TEACHERS – INTEGRATING TECHNOLOGY
How can I make computers a part of my regular
classroom.
Adult Participation
How do I make sure children get adult help
when playing with the computer?
Overview:
Adult participation is as important with computers
as with any other material in the early childhood classroom. Adult participation
is as important with computers as with any other material in the early
childhood classroom. Children need adult help to introduce them to new
materials and new concepts, to gently push them towards new learning,
to assess and value their skills and insights, to help them navigate issues
of collaboration, to share their discoveries, and to discuss problemsand
challenges. Children need adult help to introduce them to new materials
and new concepts, to gently push them towards new learning, to assess
and value their skills and insights, to help them navigate issues of collaboration,
to share their discoveries, and to discuss problemsand challenges.
Conversation:
D.H.: I used to leave my kids at the computer.
I figured they were engaged, on task, practicing valuable skills,
so I didn’t have to spend time with them at that point, I could concentrate
on other areas. Now I think I missed some important teaching opportunities.
K.P.: Yeah, I thought the computer program does the teaching, so I don’t
have to. And the computer is so motivating for kids that it’s tempting
to just breathe a sigh of relief and let them do it while you attend to
other kids. D.H.: Every now and then I’d have to help them with something
like printing, or stop a fight. But that’s not enough. They need to show
me what they can do. I have to make sure they try new things. I have to
spend time with them, like with every other material. I realized they
learn a lot more if I pay attention. I wouldn’t just ignore them if they
were playing with blocks or painting either - and it’s the same here.K.P.:
Yes, it’s a balancing act. Leave them alone some to consolidate what they’ve
learned and then spend some time with them to help them move to new learning.
The computer is really no different from anything else, it turns out.
You can use it well or you can just use it for baby-sitting.
Teacher Tips:
It is important to spend time with children
at the computer — it's the only way you can really observe what they're
doing, how they solve problems and where they might be stuck. This is
as important with computers as with any other activity. You might want
to plan a series of short sessions with individual children or pairs of
children at the computer. A planned schedule will reassure the other children
that they too, will get special time with you at the computer. It's helpful
to have a schedule that allows you to keep track of the sessions you have
with each child. Some children may need more computer time with you than
others, some because you've observed a lot of random clicking, others
because they need encouragement to stick with something that is challenging
to them. But all your children should have opportunities to learn with
you at the computer. This gives you a chance to observe and learn about
your kids and also gives them a chance to show off to you what they have
learned and tell you about it. Finally, you might want to make sure that
parents who have computers at home understand that spending time with
adults at the computer is very important for children's learning.
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Having Conversations
How can I make computer activities part of
the conversation in the classroom?
Overview:
It is important for children to talk about
what they do on the computer. When they work alone , they often seem happily
engaged, but its hard for a teacher to know what that child is learning.
Asking the child to explain what the activity is about gives the child
an opportunity to share knowledge. Alone, kids smile less and express
less enthusiasm or pleasure at their own accomplishment. When they work
in a group they share their sense of accomplishment with each other, discuss
strategies, and help each other discover new possibilities. Talking with
adults can help children understand their own ideas better. Asking questions
and talking about their accomplishments can also open up new avenues of
investigation. When children use "Baileys Make-A-Story," for instance,
adults can ask children about the choices they make as they construct
their stories and listen to a child tell a completed story, which may
be much more complex in the childs mind than the pictures on the screen
can show.
Conversation:
G.S.: I’ve noticed that the moment there are
two ore more children at the computer, their enjoyment level goes up.
When children play at the computer together, even though they have to
learn to cooperate, they seem to have more fun.D.J.: I notice that it
helps when I ask them to talk about what they’re doing on the computer
because kids don’t always understand what the software is asking them
to do. Sometimes that’s fine. Like in the cookies game, where you are
supposed to put a specific number of jellybeans on the cookie, some kids
just think they’re making cookies for the horse and the frog. They don’t
know that when the frog gets the cookie, it means it has the wrong number
of jellybeans. I think that’s fine for the younger ones. But it’s a good
idea to ask them to anticipate who is going to eat the cookie. It helps
them learn what to do if they want to feed the horse. G.S.: I also make
sure they tell their parents about what they made on the computer, and
we talk about it at circle time. Sometimes I spend time with a small group
at the computer and then one child gets to do the mouse and we all talk
about what to do. That’s how I try to introduce new games to them. It
gives them an idea of what the game is about, at least.D.J.: I’ve never
tried a small group at the computer. We’re not really set up for that,
but it might be a good idea. I’ll just have to move it a little so there’s
room for a couple of rows of chairs there.
