Vishram Singh - Textbook of Anatomy Upper Limb and Thorax.. Volume 1 (1).pdf
E-Learning and Technology Integration for Little Hands and Minds
1. E-Learning and Technology Integration for Little
Hands and Minds
Lynett Croyle, 2nd grade, Lafayette Elementary, School City of
Hammond
Anastasia Trekles, Clinical Assoc. Professor, Purdue University
Calumet
Nettie Eichelberger, 2nd Grade, Kouts Elementary School, Porter
Township School Corp.
2. Young children can be digital
learners too!
• Make literature come alive
for young children in
Moodle
• Help students improve
comprehension and
higher-order thinking skills
• Differentiate instruction
• Leverage the Common
Core standards to the
fullest in grades K-4
3. Objectives
Participants will be able to:
Describe ways to integrate e-learning into the elementary
classroom
Instill confidence in young learners to become more
independent and use higher levels of critical thinking
Design lessons that incorporate digital and e-learning
resources in innovative ways for young students
Address Common Core standards for elementary literacy
through online digital lessons.
4. What does the research say?
Key elements needed to
support young students
online
Lots of help!
Forums for questions
Patience and
redundancy
Parent communication
and outreach
5. Countering Critics
Critics often note that young children do not need
“computer skills” so young – it won’t impact their job
prospects later on
Maybe not, but we can argue that good digital lessons
can help foster the communication, organization, and
leadership skills that will be important for work
Good digital learning is NOT about plunking kids in front
of a game!
6. Early Digital Learning Promotes…
Digital citizenship skills
Leadership and
independent learning
Information and visual
literacy
Problem-solving
Communication and
writing skills
Developmental social skills
7. What does experience say?
Use the Model of Gradual
Release
Start small by giving
buddies simple tasks
Use the simple tasks that
relate to elements in the
classroom they’re already
familiar with
Incorporate in the regular
routine of centers
8. Some Ideas
Dramatic and visual retellings with video
“Traveling” stories via chat
Collaborative writing
Stop-n-chat/turn-n-talk via chat or discussion board
Competitive game playing
Music and art exploration
Story illustration
9. Let’s see some examples!
Lynett’s Flat Stanley Project:
http://literacy.purduecal.edu:8282/moodle19/course/view.p
hp?id=128
Nettie’s kindergarten jungle adventure:
http://literacy.purduecal.edu:8282/moodle19/course/view.p
hp?id=288
Nettie and her kids on Adobe Connect webinars:
https://gomeet.itap.purdue.edu/p23362832/
Second grade chat and daily assignments in Moodle
Story retelling
10. Common Core State Standards
CC2RL1: Ask and answer questions such as 5W and how to
demonstrate understanding of key details in a text.
CC2RL3: Describe how characters in a story respond to
major events and challenges.
CC.2.RL.10 -- By the end of the year, read and comprehend
literature, including stories and poetry, in the grades 2-3 text
complexity band proficiently, with scaffolding as needed at
the high end of the range.
CC.2.SL.1 -- Participate in collaborative conversations with
diverse partners about grade 2 topics and texts with peers
and adults in small and larger groups.
11. What do you say? Questions?
Contact us if you want to share ideas or questions!
Staci: atrekles@purdue.edu
Lynett: lmcroyle@hammond.k12.in.us
Nettie: neichelb@purduecal.edu
Download these slides at
http://www.slideshare.net/andella
12. Resources
ISTE NETS Implementation Wiki: http://nets-
implementation.iste.wikispaces.net
Digital Wish:
http://www.digitalwish.com/dw/digitalwish/view_lesson_pla
ns?subject=early_learning
First 2000 Days campaign: http://first2000days.org
Technology in Kindergarten:
http://digitalis.nwp.org/collection/technology-kindergarten
Free children’s ebooks:
http://mashable.com/2013/04/07/ebooks-for-children/
13. Resources
Scoop.it Link: http://www.scoop.it/t/digital-learning-for-
young-learners
Routman, R. (2002). Reading Essentials: The Specifics You
Need to Teach Reading Well. Portsmouth, NH:
Heinemann.
http://www.heinemann.com/products/E00492.aspx
Fisher, D., & Frey, N. (2008). Homework and the gradual
release of responsibility: Making “responsibility” possible.
