1. Customized, Interactive Software Sounds Great!
Now What Does that Really Mean?
Handout: http://www.hatchearlychildhood.com/layout-images/documents/EETC/Customized_handout.pdf
EETC Conference March 2012
Susan Gunnewig, M.Ed. Lilla Dale McManis, Ph.D.
sgunnewig@hatchearlychildhood.com dmcmanis@hatchearlychildhood.com
Copyright 2012

2. Overview
• Why is this topic applicable to early learners?
• What are customization and interactivity really?
• Why are they important?
• How do these intersect in the learning process?
• What are best practices for early learners?
• How do we know we are on the right path for a
child/children?
*Disclaimer: Photos do not imply endorsement .

3. Why is this topic applicable to early learners?
• Technology supports learning
– Thirty plus years of research
– Covers many areas
• Literacy/Language
• Mathematics
• Social-Emotional
• Critical Thinking
See reviews by Penuel et al. 2009; McCarrick & Xiaoming 2007; Glaubke 2007; Clements & Sarama 2003

4. • Much wider variety of types of technology
and content available:
– Desktops/laptops
– Interactive whiteboards
– Tablets
– Tables
– eReaders, smartpens,
iPod touch, digital cameras
Rideout 2011; Gutnik et al. 2010

5. • Acceptance growing
– Dedicated groups
– US DOE Ready to Learn
– Books, Articles, Websites, YouTube
– Teacher preparation programs
– NAEYC/Rogers Center Position Statement
– This conference

6. Groups

7. What are Customization and Interactivity really?
Customization is a vital subset of interactivity…..
• “…Interactivity refers to those functions and/or
operations made available to the learner to enable
them to work with content material presented in a
computer based environment.” (Sims 2000)
• Customization allows “all learners to progress from
where they are and not where we would have
imagined them to be.” (CAST UDL Guidelines 2011)

8. Why be concerned with Interactivity?
“I click/touch/speak therefore
I am interacting…”
Not so fast it turns out.
When we pay attention to the elements that
truly define interactivity in computer enhanced
settings we can see the powerful potential for
learning.
So, let’s take a look….

9. How can we understand Interactivity?
Work of Rod Sims...
• Relationships between interactive constructs
and learning theories
• Understanding/applying can reinforce
potential for implementing appropriate
strategies
• Laid out as dimensions

10. What theories underlie Interactivity?
Sims created his classification as dimensions:
• Learners - the who of the learning process
• Content - the what of the learning process
• Pedagogy - the how of the learning process
• Context - the when and where of the learning
process

11. Interactivity and learners
• Consideration of the learner dimension…
– make applications more adaptive to specific
characteristics of the target population

12. Focus Interactive Constructs Related Theories
Goal Navigation; o Select navigational paths Sign Learning (Tolman, 1932); Constructivist
Exploration o Retrieve appropriate content (Bruner, 1966); Information Pick Up (Gibson,
o Move within a simulated environment 1966); Structural Learning (Scandura, 1973);
o Explore conditions of rule operation Androgogy (Knowles, 1984); Adult Learning
o Compare results (Cross, 1981); Soar (Newell, 1990)
Making Selections o Access manageable pieces of material Information Processing (Miller, 1956)
o Modify content structure
Tools o Access help or support tools Cognitive Dissonance (Festinger, 1957)
Control: to Construct o Construct or modify properties of and/or Gestalt (Wertheimer, 1959); Lateral Thinking (de
or Deconstruct relationships between learning objects Bono, 1967); Experiential (Rogers, 1969); Dual
o Create personal narratives Coding (Paivio, 1986); Levels of Processing (Craik
& Lockhart, 1972); Script (Schank, 1982);
Component Display (Merrill, 1983); Cognitive
Flexibility (Spiro, Feltovich, Jacobson & Coulson,
1992)
Prompt for o Generate original responses Originality (Maltzman, 1960); Constructivist
engagement (Bruner, 1960);
Scaffolding; o Assemble or disassemble support tools as Constructivist (Bruner, 1966); Social Learning
Modelling required (Bandura, 1971); Script (Schank, 1982)
o Adapt dynamic scaffolding according to
individual schema
o Access exemplars to support knowledge
acquisition
Interactivity and learners

13. Making o Access manageable Information Processing
Selections pieces of material (Miller, 1956)
o Modify content
structure

14. Interactivity and content
• Second dimension is content or subject
matter in which…
– level, depth, underlying information and
presentation design are critical to overall
interactive experience