Techer Tips:
You might want to plan to include conversations
about computer-related activities regularly in your meetings or circle
time. They might tell each other about opportunities to play with computers
at home, when visiting friends or relatives, or at the library. Talking
about computers can include discussion of what we use computers for (such
as making things, finding out about things, playing games, getting and
sending messages, etc.) Once you have a computer in your classroom, finding
out about them, and what we use them for, might become part of your more
general curriculum. There are field trips you might plan that would show
children computers in different contexts, from visiting school computer
labs to neighborhood stores that use computers or sell computers. You
might want to help your children structure the kinds of conversations
they have with each other when they are playing on the computer together
in pairs or in small groups. They might need help making decisions about
who gets to do what. If they are playing in a small group, the child who
is driving the mouse might tell everybody else what s/he plans to do,
and ask if they agree. If two children are playing together, the one with
the mouse might ask the other one what to do rather than click without
consulting with the other child.
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Curriculum Extension
How can I extend computer activities into the
rest of the classroom program?
Overview:
Many of the software activities in "The Young
Explorer" package can be extended to included activities that don't involve
the computer. In"Sammys Make-A-Movie" children create a movie by putting
pictures into a sequence. In this case, the completed movie shows a larva
turning into a butterfly. "Sammys Acorn Pond" lets children explore animal
life at a pond during all four seasons of the year. Butterflies are also
featured in this program. In fact, it explains the same process that was
animated in Make-A-Movie. Both of these activities could be used in a
classroom unit on butterflies. In one classroom, the teacher brought in
a three-dimensional model of the different stages of the butterfly metamorphosis.
Looking at and touching such a model helps to make the transformation
more concrete for children. These children made paper collages representing
their understanding of what a larva looks like before its transformation.
They also made paper constructions of the final butterfly stage. Their
work was prominently displayed in the classroom to celebrate their achievement.
Conversation:
J.G.: In our lesson plan, we list the concept
we’re teaching, and songs, stories, group activities, physical activities,
construction, dramatic play and other things like that. I try to find
a way to connect things from the computer to other areas in the curriculum.
B.W.: Yes. I made a board game that uses the
same ideas as Trudy’s Jellybean Hunt. This way they get to experience
the idea of directions in another way. And I have them play the jellybean
game outside, in the yard. We make a chalk grid, 4 by 4, and one kid gets
to place a football in a square and then another kid is the ant and a
third kid gets to tell the ant which way to go, left, right, forward,
backward. They love it.
J.G.: Yes, I think it’s really important to
make the computer activities an integral part of the curriculum rather
than just a skill-building exercise. I don’t want them to just learn number
skills on the computer. I want them to use numbers as part of everything
they do, like setting the table and paying attention to how many kids
will sit there and how many plates and cups we need for them.
B.W.: We do our curriculum planning by themes.
We did earthworms recently, everything from moving like a worm on your
belly and singing songs about worms to measuring worms and observing them.
We came up with questions about worms. Then we went on a field trip to
a local pond and looked at some of the plants and animals there, including
worms. The next day, when one child was on the computer, I saw that he
was playing with Sammy’s Acorn Pond. I realized I could ask him to find
the kinds of things we saw on our trip there. So the computer reinforced
what they had seen on the trip.
Teacher Tips:
Using pictures from actual classrooms, here
are concrete tips on how to extend and reinforce childrens computer learning
using other kinds of activities and follow-up activities that provide
children with different ways to learn and reinforce what they have already
learned. Most software comes with a manual that contains more than just
how-to instructions. It is probably a good idea to look at the manual
or other materials for ideas, and suggestions for related activities.
In some cases there are excellent suggestions for good off-line activities
and extensions. Many childrens software programs also provide all sorts
of printable material for children to play with off-line. If you want
to make some related extension activities yourself, consider that children
play computer activities on three different levels. On one level, they
are learning how to use the software and the computer itself. That includes
understanding whats on the screen as well as how to navigate through it:
like knowing where to click to make things happen. On another level, children
are learning the rules and skills required to play the particular game,
whether it is a matching game, a memory game, a construction game or any
other kind of game. For that reason, you might want to make sure that
all your children are involved in learning the same concepts in many different
kinds of activities, with and without computers.
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Computer Placement
How can I integrate the computer into the space
and materials available in the classroom?
Overview: Creative play is central to
young children’s development. A computer is one of many materials they
can use for play and self-expression in the classroom. What does "creative
play" mean when a child is using a computer? It means that the child sets
the rules of the game, not the computer. Many of the "Young Explorers"
activities can be set in an exploratory mode, instead of a game mode.
