technology reading

shared by Brenda Wohlfeil on 17 Mar 14 - No Cached
  • My mind isn’t going—so far as I can tell—but it’s changing. I’m not thinking the way I used to think. I can feel it most strongly when I’m reading. Immersing myself in a book or a lengthy article used to be easy. My mind would get caught up in the narrative or the turns of the argument, and I’d spend hours strolling through long stretches of prose. That’s rarely the case anymore. Now my concentration often starts to drift after two or three pages. I get fidgety, lose the thread, begin looking for something else to do. I feel as if I’m always dragging my wayward brain back to the text. The deep reading that used to come naturally has become a struggle.
    • eeverett3
      eeverett3 on 17 Mar 14
       
      The first question this article raises in my mind is...are other people feeling like this? that books and long articles are becoming too difficult to read?
    • Jose Escobedo
      Jose Escobedo on 18 Mar 14
       
      When I am sent off to training and I know I will have limited connectivity, my laptop stays in my bag. I use this time to read articles which I print out or just simply read a book. If I have connectivity, my concentration to simply read articles or a textbook would be lost because I want to get to other class assignments or simply surf the net. To me its just a mind over matter.
    • Brenda Wohlfeil
      Brenda Wohlfeil on 22 Mar 14
       
      After reading/working on the computer for long periods of time, I noticed I get jittery.  I was concerned about it, so I searched the internet for answers.  I came across Linda Stone's video and website.  She has studied attention, health and technology.  In the video she talks about continuous partial attention, which is a form of multi-tasking.  Ms. Stone's research has shown that we have become hyper alert to scan for every possible input and opportunity.  In another words, we don't want to miss anything.  And this puts us in an artificial state of constant crisis.  Amongst many physical changes from this artificial state, including jitteriness, our minds find it hard to focus. (Linda Stone-May I Have Your Attention Please?, http://internoobs.wonderhowto.com/inspiration/linda-stone-may-have-your-attention-please-0128197/) So I have to wonder, is it that we just don't have the patience for reading long books, or are we in an artificial state of constant crisis that makes it impossible for us to focus?
    • eeverett3
      eeverett3 on 24 Mar 14
       
      I actually have a student this year who cannot use the computer at all because it causes seizures for her! Scary!
    • Olivia Basham
      Olivia Basham on 31 Mar 14
       
      This particular quote reminds me of an Aristotle quote: "We are what we constantly do, excellence isn't an act then, but a habit." It seems that Mr Carr is mistaking habits for permanent brain changes.
  • And what the Net seems to be doing is chipping away my capacity for concentration and contemplation. My mind now expects to take in information the way the Net distributes it: in a swiftly moving stream of particles. Once I was a scuba diver in the sea of words. Now I zip along the surface like a guy on a Jet Ski.
    • eeverett3
      eeverett3 on 17 Mar 14
       
      I really like this analogy of finding information online. I often feel like this and in my library, I see students seraching so rapidly that I wonder if their research is effective.
    • Araceli Gracia
      Araceli Gracia on 17 Mar 14
       
      I know that I am guilty of telling my children to "Google It" when I don't know something right away. It is quick way of getting answers to what we are not sure about. But how else would students get their information. Unless they have a set of encyclopedias, it would prove difficult to search. Long articles are more tedious to read than difficult I think. Its a matter of time that doesn't allow for reading so they are just being glanced at rather than being fully understood.
    • Merrill Redfern
      Merrill Redfern on 18 Mar 14
       
      The analogy provides an excellent mental picture of what searching online looks like in the 21st century. This analogy also reminds me of times in my library, while locating a book for a student, by the time I have tracked down the book a student can't absolutely live without they have already changed their minds on what they are interested in. Amazes me on how fast students can "switch gears," which is what (among other things) the Internet searching is creating in our student population.
    • Eric Folks
      Eric Folks on 18 Mar 14
       