15. Focus Interactive Constructs Related Theories
The more the better o Present questions frequently Connectionism (Thorndike, 1913)
Essential o Ensure interactions implemented Contiguity (Guthrie, 1930); Drive Reduction
(Hull, 1943)
Engagement o Integrate meaningful engagement through Dual Coding (Paivio, 1986), Levels of Processing
access to different content representations (Craik & Lockhart, 1972)
o Enable the means to control displayed media
elements
Content Dependent o Vary structural presentation as a function of Algo-Heuristic (Landa, 1974); Component
content domain Display (Merrill, 1983); Elaboration (Reigeluth,
o Enable learner elaboration of epitomes 1992)
Multimedia o Enable the means to select media used to Symbol Systems (Salomon, 1979); Dual Coding
display content structures (Paivio, 1986); Cognitive Flexibility (Spiro et al,
o Enabling access to and manipulation of 1992)
content
Minimalist o Include only necessary content GOMS (Card, Moran & Newell, 1983);
Minimalist (Carroll, 1990)
Interactivity and content

16. Minimalist o Include only GOMS (Card, Moran &
necessary content Newell, 1983);
Minimalist (Carroll,
1990)

17. Interactivity and pedagogy
• This dimension determines extent learner is
able to move/navigate, test/explore, and
maneuver/self-pace…
• Attends to what measures will represent
completion:
– teaching ‘instructivist’ model = assessment
– learner ‘constructivist’ model = task completion

18. Focus Interactive Constructs Related Theories
Vary according to o Vary as a function of developmental stage Genetic Epistemology (Piaget, 1929); Conditions of
learner o Vary according to individual skills Learning (Gagne, 1985); Subsumption (Ausubel,
o Integrate contextual and socio-cultural 1963); General Problem Solver (Newell & Simon,
elements 1972); Androgogy (Knowles, 1984); Adult
Learning (Cross, 1981); ACT (Anderson, 1976);
ATI (Cronbach & Snow, 1977); Triarchic
(Sternberg, 1977);
Question- Answer- o Adopt a cyclic question (stimulus), answer Operant Conditioning (Skinner, 1950)
Feedback (response) and feedback loop
Self pacing o Enable learner control Mathematical (Atkinson, 1972); Criterion
o Enable self testing of achievement (mastery) Referenced (Mager, 1988)
Problem Based o Enable assessment of individual success Experiential (Rogers, 1969); General Problem
o Enable testing and problem solving of Solver (Newell & Simon, 1972); Double Loop
currently held beliefs or concepts (Argyris & Schon, 1974); Repair (Brown & Van
o Provide tools to solve problems Lehn, 1980); Mathematical Problem Solving
(Schonfield, 1985)
Interactivity and pedagogy

19. Self pacing o Enable learner control Mathematical (Atkinson,
o Enable self testing of 1972); Criterion
achievement (mastery) Referenced (Mager, 1988)

20. Interactivity and context
• Fourth dimension is context in which learning
occurs…
• Can range from abstract to concrete
• Context for learning demands two conditions:
– integration of knowledge and
information into situation
– learner able to position self
in that context to understand
situation and purpose of
information

21. Focus Interactive Exemplars Related Theories
Contextual, Situated o Enable access to people (real or simulated) Functional Literacy (Sticht, 1976); Social
to provide assistance Development (Vygotsky, 1962); Symbol
o Focus on action-consequence model Systems (Salomon, 1979); Phenomenography
o Relate contextual controls (tools) to (Marton, Hounsell & Entwistle, 1984);
support facilities Cognitive Flexibility (Spiro et al, 1982);
o Enable social operations Situated (Lave & Wenger, 1990)
Learning Styles o Enable learner and program adaptation Modes of Learning (Rumelhart & Norman,
strategies 1978); Multiple Intelligences (Gardner, 1993)
Interactivity and context

22. Contextual, o Enable access to people (real Functional Literacy (Sticht, 1976);
Situated or simulated) to provide Social Development (Vygotsky,
assistance 1962); Symbol Systems (Salomon,
o Focus on action-consequence 1979); Phenomenography (Marton,
model Hounsell & Entwistle, 1984);
o Relate contextual controls Cognitive Flexibility (Spiro et al,
(tools) to support facilities 1982); Situated (Lave & Wenger,
o Enable social operations 1990)

23. Take-Aways about Interactivity
• Not a given just because using technology
• Need to actively consider the “interaction” in
interactivity
• By attending to the:
– Learner
– Content
– Pedagogy
– Context
• Develop a tool to assess such as a
rubric, checklist, observation form....make it real
by having a photo or video to reference!

