Using Digital Tools in ECE Classrooms - Childhood Education Innovations PDF

TECHNOLOGY IN THE CLASSROOM Using Digital Tools in the ECE Classroom to Engage, Enhance, and Extend Learning I t’s September, and Jessie is enjoying getting to know a new class of young learners, teaching...

TECHNOLOGY IN THE CLASSROOM Using Digital Tools in the ECE Classroom to Engage, Enhance, and Extend Learning I t’s September, and Jessie is enjoying getting to know a new class of young learners, teaching them classroom routines and introducing them to new materials. Having recently read a blog post about some educational technologies that seemed to align well with the George Zhao, goals of differ- Paula Dagnon, and entiating learn- Steph Strachan Western ing experiences Washington to meet each University child’s interests, strengths, and growth possibilities, Jessie hoped to incorporate some of these new digital tools as a way to foster learning and incite children’s curiosity. Not many other teachers at the school were engaged in this kind of teaching, however; some were worried about the expertise International Society for Technol- not possible; and support and needed to begin such an undertak- ogy in Education (ISTE), National extend inquiry. Open-ended tools ing and others weren’t sure which Association for the Education of can be especially supportive for technologies would benefit learn- Young Children (NAEYC) and the promoting child-initiated conver- ing as opposed to distracting from Fred Rogers Center, and the Inter- sation, enhancing multilingual it. Jessie was confident that not national Literacy Association, have learners’ vocabulary development, all screen time is created equal called for educators to empower and increasing accessibility for all and that active engagement and young learners through technology, learners. In this article, we share production differs significantly from support their development as digital two innovative technologies that are passive consumption of technology. citizens, and teach them to com- not costly, do not require teachers to Still, with so many possibilities to municate via a variety of platforms, be tech experts, and do not demand choose from, Jessie wondered where tools, and digital media appropriate an inordinate amount of time either to start. to their goals and development. outside of class for planning or dur- We’ve worked with many ing the instructional day. An Ongoing Call to Action educators at various stages of their The call for fostering digital litera- careers to put technologies into Triple E Framework cies and use of digital technologies the hands of children in ways that First, we want to encourage in the early childhood classroom foster engagement and curiosity; teachers to think of their learning are fairly ubiquitous in current enhance learning and provide a goals. Triple E is a framework and times. Over the last 15 years, means to connect with families and rubric1 used by educators to evalu- various organizations, including the the communities in ways otherwise ate the effectiveness of technology 50 CHILDHOOD EDUCATION INNOVATIONS in the classroom.2 According to magnifying glass. The new view of the framework, technology should objects provided by the microscope not be used simply for the sake often motivates children to find of adding novelty or filling time, new items to examine. Admittedly, but instead should be incorpo- the initial excitement might wane, rated purposefully in a way that but the digital microscope offers supports the learning goals. The opportunities for children to keep Triple E Framework is organized returning to the enhanced center into three categories for evaluat- over time as they find new discov- ing the educational effectiveness eries throughout the seasons (e.g., of a tool: deer hair during molting season, Engagement: Technology an abandoned eggshell in spring, a should be used to engage vacated beehive in winter). students and make the learn- Digital microscopes also offer ing process more interactive children an accessible way to view and interesting. specimens. Traditional micro- Enhancement: Technology scopes can be difficult for people enhances the learning experi- Encouraging “Wonder”ful of all ages to use as they try to ence by providing additional Conversations With focus one or both eyes through the support that otherwise would Digital Microscopes eyepiece(s). With a digital micro- not have been available. Classroom centers dedicated to scope that wirelessly connects Extension: Technology exploration may have magnifying to an iPad, children can look at provides opportunities for glasses, a lighted table that offers a the magnified image on an iPad authentic learning, connect- better look at specimens, and even screen. Moreover, these images ing students’ learning to their magnifier box bug viewers so that can be saved to a photo library daily lives. children can look at insects and and returned to later for sharing, other items in an easy and acces- continued conversation, or deeper By evaluating prospective sible