      I've got mixed feelings on this. It seems counterintuitive that we should take advantage of the resources we have at hand, be it Google or some mobile device, and that we should teach our kids to do the same. How many technologies and advances in the past have changed the way we find, process, and share information? Each was met with resistance and criticism and also a bit of excitement, but eventually, they came to be seen as valuable tools for learning. While I think the same can be said of modern technologies, I do have some reservations about the concentration and scale of control companies like Google, Amazon, Facebook and the like have over society's day to day interactions. "Big data" and the way it's being used should give everyone pause, as they really boil down to refining the manipulation process. If we spent as much time teaching digital literacy and critical thinking (helping young to old be more aware of forms of manipulation, propaganda, and logical fallacies), I would be more likely to say (with some checks and balances and oversight), it's ok for these companies to provide us with goods and services specific to our needs and wants. The problem is we are witnessing both the growth of big data and the growth of technology dependence at the same time. Is technology becoming the modern day "opiate of the masses?" It just may be... More and more parents are using technology to babysit their children, enough so that pediatricians are pointing out the writing on the wall: this overuse of technology is excacerbating ADD, ADHD, childhood obeisity, and more: http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html Personally, I have my kids complete a technology challenge every day before they're able to get on technology for gaming and entertainment (which we are now limiting to 1 hour). Most of these technology challenges involve them using technology as a creation tool, and I've got to say, it's working!
    • Stephen Simon
      Stephen Simon on 21 Mar 14
       
      The Net does chip away at your capacity for concentration, contemplation, and criticial thinking because we let it. The information on the Net is only that; you still have to decide if what you are reading can how water. I think it is important to approach search engines, like Google, by learning to structure a query followed by what storehouses of data we know to have veracity.
    • Don Martin
      Don Martin on 25 Mar 14
       
      It may well be that the problems we are seeing as being created by the internet and the accessibility of information are actually caused by us as instructors and not by the medium itself. As instructors it is our job to find appropriate resources and appropriate uses for the information that is so readily available today. Through the use of Web 2.0 Technologies we need to find ways to create depth of information by inspiring our students to dig deeper and helping them in the development of their critical thinking skills.
    • Olivia Basham
      Olivia Basham on 31 Mar 14
       
      While I love Mr. Carr's use of metaphor (scuba vs jet ski) this kind of argument via analogy is fallacious at best. You know what else challenges concentration and contemplation? Sports. They are just the same kind of rapid-fire informational experiences as "surfing the net" can be. No one would challenge the value of sports to a child's mind (or an adults for that matter) because it brings it's own skills and rewards. I think we confuse the situation when we try to compare un-like things.
  • It is clear that users are not reading online in the traditional sense; indeed there are signs that new forms of “reading” are emerging as users “power browse” horizontally through titles, contents pages and abstracts going for quick wins. It almost seems that they go online to avoid reading in the traditional sense.
    • eeverett3
      eeverett3 on 17 Mar 14
       
      I wonder if reading habits are changing and if this is good or bad...how will it affect students and educators?
    • Araceli Gracia
      Araceli Gracia on 17 Mar 14
       
      In the article, it mentions how texting has made it more important about being efficient and immediate which then weakens our capacity for reading. This stood out to me because this past weekend I went to help my mother send a text message. My mother does not text, she believes in the old fashion ways of speaking with people. So my 10 year old said he would help her create the text. Of course my mother wants to put capital letters, punctuation, and proper grammar. He was telling her, you don't have to do that, just put in "u" for "you". She was so shocked that he was telling her that, she was like no I have to have my name with a capital letter.
    • Merrill Redfern
      Merrill Redfern on 18 Mar 14
       
      In my experience, many students are obtaining just enough information to get by and not digging deeper into a subject where it could be meaningful. The internet provides the perfect forum for this. The "grab and go" mentality. Some would argue the amount of time placed on educators is a determining factor for teachers to "power browse" information. I believe there is some truth to that but above all, the internet has significantly changed the way we search, think, communicate, teach, plan and recall information.
    • Eric Folks
      Eric Folks on 18 Mar 14
       