24. Customization

25. Why be concerned with
Customization?
• In learning environments, such as schools and
universities, individual variability is the
norm, not the exception. When curricula are
designed to meet the needs of an imaginary
“average,” they do not address the reality learner
variability. They fail to provide all individuals with
fair and equal opportunities to learn by excluding
learners with different abilities, backgrounds, and
motivations who do not meet the illusive criteria
for “average.”
UDL Guidelines 2011

26. How can we understand
Customization?
The UDL framework….
• encourages creating flexible designs
from the start
• that have customizable options
• options for accomplishing varied
and robust enough
• to provide effective instruction to all learners

27. What theories underlie Customization?
Foundational Research on UDL
• Draws from a variety of research fields:
– neuroscience
– learning sciences
– cognitive psychology
• Deeply rooted in concepts such as:
– Zone of Proximal Development,
scaffolding, mentors, and modeling
• Foundational-individual differences:
– Piaget
– Vygotsky
– Bruner
– Bloom

28. Principles & Guidelines
• Based on neuroscience* research, Principles
guide UDL and provide underlying framework
for the Guidelines
• Guidelines organized according to the three
main Principles:
– representation
– action and expression
– engagement
*Neuroscience, the study of the nervous system, advances the
understanding of human thought, emotion, and behavior.

29. Principle I:
Provide Multiple Means of Representation
• Learners differ in the ways they perceive and
• comprehend information presented
– The “what” of learning

30. Principle II
Provide Multiple Means of Action and
Expression
• Learners differ in the ways they can navigate a
learning environment and
• express what they know
– The “how” of learning

31. Principle III
Provide Multiple Means of Engagement
• Affect represents crucial element to learning
• Learners differ markedly in ways they can be
engaged
• or motivated to learn
– The “why” of learning

32. Principle I: Provide Multiple Means of
Representation
Display information in a flexible format
• Speed or timing of video, animation, sound,
simulations
• Layout of visual or other elements
• Visual or tactile (e.g., vibrations) equivalents for
sound effects or alerts
• Touch equivalents (tactile graphics or objects of
reference) for key visuals that represent concepts
• Auditory cues for key concepts and transitions in
visual information

33. Principle I: Provide Multiple Means of
Representation
Provide options for comprehension
• Cues to draw attention to critical features
• Explicit prompts for each step in a sequential
process
• Interactive models that guide exploration and
new understandings
• Graduated scaffolds that support information
processing strategies
• Opportunities to revisit key ideas and linkages
between ideas

34. Principle II: Provide Multiple Means of
Action and Expression
Provide options for expression and
communication
• Models or examples of the process and product
of goal-setting
• Scaffolds that can be gradually released with
increasing independence and skills (e.g.,
embedded into digital reading and writing
software)

35. Principle II: Provide Multiple Means of
Action and Expression
Provide options for executive functions
• Embedded prompts to “stop and think”
before acting
• Embedded prompts to “show and explain
your work” (e.g., portfolio review, art
critiques)
• Representations of progress (e.g., before and
after photos, graphs and charts showing
progress over time, process portfolios)

36. Principle III. Provide Multiple Means
of Engagement
Provide options for recruiting interest
• Provide learners with as much discretion and
autonomy as possible by providing choice:
– Type of rewards or recognition available
– Context or content used for practicing and assessing
skills
– Tools used for information gathering or production
• Provide tasks for active participation, exploration
and experimentation
• Vary level of novelty or risk & sensory stimulation

37. Principle III. Provide Multiple Means
of Engagement
Provide options for sustaining effort and persistence
• Prompt or require learners to explicitly formulate
or restate goal
• Differentiate the degree of difficulty or complexity
within which core activities can be completed
• Provide prompts that guide learners in when and
how to ask peers and/or teachers for help
• Encourage and support opportunities for peer
interactions and supports

38. Principle III. Provide Multiple Means of
Engagement
Increase mastery-oriented feedback by providing
feedback that:
• encourages perseverance, focuses on development of
efficacy and self-awareness, and use of specific
supports and strategies in the face of challenge
• emphasizes effort, improvement, and achieving a
standard rather than on relative performance
• is frequent, timely, and specific
• is substantive and informative rather than comparative
or competitive
• models how to incorporate evaluation, including
identifying patterns of errors and wrong answers, into
positive strategies for future success

39. Take-Aways About Customization
• Founded on theory and science
• Options need to be
– Varied
– Robust
– Flexible
• Options need to attend to
– representation
– action and expression
– engagement

40. How do these intersect in best practices?
• Open ended technology-based instruction
based on scaffolding (Vygotskian
approach), but with a framework more
aligned with discovery (Piaget) and
constructivism (Bruner)
• Computer assisted instruction based on
scaffolding (Vygotskian approach), information
processing (NeoPiagetians), and actions and
reactions (Skinner)

41. Examples
Open Ended….
• Interactive Whiteboards
• Multi-touch Tables
• Tablets

42. Interactive Whiteboards
Touch equivalents (tactile graphics or objects of reference)
for key visuals that represent concepts