English Journal, 98(2), 40-45.
14. Resources
Kindergarten Collaboration:
http://www.edutopia.org/kindergarten-creativity-
collaboration-lifelong-learning
Mrs. Davidson’s Kindergarten:
http://davisonkindergarten.blogspot.com/2012/01/digital-
learning-day.html
Going Mobile in Early Childhood:
http://www.livebinders.com/play/play?id=124339
Tech and Early Childhood resources:
http://www.livebinders.com/play/play?id=60746
15. Resources
Etherington, M.(2008) E-Learning pedagogy in the primary
school classroom: The McDonaldization of education,"
Australian Journal of Teacher Education, 33(5), 31-54.
Retrieved from http://ro.ecu.edu.au/ajte/vol33/iss5/3.
Gee, J.P. (2008). Game-like learning: An example of situated
learning and implications for opportunity to learn. In P. A.
Moss, D. C. Pullin, J.P. Gee, E. H. Haertel, L.J. Young, (Eds.),
Assessment, equity, and opportunity to learn, (pp. 200-221).
Cambridge: Cambridge University Press.
Johnson, L., Adams, S., and Haywood, K., (2011). The NMC
Horizon Report: 2011 K-12 Edition. Austin, Texas: The New
Media Consortium. Retreived from
http://www.nmc.org/publications/horizon-report-2011-k-12-
edition.
16. References
Jonassen, D.H., & Hung, W. (2008). All problems are not
equal: Implications for problem-based learning. The
Interdisciplinary Journal of Problem-Based Learning, 2(2).
Retrieved from
http://docs.lib.purdue.edu/ijpbl/vol2/iss2/4/.
Jonassen, D.H., & Rohrer-Murphy, L. (1999). Activity theory
as a framework for designing constructivist learning
environments. Educational Technology, Research and
Development, 47(1), 61-79. doi: 10.1007/BF02299477
17. Resources
Merrill, M.D. (2002). First principles of instruction.
Educational Technology, 50(3), 43-59. doi:
10.1007/BF02505024
Prensky, M. (2001). Digital natives, digital immigrants. On
the Horizon, 9(5). Retrieved June 11, 2010, from
http://www.marcprensky.com/writing/Prensky%20-
%20Digital%20Natives,%20Digital%20Immigrants%20-
%20Part1.pdf .
18. Resources
Savery, J.R., & Duffy, T.M. (1995). Problem-based learning:
An instructional model and its con- structivist framework.
In B. Wilson (Ed.), Constructivist learning environments:
Case studies in instructional design (pp. 135-148).
Englewood Cliffs, NJ: Educational Technology
Publications.
Savery, J. (2006). Overview of problem-based learning:
Definitions and distinctions. Interdisciplinary Journal of
Problem-based Learning, 1(1), 9-20. Retrieved from
http://docs.lib.purdue.edu/ijpbl/vol1/iss1/ .
19. Resources
Schiller, S. (2009). Practicing learning-centered teaching:
Pedagogical design and assessment of a Second Life
project. Journal of Information Systems Education, 20(3),
369-381. Retrieved from
http://www.jise.org/Volume%2020/20-3/Contents-20-
3.htm.
Sockalingam, N., & Schmidt, H.G. (2011). Characteristics
of problems for problem-based learning: The students’
perspective. Interdisciplinary Journal of Problem-based
Learning, 5(1), 6-33. Retrieved from
http://docs.lib.purdue.edu/ijpbl/vol5/iss1/ .
20. Resources
van Merriënboer, J.J.G., Clark, R.E., de Croock, B.M.
(2002). Blueprints for complex learning: The 4C/ID model.
Educational Technology, Research, and Development,
50(2). 39-64. doi: 10.1007/BF2504993.
van Merriënboer, J.J.G., & Sluijsmans, D.M.A. (2009).
Toward a synthesis of cognitive load theory, four-
component instructional design, and self-directed
learning. Educational Psychology Review, 21(1), 55-66.
doi:10.1007/s10648-008-9092-5