      I see power browsing and recreational reading as two different activities...when I want to relax, I read (digital or print makes no difference as long as the device is light and I can adjust the brightness). When I want to stay on the cutting edge of my chosen profession, I power browse and experiement.
    • Don Martin
      Don Martin on 21 Mar 14
       
      It seems to me that the real problem may be related to something deeper. We have been told for so long by so many that we need to be good "multitaskers" that we have spent a great deal of time and energy on trying to do just that. Recent studies show that humans don't really multitask on any effective level and that when we do try to multitask our work and thought processes suffer for it. Here is a good article from Time Magazine about multitasking and its negative effects: http://content.time.com/time/magazine/article/0,9171,1174696-1,00.html
    • eeverett3
      eeverett3 on 21 Mar 14
       
      That is a great article,Don! I am glad to see that what I am yelling at my teens all the time is backed up by research! "When people try to perform two or more related tasks either at the same time or alternating rapidly between them, errors go way up, and it takes far longer--often double the time or more--to get the jobs done than if they were done sequentially, says David E. Meyer, director of the Brain, Cognition and Action Laboratory at the University of Michigan: "The toll in terms of slowdown is extremely large--amazingly so." I worry about the multitasking all the time...has anyone seen the tv show "Brain Games"? I think that really illustrates the hazards of multitasking....
    • Stephen Simon
      Stephen Simon on 21 Mar 14
       
      I now have better understanding of the long view of cognition and how technology impacts it. Socrates opposition to the printed word was no different than a parent restricting internet access for their children; the capacity to properly learn the learning tool, left to its own device, is largely lost.
    • Brenda Wohlfeil
      Brenda Wohlfeil on 22 Mar 14
       
      I find myself mostly power browsing on the Internet, but I find it is difficult to do much more because of the back lighting.  The back lighting easily tires my eyes. For long articles that I need to digest, I prefer printing them out to read.   Here is an article on computer vision syndrome: http://www.webmd.com/eye-health/computer-vision-syndrome Possibly future screen technology might alleviate eye fatigue. Eizo is a company that is already working on creating screens to help with eye fatigue.  Here is their latest product: http://www.eizo.com/global/library/basics/eyestrain/
    • Olivia Basham
      Olivia Basham on 31 Mar 14
       
      Brenda, thank you for sharing this! Eye strain and visual fatigue are really big problems for me and other persons with dyslexia.
  • eeverett3 on 17 Mar 14
     
    Here is an article that discusses the use of current technology and how it may affect the brain.
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  • eeverett3 on 17 Mar 14
     
    I hope that everyone had a great Spring Break! Here is the article that I would like to discuss in Diigo that week. :) EE
  • lbanuelos on 17 Mar 14
     
    The article makes several points. Technology has changed how we think and measure our abilities. For example, as a computer technician, I always tell clients that I can solve their issues even if I haven't the slightest idea how to do. I just hope that someone else around the world has posted the solution on the internet. Thank you Google. So if the internet wasn't available I don't think I would feel as confident doing my job everyday.
  • Araceli Gracia on 20 Mar 14
     
    Luis, I have used You Tube so many times when trying to learn how to do something. I have even used it for this course when I need that extra tutorial. For example, if Stephen had not been kind enough to post a video on how to install Java on Screenr, I would have struggled so much more. Technology comes with the good and the bad. My older son learned to play the piano from the internet while my other son just wants to watch videos. So like everything in my life, there has to be a happy medium.
  • Don Martin on 21 Mar 14
     
    I'm inclined to believe that the problem is not with the technology but with how we adapt to it. In the past the rate of technology development has given us time to assimilate it, analyze it, and employ it. The problem with computers, the internet and all the associated electronic technology is that by the time we figure out what it is and what it is good for it's already changed. Given time we will figure out how to deal with the speed of change but in the meantime it means some struggle on our part as humans and as instructors in determining what is of value and what is not, what that value is, and how do I use it to my benefit and the benefit of my students?
  • Stephen Simon on 21 Mar 14
     
    Here is an article that discusses the use of current technology and how it may affect the brain.
  • lbanuelos on 24 Mar 14
     