43. Provide tasks for active participation, exploration and experimentation

44. Emphasizes
effort, improvemen
t, and achieving a
standard rather
than on relative
performance

45. Differentiate the
degree of difficulty or
complexity within
which core activities
can be completed

46. Models or examples of the
process and product of
goal-setting

47. Tables
Encourage and support opportunities for peer interactions /supports

48. Layout of visual
or other
elements

49. Interactive models that guide exploration and new understandings

50. Feedback that is
frequent, timely, and
specific

51. Tablets
Provide learners with as much discretion and
autonomy as possible by providing choice

52. Provide prompts that
guide learners in
when and how to ask
peers and/or
teachers for help

53. Examples
Computer-Assisted Instruction…
• Desktops/Laptops
• Tablets

54. Scaffolds that can be gradually
released with increasing
independence and skills
Desktops
& laptops

55. Models how to incorporate evaluation, including identifying patterns of
errors and wrong answers, into positive strategies for future success

56. Tablets
Feedback focuses on development of
efficacy and self-awareness

57. Explicit prompts
for each step in a
sequential process

58. Representations of
progress
(e.g., before and
after
photos, graphs and
charts showing
progress over
time, process
portfolios)

59. How do we know we are on
the right path?
“The goal of education in the 21st century is not
simply the mastery of content knowledge or use of
new technologies. It is the mastery of the learning
process.” UDL Guidelines 2011
Let’s look at some examples
where this may not be happening….

61. NAEYC /Rogers Center Technology
Position Statement Guiding Principle
Effective uses of technology and media are:
• active
• hands-on
• engaging
• empowering
• give the child control
• provide adaptive scaffolds to ease task
accomplishment
• one of many options to support children’s learning

62. Summary
• Customization and interactivity are based in
theory and science
• Consideration of these may be even more critical
for early learners
• More options for early childhood raises stakes
for skill in evaluating interactivity and
customization
• Educators have to be even more diligent that
technology is used for the process of learning
and not technology for technology’s sake

63. Main Sources
Sims, R. (2000). An Interactive Conundrum:
Constructs of interactivity and learning theory.
Australian Journal of Educational
Technology, 16(1), 45-57.
http://www.ascilite.org.au/ajet/ajet16/sims.html
Universal Design for Learning Guidelines version 2.0.
(2011). Wakefield, MA: Author.
http://www.udlcenter.org/aboutudl/udlguidelines

64. Our
Evaluation
Tool
http://www.hatchearlychil
dhood.com/pages/evaluat
ing-technology-for-early-
learners
http://www.hatchearlychil
dhood.com/pages/webina
r-sept-2011-evaluating-
early-learning-technology

65. Q&A

66. Where we will be at EETC…
• Thurs. 9:15-10:15 & 10:30-11:30 Roundtable-
Usability of a Literacy and Math Content-infused
Interactive Whiteboard with Preschoolers &
Roundtable-Using Research to Inform Guidelines
for Early Childhood Educational Technology
Program Development
• Thurs. 2:45-3:45 Breakout Session- Why and How
to Evaluate Educational Technology for Early
Learners
• Fri. 9:15-10:45 Breakout Session- The Power of
Using Technology for Progress Monitoring in Early
Childhood

67. Good places for social connections!
• http://www.ecetech.net/
• LinkedIn: Early Childhood Technology Network
• Twitter: #ecetechchat
– Every Weds. night @ 9 EST
Special Announcement
http://www.ecetech.net/about/early-childhood-technology-collaborative/
Early Childhood Technology Today Survey 2012
OPEN NOW!!

68. Future talks/presentations
• McCormick Center for Early Childhood Leadership
Connections Conference May 12 in Chicago
– Evaluating Educational Technology in Early Childhood
• National Head Start Association (NHSA) Conference
April 18 in Nashville
– Using Technology to Support Young Children’s Social-
Emotional Development
• International Society for Technology in Education
(ISTE) Conference June 25 in San Diego
– School Readiness: Outcomes & Approaches

69. We’d like to
stay in
Where we will bePlease turn in your
next…..
Conference
touch….. Connections Card!
• National Head Start Association Conference April
18 in Nashville
Handout:
– Using Technology to Support Social-Emotional
Development in Young Children
http://www.hatchearlychildh
ood.com/layout-
• McCormick Center for Early Childhood Leadership
images/documents/EETC/Cu
stomized_handout.pdf
Connections Conference May 10-12 in Chicago
– Evaluating Educational Technology in Early Childhood
• International Society for Technology in Education
(ISTE) Conference June 25 in San Diego
– School Readiness: Outcomes and Approaches