way. While these tools are reflection that might include com- educational technologies using fabulous for encouraging co-engage- parison and contrast. Furthermore, the Triple E rubric, teachers gain ment, consider how the integra- these tools are light and portable insight into whether or not certain tion of a digital microscope could and thus can be taken outside the technologies are appropriate for elevate investigations and prompt classroom on explorations of near their class and determine when in further communication and deeper and far environments. their day digital tools might further reflection. A digital microscope is a engage, enhance, or extend student relatively straightforward and inex- Getting Started learning in ways that cannot be pensive way to allow explorations Acquire needed materials: done without technology. that simply cannot be done with a ○ Digital microscope (prefer- ably wireless). Options include SkyBasic Wire- When considering use of technology, teachers can start less Digital Microscope by asking themselves: ($29.99 at time of publica- Do I have a time each day for children to engage in tion), Easi-Scope Wireless hands-on inquiry? Digital Microscope ($99 at Do I have opportunities for children to share their thinking, time of publication), and, both orally and via emergent or beginning writing? for a more serious user, Do I have spaces where children can explore independently or ProScope Micro Mobile in small groups at various centers in the classroom? Universal iPad kit ($228.00 These are all perfect spaces where technology might offer a new at time of publication). way to connect to everyday life, support student-led investigations, ○ Mobile device. iPad, other increase co-engagement and communication, and model table or mobile device. self-reflective practices. ○ Microscope software. MAY/JUNE 2024 51  Download the app that cor- to turn on the microscope and hands-on learning experience. responds to the microscope. access the app so that, in time, Students are encouraged to Test the microscope to make children can use these without explore specimens and every- sure it works and learn about support. Talk with children day curiosities at high magni- the app. about what the pictures or icons fication and thereby see details mean. A teacher could make a not visual to the naked eye. Setting Up short recording demonstrating This can ignite their natural Add the microscope and the microscope that could be curiosity for discovery and their mobile device to an inquiry accessed via a QR code.4 interest in science, and lead to investigation space. When deeper engagement with the creating a new space, be sure to Exploring and Learning subject matter. Jessie is com- consider how this space will be Demonstrate how to use the mitted to supporting students inclusive of all learners. Is the device either to the whole class as active social learners, and is table one where a wheelchair or a small group. Consider confident they will be able to could access? Will visuals and teaching the students who have co-use the microscope during audio prompts be available to the weakest literacy skills first. center time following adequate help learners use the tools? Will They can teach the digital skills support in teacher-supported labels be written in multiple to others, which positions them small groups (see Figure 1). languages? Can children access as experts. Enhancement: Jessie real- it from multiple points? Let the students explore izes that digital microscopes Add items to explore. Be sure the device. can enhance learning beyond to add items with different Take the iPad and micro- the capabilities of traditional textures. We suggest beginning scope outside and investigate microscopes due to their with some of the following: in nature. portability and accessibility. ○ Things found in nature: Reflect on discoveries. After teaching the students moss, bark, soil, leaves, ○ Ask students to how to use the microscopes in shells, rocks look for similarities small groups, Jessie supports ○ Things found in the between specimens. them as they actively analyze kitchen: apple skin, onions, ○ What do they notice about and explore the world around sugar, bread (insert specimen here)? them. They start with items ○ Things found on your What does it look like? Jessie brings into the classroom body: skin, hair, fingernail, ○ What else might look like and eventually find their own fabric (clothing) (insert specimen here?) items of interest at recess or on Hold a discussion about how to ○ Ask “I wonder” statements. local walks. care for devices before allowing Share learning. Students can Extension: Digital micro- children to explore. Muhtaris share photos of the specimens scopes provide Jessie’s stu- and Ziemke3 recommend in small- or whole-group set- dents with access to a new checking in with colleagues tings. The photos also could world, only visible through the about school-wide expecta- be shared through the school’s high magnification afforded tions. Discuss how to carry a family communication apps by