    Araceli, I too use YouTube for learning how to do stuff. Just last week, I needed how to embed videos into a webpage for another project. Sure enough there was a video posted on how to do that. I believe that technology affects both the learner and the teacher. Instructors expect that students use these tools and have the ability to learn how to implement.
  • lbanuelos on 24 Mar 14
     
    Google puts tremendous amounts of data at our fingertips. This data needs to be interpreted. This is a important skill that must me taught to students. Not everything posted on the net is correct. I think this teaches students to be more critical of they read.
stacey perkins

Education Week: Proper Role of Ed-Tech in Pre-K a Rising Issue - 3 views

www.edweek.org/...30early_ep.h32.html

shared by stacey perkins on 24 Sep 14 - No Cached
  • From Ms. Herman's perspective, tablet devices such as iPads are just one of many tools appropriate for early learning—when used with the understanding that they're not intended to supplant other developmentally appropriate materials.
    • sharonmahabir
      sharonmahabir on 24 Sep 14
       
      There has been a lot of discussion in my district about whether the use of iPads, iPods, and computer games are developmentally appropriate for the young learner. Those opposed to it bring up research that has shown how the use of these technology devices stimulates the brain in much the same way as cocaine does. What are your views on using technology devices in the PreK and early childhood classrooms?
    • stacey perkins
      stacey perkins on 10 Oct 14
       
      Between console gaming and tech toys, many kids walk around on sensory overload 24/7. When bringing technology into our classrooms, we must take into account how much screen time kids have been exposed to outside of school hours.
  • the introduction of tablets and other electronic media in preschools poses tough questions for educators, among them: how to select developmentally appropriate software; what academic areas are best supported with technology; and how technology use should be balanced with other classroom activities.
    • sharonmahabir
      sharonmahabir on 24 Sep 14
       
      Does your district have a protocol for selecting developmentally appropriate software or apps? Or is the teacher permitted to use his/her own discretion? 
    • Maricela Gonzalez
      Maricela Gonzalez on 28 Sep 14
       
      At my school district technology is extremely important and pushed. We use many programs of which are available and optional to the teacher, however- technology must be implemented in the classroom. We have access to programs such as Brain Pop, Discovery Education, Khan's Academy to teach students how to code online, and I personally use Google Docs, Edmodo, and Twitter to create discussion forums. I believe that it is important that teachers are able to choose the types of technology social media and software or apps that they think are educationally appropriate for their individual needs. However, it makes sense that certain programs not be used. For example, I am an ELAR teacher and I wanted to use Second Life in my classroom so that my students could have a different medium to go to and write. I thought they would get super excited to enter certain dimensions and learn to write. I thought that Second Life was amazing because it allows students to create their own avatars, fly in the air and ride rides. I thought it would be a program that I'd be able to use in my classroom since I used it and learned of it in one of my courses two semesters ago. However, as I quickly learned there are so many people that use Second Life and I had a lot of stalkers and heard a lot of bad words through this medium. Therefore, my point is- there should definitely be some type of protocol or a place within the school districts staff web page that encourages unknowing teachers to use appropriate software or apps to supplement their classroom courses online.
  • Consider carefully what they want an app to do, such as introduce math skills or teach children the sound of letters; gauge carefully the ease of use; check to see if the app offers support such as built-in help functions or word pronunciation; and look for adjustable options, such as volume or multilingual output.
    • sharonmahabir
      sharonmahabir on 24 Sep 14
       
      One of my favorite iPad apps to use with my PreK students is Book Creator. It allows students to create their own stories and the app allows them to do this without requiring reading skills. Find out more information about the Book Creator app using the following link: https://itunes.apple.com/us/app/book-creator-for-ipad-create/id442378070?mt=8
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  • hat while more research needs to be done, children already appear to be using devices at the expense of other important activities such as active play and hands-on exploration.
    • stacey perkins
      stacey perkins on 10 Oct 14
       
      This is a valid point. In my district, some fabulous elementary teachers are reluctant to integrate technology because they see their students disengaging from the lesson unless they are nose-to-nose with a flickering screen!
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