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![Page 1: Technology Planning & Support: Using Data Effectively to Plan Classroom Implementation and Professional Development, by Dale McManis, Karen Nemeth, and Fran Simon](https://reader034.fdocuments.in/reader034/viewer/2022051817/5486a671b4af9f9b0d8b5274/html5/thumbnails/1.jpg)
Technology
Planning & Support:
Using Data Effectively
to Plan Classroom
Implementation and
Professional Development
May, 2013
1
Lilla Dale McManis, Ph.D.
Karen Nemeth, Ed.M.
Fran Simon, M.Ed.
NHSA Annual
Conference 2013
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About USLilla Dale McManis
Hatch Early Learning
Karen Nemeth
Language Castle, LLC
Fran Simon
Engagement Strategies, LLC
Early Childhood
Technology Collaborative
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Learning Objectives
You will:
• understand the types and uses of educational technology that may be considered for your program
• learn about national survey data and resources that can inform your technology decisions
• learn how to collect internal data for more effective technology planning and professional development
• learn and practice new strategies to evaluate technology professional development options for inclusion in your Head Start E-Rate Technology Plans as recommended in the Reference Guide under item 4, Core Element II – Professional Development
![Page 4: Technology Planning & Support: Using Data Effectively to Plan Classroom Implementation and Professional Development, by Dale McManis, Karen Nemeth, and Fran Simon](https://reader034.fdocuments.in/reader034/viewer/2022051817/5486a671b4af9f9b0d8b5274/html5/thumbnails/4.jpg)
Our
Study
4
On Tech Use in ECE Overview
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Rationale for Early Childhood Technology
Collaborative Study
• Lack of research about ECE tech
• Differentiate home use and classroom use
• Sort out conclusions about passive tech use vs. interactive technologies
• Need to hear directly from EC educators
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Who Responded?
•485 in the U.S.
•116 Administrators
•369 Teachers
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About the Respondents
Community Type Poverty Children Served
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About the Respondents
Program Type Ages Children Served
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Why ECE Educators Use Technology
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Primary Reasons
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How Tech Tools Are Used
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Why don’t some programs
use tech?
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Obstacles/Weakness
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What Technology is Used?
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Types of Tech Tools
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What Educators Don’t Have but Would Like for Children
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How Much Time?
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How Many Days of the Week
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Desk/Laptops
Feel Appropriate Actually Spend
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IWBs
Feel Appropriate Actually Spend
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TabletsFeel Appropriate Actually Spend
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The Results• Used regularly but not excessively
• Used because children enjoy it & it helps meet goals of program
• More a support than for direct instruction
• What’s used follows
availability
• Differences between
beliefs and practices for
amount of time
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What
Activities?
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Frequency by Content
Language/Literacy Mathematics
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Frequency by Content
Science Social Studies
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Frequency by Content
Art Music
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Frequency by Domain
Social-Emotional
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Logic/Problem Solving Approaches to Learning
Frequency by Domain
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Teacher’s Role
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Who is Guiding Activities
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Who is Guiding Devices
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Who is Guiding Devices
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Who is Guiding Devices
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• Used more for traditional content areas
• Rarely used to support social-emotional goals
• Educators “drive” some kinds of tech more than others
• Also allow child-initiated
• Balance: teacher-guided
and child-initiated
The Results
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How are Goals Monitored?
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Determining Learning
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For Children
Needing Extra Support?
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DLL/ELL Learners
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Tech with DLL/ELL Learners
Chosen specifically to meet needs of ELL children
In every language spoken in your group now
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Special Needs Learners
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Special Needs Learners
Devices used with children who have special needs
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Professional Development?
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Types Professional Development
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Best support received for using technology
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Comfort Level Using w/ Children1 = not at all, 5 = completely
Desk/laptops IWBs
![Page 46: Technology Planning & Support: Using Data Effectively to Plan Classroom Implementation and Professional Development, by Dale McManis, Karen Nemeth, and Fran Simon](https://reader034.fdocuments.in/reader034/viewer/2022051817/5486a671b4af9f9b0d8b5274/html5/thumbnails/46.jpg)
Comfort Level Using w/ Children1 = not at all, 5 = completely
Tablets Multi-touch Tables
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• Technology is being used to monitor progress
• Seems available but low implementation for DLL/ELL children and special needs children
• Many different kinds
of PD available and
most have received
• More comfortable with
more established tech
The Results
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Implications
for your
program?
48
Discussion
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49
From the
conference
to your
program
What next?
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Put your plan into action!
–Needs Assessment w/key players
• Roll the results into a professional development plan
• Roll the results into a phased Technology Action Plan
–Measure results & revise accordingly
–Revisit the plan regularly
–Be open to change as change occurs
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Copyright, Simon and Donohue
Technology implementation
requires buy-in and support from the
program “ecosystem”
Director
Board
Families
Funders
Support
Staff
Community
Partners
Vendors
Main
Office
I/T
Teachers
Tech
Lead
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Look for Internal Data!• Sources
– Observation of use
– Dialogue and conversation
– Feedback forms
– Organization records
• Think about
– What do teachers/children ask for? Get excited about?
– What do teachers/children never use? Avoid?
– What do they rush to “show” others?
– What do they “grumble” about?
![Page 53: Technology Planning & Support: Using Data Effectively to Plan Classroom Implementation and Professional Development, by Dale McManis, Karen Nemeth, and Fran Simon](https://reader034.fdocuments.in/reader034/viewer/2022051817/5486a671b4af9f9b0d8b5274/html5/thumbnails/53.jpg)
Professional Development
Teachers need:– Hands-on playtime
– Relevant reasons to use technology
– Technology role models, coaches, peer mentors
– Ongoing formal PD opportunities
– Professional learning networks
– Reliable resources: books, websites, blogs,
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Resources
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Resources for Planning
Gryphon House, Amazon,
Follett Early Learning
HatchTeachersPayTeachers.com
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Learn More-Stay Connected
• Early Childhood Technology Network
• Twitter: #ECEtechCHATEvery Other Weds. @ 9pm ET
• http://www.ecetech.net/
• Free resources by Hatch
http://hatchearlylearning.com/resources/
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Readings
Suggested readings• Simon, F. & Nemeth, K. (2012). “Digital Decisions: Choosing the Right
Technology Tools for Early Childhood Education.” Lewisville, NC: GryphonHousehttp://www.gryphonhouse.com/store/trans/productDetailForm.asp?BookID=10023
• McManis, L.D. & Gunnewig, S. (2012). “Finding the education in educational technology with early learners.” Young Children, 67(3), 14-25. http://www.naeyc.org/yc/files/yc/file/201205/McManis_YC0512.pdf
Acknowledgement• The Early Childhood Technology Collaborative would like to thank Perry
McManis, M.A. Economics, for statistical analyses of the survey data.
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58
Questions
Lilla Dale McManis
Karen Nemeth
Fran Simon