microscopes. Moreover, device, when or how to clean a (Seesaw, Parent Square, Bright- they offer an opportunity device, whether it is ok to delete wheel, Remind, etc.) to access for learning that is situated someone’s work, etc. To help parent knowledge and create in the natural environment. students remember guidelines, home/school connections. Digital microscopes will further consider having them take empower these young learners photos of people demonstrat- Triple E Framework Evaluation by granting them the abil- ing respectful ways to use the and Practical Applications in ity to capture footage in real technology, such as using two Jessie’s Classroom time to be shared with other hands when carrying a device. Engagement: Digital micro- students, teachers, family mem- Consider adding pictures to the scopes can engage Jessie’s bers, and even topic experts, center that demonstrate how young students by providing a leading to opportunities for 52 CHILDHOOD EDUCATION INNOVATIONS  Setting Up Create a designated area within the classroom to create a green screen wall. The screen can be secured in place with clothesline clips, push pins, or even tape. The size of the green screen can vary; larger green screens allow for more of the student’s body to be captured. Keep in mind that the best results are achieved when the green screen wall has minimal wrinkles and is evenly lit. Also remember the acces- sibility tips mentioned above so that all learners can engage in green screens. Set up the video recording Figure 1. Children analyzing minerals with a digital microscope connected to an device in front of the green iPad during center time. screen. The distance of the device from the green screen collaborative learning. In addi- assignments and able to attach valu- depends on the size of the tion to small-group instruc- able context regarding what their green screen backdrop. The tion and the inquiry center, work is meant to represent. Novice video should only record the Jessie plans to incorporate the and veteran teachers alike can space within the boundaries of digital microscope images into put this into action in their early the green screen wall, but be interactive writing lessons as childhood classrooms. far back enough to record more a way to document learning students. With a tripod for the and experiences. Getting Started video recording device, the Acquire needed materials: distance can be set in advance. Extending Conversations ○ Green screen backdrop. Students can also hold the With Green Screens This can be green craft recording device. Many teachers use a tablet or paper or solid green table- phone to capture student learn- cloth (both available at It’s Showtime! ing and engage students in self- dollar stores) or a special- Have students perform, express reflective practice. While having ized green screen back- their understanding of a topic, video recordings of student work is drop ($21.00 at the time or describe one of their draw- valuable for permanence and reflec- of publication). ings/paintings/creations in tion, this process can be even more ○ Video recording device. front of the green screen while powerful when extended and put in Tablet, smart phone, or capturing video footage using the hands of children. With some any other device capable of the video recording device. extra preparation and technological video recording. Students should not wear green know-how, students can acquire the ○ Video editing software. while being recorded. Below ability to digitally edit themselves Options include: DoInk are some suggestions for reflec- into videos of their work with the Green Screen app ($4.99 tion prompts when asking them use of green screen (known also as at time of publication and about their work: chroma key) technology. recommended for ages 4+), ○ “How did you create this?” With the option to include their iMovie (included on Apple ○ “What do you like best own footage, students may be more devices), WeVideo (free about this?” motivated when working on their version available). ○ “Explain how this works?” MAY/JUNE 2024 53  ○ “I wonder what would unlisted Youtube channel or the screens can be used to transport happen if…” childcare or communication students into different loca- ○ “How does this make you app the school uses). tions or time periods during feel?” dramatic play, allowing them Video editing. Triple E Framework Evaluation to express their creativity and ○ Download or access the and Practical Applications in imagination in ways they oth- video editing software and Jessie’s Classroom erwise wouldn’t. Green screens become familiar with it. The Engagement: Green screens also can be used to create the DoInk app is rated for ages can be used to engage students visual illusion of transforming 4+, so we are confident that by creating interactive and the size of the student. Jessie teachers and students can immersive learning experi- can’t wait to observe and listen become fluent with it quickly. ences. After examining their to their students engage with ○ Demonstrate to students learning