E-Learning and Technology Integration for Little Hands and Minds

E-Learning and Technology Integration for Little Hands and Minds

Lynett Croyle, 2nd grade, Lafayette Elementary, School City of HammondAnastasia Trekles, Clinical Assoc. Professor, Purdue University CalumetNettie Eichelberger, 2nd Grade, Kouts Elementary School, Porter Township School Corp.

Young children can be digital learners too!

• Make literature come alive for young children in Moodle

• Help students improve comprehension and higher-order thinking skills

• Differentiate instruction

• Leverage the Common Core standards to the fullest in grades K-4

Objectives

Participants will be able to:

Describe ways to integrate e-learning into the elementary classroom

Instill confidence in young learners to become more independent and use higher levels of critical thinking

Design lessons that incorporate digital and e-learning resources in innovative ways for young students

Address Common Core standards for elementary literacy through online digital lessons.

What does the research say?

Key elements needed to support young students online Lots of help! Forums for questions Patience and

redundancy

Parent communication and outreach

Countering Critics

Critics often note that young children do not need “computer skills” so young – it won’t impact their job prospects later on

Maybe not, but we can argue that good digital lessons can help foster the communication, organization, and leadership skills that will be important for work

Good digital learning is NOT about plunking kids in front of a game!

Early Digital Learning Promotes…

Digital citizenship skills

Leadership and independent learning

Information and visual literacy

Problem-solving

Communication and writing skills

Developmental social skills

What does experience say?

Use the Model of Gradual Release

Start small by giving buddies simple tasks

Use the simple tasks that relate to elements in the classroom they’re already familiar with

Incorporate in the regular routine of centers

Some Ideas

Dramatic and visual retellings with video

“Traveling” stories via chat

Collaborative writing

Stop-n-chat/turn-n-talk via chat or discussion board

Competitive game playing

Music and art exploration

Story illustration

Let’s see some examples!

Lynett’s Flat Stanley Project: http://literacy.purduecal.edu:8282/moodle19/course/view.php?id=128

Nettie’s kindergarten jungle adventure: http://literacy.purduecal.edu:8282/moodle19/course/view.php?id=288

Nettie and her kids on Adobe Connect webinars: https://gomeet.itap.purdue.edu/p23362832/

Second grade chat and daily assignments in Moodle

Story retelling

Common Core State Standards

CC2RL1: Ask and answer questions such as 5W and how to demonstrate understanding of key details in a text.

CC2RL3: Describe how characters in a story respond to major events and challenges.

CC.2.RL.10 -- By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

CC.2.SL.1 -- Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

What do you say? Questions?

Contact us if you want to share ideas or questions!

Staci: atrekles@purdue.edu

Lynett: lmcroyle@hammond.k12.in.us

Nettie: neichelb@purduecal.edu

Download these slides at http://www.slideshare.net/andella

Resources

ISTE NETS Implementation Wiki: http://nets-implementation.iste.wikispaces.net

Digital Wish: http://www.digitalwish.com/dw/digitalwish/view_lesson_plans?subject=early_learning

First 2000 Days campaign: http://first2000days.org

Technology in Kindergarten: http://digitalis.nwp.org/collection/technology-kindergarten

Free children’s ebooks: http://mashable.com/2013/04/07/ebooks-for-children/

Resources

Scoop.it Link: http://www.scoop.it/t/digital-learning-for-young-learners

Routman, R. (2002). Reading Essentials: The Specifics You Need to Teach Reading Well. Portsmouth, NH: Heinemann. http://www.heinemann.com/products/E00492.aspx

Fisher, D., & Frey, N. (2008). Homework and the gradual release of responsibility: Making “responsibility” possible. English Journal, 98(2), 40-45.

Resources

Kindergarten Collaboration: http://www.edutopia.org/kindergarten-creativity-collaboration-lifelong-learning

Mrs. Davidson’s Kindergarten: http://davisonkindergarten.blogspot.com/2012/01/digital-learning-day.html

Going Mobile in Early Childhood: http://www.livebinders.com/play/play?id=124339

Tech and Early Childhood resources: http://www.livebinders.com/play/play?id=60746

Resources

Etherington, M.(2008) E-Learning pedagogy in the primary school classroom: The McDonaldization of education," Australian Journal of Teacher Education, 33(5), 31-54. Retrieved from http://ro.ecu.edu.au/ajte/vol33/iss5/3.

Gee, J.P. (2008). Game-like learning: An example of situated learning and implications for opportunity to learn. In P. A. Moss, D. C. Pullin, J.P. Gee, E. H. Haertel, L.J. Young, (Eds.), Assessment, equity, and opportunity to learn, (pp. 200-221). Cambridge: Cambridge University Press.

Johnson, L., Adams, S., and Haywood, K., (2011). The NMC Horizon Report: 2011 K-12 Edition. Austin, Texas: The New Media Consortium. Retreived from http://www.nmc.org/publications/horizon-report-2011-k-12-edition.

References

Jonassen, D.H., & Hung, W. (2008). All problems are not equal: Implications for problem-based learning. The Interdisciplinary Journal of Problem-Based Learning, 2(2). Retrieved from http://docs.lib.purdue.edu/ijpbl/vol2/iss2/4/.

Jonassen, D.H., & Rohrer-Murphy, L. (1999). Activity theory as a framework for designing constructivist learning environments. Educational Technology, Research and Development, 47(1), 61-79. doi: 10.1007/BF02299477

Resources

Merrill, M.D. (2002). First principles of instruction. Educational Technology, 50(3), 43-59. doi: 10.1007/BF02505024

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5). Retrieved June 11, 2010, from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf .

Resources

Savery, J.R., & Duffy, T.M. (1995). Problem-based learning: An instructional model and its con- structivist framework. In B. Wilson (Ed.), Constructivist learning environments: Case studies in instructional design (pp. 135-148). Englewood Cliffs, NJ: Educational Technology Publications.

Savery, J. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-based Learning, 1(1), 9-20. Retrieved from http://docs.lib.purdue.edu/ijpbl/vol1/iss1/ .

Resources

Schiller, S. (2009). Practicing learning-centered teaching: Pedagogical design and assessment of a Second Life project. Journal of Information Systems Education, 20(3), 369-381. Retrieved from http://www.jise.org/Volume%2020/20-3/Contents-20-3.htm.

Sockalingam, N., & Schmidt, H.G. (2011). Characteristics of problems for problem-based learning: The students’ perspective. Interdisciplinary Journal of Problem-based Learning, 5(1), 6-33. Retrieved from http://docs.lib.purdue.edu/ijpbl/vol5/iss1/ .

Resources

van Merriënboer, J.J.G., Clark, R.E., de Croock, B.M. (2002). Blueprints for complex learning: The 4C/ID model. Educational Technology, Research, and Development, 50(2). 39-64. doi: 10.1007/BF2504993.

van Merriënboer, J.J.G., & Sluijsmans, D.M.A. (2009). Toward a synthesis of cognitive load theory, four-component instructional design, and self-directed learning. Educational Psychology Review, 21(1), 55-66. doi:10.1007/s10648-008-9092-5