Digital Age - response

eLearning in the digital age

Does anyone remember the Jetson's? The cartoon first aired on Saturday morning in 1963. George, Jane, Judy, Elroy, and Astro were characters living in the future. George had a machine that got him out of bed, through the shower, dressed, and ready to leave for work. Rosie was the robot maid that kept the house operating. Hover cars existed, side walks moved, and food was instant. Video calling existing and the kids, Judy and Elroy, were transported to school through a tube. I remember watching this cartoon as a kid and thinking that the future would be so COOL! 

As an adult, I've been a little disappointed to find out that the future isn't quite how the Jetson's portrayed it. However, I still think the future is very cool! I really wish the machine that would get me ready each morning existed. The video call exists today in Facetime, webex, and Skype. Judy and Elroy could still get to school but it would be through digital media instead of a tube. The advancements in technology have allowed the educational frontier to expand to parts unknown. Military personnel sitting on a battleship in the middle of the ocean can attend classes just like a person who is stateside. 

The reality is that educators have to encourage the use of technology with their staff. Instructional requirements are not the same as 20 years ago. Class sizes are different. Today, children may be harder to control but be so smart that it is frightening. 

Credit: Thecompellededucator.com

Developmentally appropriate teaching practices must always guide the selection of any classroom materials, including technology and interactive media. 

Teachers must take the time to evaluate and select technology and media for the classroom, carefully observe children’s use of the materials to identify opportunities and problems, and then make appropriate adaptations. They must be willing to learn about and become familiar with new technologies as they are introduced and be intentional in the choices they make, including ensuring that content is developmentally appropriate and that it communicates anti-bias messages. When selecting technology and media for children, teachers should not depend on unverifiable claims included in a product’s marketing material. In the selection process, program directors and teachers should consider the allocation of limited resources and cost effectiveness, including initial cost, the ongoing costs of updating and upgrading hardware and software, and other non-specified costs such as additional items needed to use the product.

Appropriate use of technology and media depends on the age, developmental level, needs, interests, linguistic background, and abilities of each child. 

There is a developmental progression in children’s use of tools and materials, typically moving from exploration to mastery and then to functional subordination (using the tools to accomplish other tasks). Anecdotal evidence suggests this same progression is evident in the ways that children interact with technology tools. Children need time to explore the functionality of technology before they can be expected to use these tools to communicate. Just as we encourage children to use crayons and paper well before we expect them to write their names, it seems reasonable to provide access to technology tools for exploration and experimentation.

Technology tools can help educators make and strengthen home–school connections. 

With technology becoming more prevalent as a means of sharing information and communicating with one another, early childhood educators have an opportunity to build stronger relationships with parents and enhance family engagement. Early childhood educators always have had a responsibility to support parents and families by sharing knowledge about child development and learning. Technology tools offer new opportunities for educators to build relationships, maintain ongoing communication, and exchange information and share online resources with parents and families. Likewise, parents and families can use technology to ask questions, seek advice, share information about their child, and feel more engaged in the program and their child’s experiences there. Technology tools such as smartphones, mobile devices, and apps offer new and more affordable ways for busy family members to communicate, connect to the Internet, and access information and social media tools to stay in touch with their families and their child’s teachers and caregivers. Internet-based communication tools offer new opportunities for video calling and conferencing when face-to-face meetings are not possible; these same technology tools can connect children to other family members who live at a distance. As they do for young children, educators have a responsibility to parents and families to model appropriate, effective, and positive uses of technology, media, methods of communication, and social media that are safe, secure, healthy, acceptable, responsible, and ethical. Technology tools can support the ways educators measure and record development, document growth, plan activities, and share information with parents, families, and communities. Teachers can use digital portfolios that include photographs as well as audio and video recordings to document, archive, and share a child’s accomplishments and developmental progression with families in face-to-face conferences or through communication and social media tools. Displaying photos in the classroom of children’s drawings or block buildings, along with narratives dictated by the children or explanations of why these types of play are important, can help families understand the critical role of play in early childhood development. Sending weekly, monthly, or even daily updates through social media or e-mail can help families feel more connected to their children and their activities away from home. Inviting children to take a picture of something they have done and helping them upload the photo to a file that can be e-mailed promote children’s understanding of ways to communicate with others while also contributing to their learning more about the functions of reading and writing (Naeyc, 2016)

Traditional Education

Education was based more on memory than on understanding. Why change? Why improve? Things are and will be a lot more demanding than they used to be.  A global world is the field where students will have to perform in a near future. They must get ready for a working field that can be even a bit threatening. They will be dealing with an international and also fierce competence. Therefore, they need to learn a lot more than just the curriculum that is provided in school. Students need relevant environments, activities, materials and, obviously, engaged teachers.

(2016). Naeyc.org. Retrieved 18 April 2016, from http://www.naeyc.org/files/naeyc/PS_technology