goals and instructional each other and environments in how to upload or add green day, Jessie is confident green new ways. screen video footage to the video editing software. ○ Demonstrate how to use the software to remove the green background from the video footage. Depending on the video editing software, the steps to implement the green screen effect will vary. Specific tutorials for applying green screen effects can be found for each tool.5 Be creative. Once the green background has been removed, students have the freedom to change the background and the size of their image. ○ They may want to immerse themselves in one of their own art works. ○ They could shrink their image to the size of a lady- bug and place themselves crawling on a leaf or make themselves larger to walk with dinosaurs. ○ They could create a video to inform the public of some- thing (see Figure 2), using a background image of a city to give a guided tour or an artifact to tell about their culture. Sharing the results. When stu- dents are happy with the results, Figure 2. A public service poster for a chicken farm about what foods are safe to publish and upload the videos feed to the chickens. Greenscreens were used to incorporate students into the to a video platform (such as an poster. The poster has been modified to protect the identity of the students. 54 CHILDHOOD EDUCATION INNOVATIONS  Enhancement: Green screens deeper insight into their chil- when making decisions about when have the potential to enhance dren’s thinking and activities certain tools might be used to engage, learning by providing students in the classroom. With family enhance, and extend learning. with the ability to demonstrate permission, Jessie even plans to their understanding visually, share these artifacts with other Notes: verbally, and through physi- educators as a way to encour- 1 https://www.tripleeframework.com/triple-e- cal action. After several weeks age them to try it out in their printable-rubric-for-lesson-evaluation.html of exploring the green screen own classrooms. 2 Kolb, L. (2017). Learning first, technology together, Jessie set up a per- second. ISTE. manent space in the classroom Conclusion 3 Muhtaris, K., & Ziemke, K. (2015). so that children could cap- Digital technologies can transform Amplify! Digital teaching and learning in the K-6 ture their understanding and young children’s learning environ- classroom. Heinemann. describe any of their inventions, ment in simple yet powerful ways. 4 Create a QR Code for any Media junk box creations, or draw- However, teachers might not know using Google Drive (www.youtube.com/ ings. The recorded footage where to begin. Perhaps they are watch?v=q7oCaEyceYo); How to Create a serves as an artifact that Jessie worried about their own digital QR Code with my OneDrive Documents (www.youtube.com/watch?v=tIanMXs6wVI); and the students will use for expertise, or maybe they don’t have Best Free QR Code Sites for Teachers future reflection. examples of what it can look like in (www.techlearning.com/how-to/ Extension: Green screens practice to support young chil- best-free-qr-code-sites-for-teachers) provide students the oppor- dren’s digital literacy. The practical 5 DoInk: www.youtube.com/watch?v=ekX1m tunity to share their learning examples provided here illustrate Dt6QNY&feature=youtu.be; iMovie: https:// through video artifacts that ways early childhood educators can support.apple.com/en-us/102308; WeVideo: can be shared with audiences integrate technology to support www.wevideo.com/blog/news/chroma-key outside of the classroom. Now existing instructional practices and that Jessie has this established positively impact the overall learn- Disclosure Statement: space in the classroom for ing experience for all involved. The No potential conflict of interest was students to visit, families have Triple E Framework can be useful reported by the authors. Educational Resources World History Encyclopedia An array of historical topics and narratives are available online at the World History Encyclopedia, through text, video, interactive features, and social media. Every submission to the encyclopedia is carefully reviewed. The content follows academic standards but is written in an easy-to-read manner, with students and the general public 12 Great Scientists of the Scientific Revolution in mind. Many educational institutions have recommended (collection) the publication, including: Oxford University, Common Dogs and Other Pets Through the Ages Sense Education, School Library Journal, MERLOT, and (collection) University of Wisconsin-Madison. A Gallery of Daily Life in Classical Antiquity (collection) Free lessons come with a collection of supplementary Ten Ancient Egyptian Stories (collection) materials and useful links on the subject, as well as Climate Change & Disaster – Linking Antiquity downloadable handouts, assessments, keys, and much and Present (lesson) more. Some of the collections and lessons available are: Halloween Matching Card Game (Activity) https://www.worldhistory.org/edu/ MAY/JUNE 2024 55