In the exploratory mode, the child can determine the goal of her play,
instead of learning how to play the game defined by the computer. In the
exploratory mode in "Millies Make-A-Bug" children can give their bugs
as many eyes as they want or redistribute the bugs body parts. Children
can also engage in open-ended creative play by inventing a creature in
"Baileys My Friend" or designing their own constructions in "Sammys Workshop"
or "Millies Mouse House." Once a creation is complete, children can print
it out to color, or use as an illustration in a story. Children can use
computers for other kinds of art projects too."Baileys Kid Cards" lets
children create greeting cards, but limits them to the pictures the computer
provides . Teachers can expand children’s creative options by encouraging
them to enhance their cards by coloring or decorating them with other
art materials.
Conversation:
S.D.: Sometimes I forget that computers are
toys. I always think of them in connection with working on reading and
counting skills. But kids can really play with them, too, make things.
B.M.: My kids are younger. They love making
things on the computer. They love printing out their bugs and robots.
I have to turn off the printer sometimes!
S.D.: I make them come and get paper when theyre
ready to print. They tell me how many pictures they want to make and I
give them the paper. I always print outlines only - you know you can select
that in the Adult Options - so they can color them and make them their
own. We have a color printer, but I prefer that they do their own coloring.
B.M.: I have them print out some words, like
"Happy Birthday," and they decorate it with their own pictures. I like
that better than using clip art, which is all the same.
S.D.: I let them select pictures they like
and then they dictate a story to me and I print it for them and then they
color their story. Sometimes we make books that way, too.
TEACHER TIPS:
Using pictures from actual classrooms, here
are concrete tips on how to encourage your children to take turns while
using the computer. Taking turns is an important discipline. There are
many ways of organizing turns for children. You might have sign-up sheets
for all the free play activities or learning stations in your classroom.
Some people have activity charts and children either write their names
on an activity list or stick an icon representing them on it. Other charts
have different icons representing different activities, which children
can stick on a chart next to their name. Either way, it is important for
children to have an opportunity to select and plan ahead. It is easy to
make charts on the computer. Saving them also will give you a record of
who played what, when and with whom, so that you can observe patterns
over time and make sure that all children get a chance to play with their
friends and be both the "learner" and the "teacher" at different times.
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Sharing Creations
How can I share children’s computer work with
others?
OVERVIEW:
Sharing childrens creations by exhibiting them
on the walls of the classroom is a good way to celebratetheir work. Children
are fascinated by seeing their constructions emerge from the printer.
Many of the computer programs allow children to print out a version of
their work. "Millies Build-A-Bug" and "Sammys Workshop, ""Baileys Make-A-Story,""
My Friend" and "Kid Cards" all allow printing of constructions made by
children. "Trudy’s Earth Scout" lets children print out line drawings
based on the photographs they collect. Even when there is no wall space
left, teachers can askchildren to talk about their creations during circle
time before putting them into their folders.
CONVERSATION;
J.H.: My kids just love making cards in Baileys
Kid Cards and giving them to each other and to their families. They love
picking the clip art. Then they color them with crayons or markers. Sometimes
I just have them print out words, like "Happy Birthday," and make their
own drawings to decorate the cards. They like that too. And I think its
important for them to know that their own drawing is just as good as the
computers
T.Y: Yes, I worried about that too. But I just
realized that the Adult Options menu - I forget the keys you press to
get there, but its in the manual - lets you set the printer so the pictures
come out as outline for the kids to color in.
J.H.: Yes, I prefer that to full color pictures,
even though we have a nice color printer. The colored prints look nice,
but I think its better for the kids to make them their own by coloring
T.Y: I don’t mind if they print out their creations,
like Millies Build-A-Bug or My Friend in color because each child’s picture
is a little different. And in Sammy’s Workshop, they can color their constructions
on the computer, so then its fun to have them print out in color. Sometimes
we make a whole collage of their different versions and talk about their
choices
TEACHER TIPS:
Using pictures from actual classrooms, here
are concrete tips on how to encourage your children to take turns while
using the computer. It's important that children get an opportunity to
share what they have made. The computer gives them many opportunities
to make pictures and print them and then color or decorate them by hand.
or in black & white outline to allow for hand coloring. Check the
printing options of the programs your children are using. If you have
a black & white printer and children expect to print a colorful creation
they have made, they may be disappointed. See what kinds of alternatives
you may be able to suggest to them to redirect this disappointment into
an opportunity for further creation. You also may want to have a special
place for exhibiting children's computer art. Since it is relatively easy
to print out computer creations, you can plan special computer art exhibits
so every child does not expect to hang every print-out on the wall of
your classroom. Portfolios, folders in which children keep their artwork
to take home and show their families, can become quite full very quickly
if a child wants to save every print-out. You may want to have a conversation
in which the child gets to weed out a thick portfolio and decide which
are her/his favorite creations for inclusion in the "permanent" portfolio.
Because it is so easy to make multiple copies of printed computer work,
children may want to share their work with each other. Children often
print out identical constructions and it is important to them to know
which ones are theirs It is equally important to make sure that children
acknowledge other children's work. For both reasons, signing work becomes
an important habit. Children should learn to sign their work as soon as
it comes out of the printer so that no confusion arises.
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Sharing Discoveries
How can I help children share their computer
discoveries with each other?
OVERVIEW;
At meetings, children can share the discoveries
they have made. They can display their printed work, or tell about what
they have learned. When children share a discovery or an accomplishment,
the teacher can ask if they want to show others how to do it and ask the
other children whether any of them want to learn it too. Then children
can then share their discovery in another way by teaching it to someone
else. Peer coaching is an important part of learning for young children.
Children learn well from each other though adult supervision is needed
at times.
CONVERSATION:
J.N: I ask the children to tell me what they
did on the computer each day at meeting time. That way I can keep track
of what they’re doing and of who knows what program.
B.B.: I always used to ask the children to
say what they did during the day at meeting time, any activity. But Ive
noticed that the other kids have a hard time paying attention when I just
ask them to say what they did. It doesn’t involve the other children in
their process. They’re just sharing the results. So now I don’t just ask
them "What did you do?" Now I ask them things like "I notice you were
very excited about doing the movies. What did you find out about that?"
or "what would you like to tell the group about that?"
J.N.: Can they talk about it like that? I think
I have some kids who would have a hard time with that. But it might be
a good idea to get them talking.
B.B.: They need time to learn it. First they
just say what they did, but after a while, if I keep asking them guiding
questions, they get used to sharing what they learned, not just what they
did. Sometimes I start conversations in meetings by saying something like
"I’ve noticed that a lot of the children like using the weather program.
What do you like about it? What can you make it do?" I encourage them
to talk about what they’ve discovered, not just what they’ve done. I ask:
"Did anyone try something new on the computer today?" What did you do
that was new? What did you find out?"
TEACHER TIPS:
Using pictures from actual classrooms, here
are concrete tips on how to encourage your children to take turns while
using the computer. Children should be sharing their discoveries of what
they can do with computers with you, with their families and with each
other. The children who have mastered a piece of software can then help
other children learn to use it by partnering with them and by sharing
their experiences with others during circle time. You also may want children
to have the opportunity to share their discoveries with visiting adults
by having the children give them a "tour" of the computer and explaining
what they can do with it. Children who have computers at home may want
opportunities to tell others about new things they have learned.
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Taking Turns
What are some strategies for taking turns when
using the computer?
OVERVIEW:
Learning to wait is an important part of turn-taking.
Some children watch others play while they wait, while others engage in
different activities. There are several systems for determining when children
have a turn at the computer. The teacher can post a schedule in a prominent
place. Using a list, the teacher can select who will use the computer
and when. Or children can sign up to use the computer in their free time.
After children have placed their names on a master list, the teacher determines
the order in which children will go. A third, more open-ended system of
turn-taking, uses pictures to represent each of the children. Here children
themselves determine when they will have a turn at the computer by placing
their personal picture on a schedule
CONVERSATION;
G.H.: I started using the timer in the software,
on KidDesk, to let the children know when their turn was up. But then
I noticed that some of them were staying on an awfully long time. They
figured out how to sign back on under a different icon when their time
was up! So now I have to pay attention and make sure they really do take
turns.
J.L.: I also have to watch when I have a child
who takes over paired with a child who waits patiently. So I keep an eye
out. Sometimes the more assertive child still works the mouse, even when
it’s supposedly the other kids turn! They think they’re helping. Then
I make sure the other kid's gets a chance! I mix it up. Ill pair a quiet,
patient kid with a powerhouse to get them interested, but then I have
to make sure to switch partners and let the quieter kid get a chance too
- and give the powerhouse someone to challenge her.
G.H.: I used to let the older kids go to the
computer when they were finished with their other work, but then I realized
that wasn’t fair. That way the quickest kids always got to the computer
and the slowest kids never got a chance. Now I have them sign up first
come, first serve, but I make sure I think about whom I ask first when
it comes to choosing activities because I know that the computer spots
will be filled right away.
TEACHER TIPS:
Using pictures from actual classrooms, here
are concrete tips on how to encourage your children to take turns while
using the computer. Taking turns is an important discipline. There are
many ways of organizing turns for children. You might have sign-up sheets
for all the free play activities or learning stations in your classroom.
Some people have activity charts and children either write their names
on an activity list or stick an icon representing them on it. Other charts
have different icons representing different activities, which children
can stick on a chart next to their name. Either way, it is important for
children to have an opportunity to select and plan ahead. It is easy to
make charts on the computer. Saving them also will give you a record of
who played what, when and with whom, so that you can observe patterns
over time and make sure that all children get a chance to play with their
friends and be both the "learner" and the "teacher" at different times.
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