Videos, apps, web-based games, SMART boards--how can you use instructional technology options like these to strengthen teaching and learning in your early childhood program? Discover the answers in this accessible, problem-solving guide for pre-K and kindergarten, your key to choosing and using instructional technology to improve outcomes and ensure that children with and without disabilities are actively engaged. Aligned with the recent NAEYC policy statement on technology in early childhood programs, * this book gives you a clear, step-by-step "EXPECT IT-PLAN IT-TEACH IT" framework for integrating instructional technology into everyday classroom activities. Also a great textbook for preservice early childhood educators!
GET TEACHERS READY TO:
- plan instructional activities that help all children meet curriculum standards and benchmarks
- integrate developmentally appropriate technology into planned activities
- use technology to enhance inclusion of children with disabilities and help them achieve IEP goals
- locate high-quality technology options that are affordable and readily available
- support emergent reading, writing, positive behavior, and social communication through strategic use of technology
- weave technology into every part of the school day, including arrival, circle time, snack time, play, and transitions
- overcome obstacles to use of technology, from financial limitations to teacher training
- measure the effectiveness of technology-supported activities with assessment tools and data collection strategies
PRACTICAL FEATURES:
- Quick-reference charts that lead teachers step-by-step through the EXPECT IT-PLAN IT-TEACH IT approach
- Detailed classroom vignettes
- Screenshots and photos of key technology applications
- Specific examples of enhancing instruction with technology
- Learning objectives at the start of every chapter
*
Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8. A joint position statement of NAEYC & the Fred Rogers Center for Early Learning and Children's Media at Saint Vincent College, adopted January 2012.
See how this product helps strengthen Head Start program quality and school readiness.
Dr. Parette is Professor in the Department of Special Education at Illinois State University, and Director of the Special Education Assistive Technology (SEAT) Center which supports the preparation of more than 5,000 education majors to use assistive technology with children having disabilities. He teaches several technology courses, including a unique course--Technology for Young Children with Disabilities--designed for early childhood majors.
Dr. Blum is an Associate Professor at Illinois State University. His research is on technology use in early childhood classrooms, response to intervention, and positive behavior support.
April L. Mustian, Ph.D., is Assistant Professor of Special Education at Illinois State University. She received her doctorate in Special Education at the University of North Carolina at Charlotte. During her doctoral studies, she worked as a project staff member with the National Transition Technical Assistance Center, a technical assistance and dissemination center funded by the Office of Special Education Programs, to help states build capacity to support and improve transition planning, services, and outcomes for youth with disabilities. Her research experience and interests include academic and behavioral interventions for students with and at risk for emotional disturbance, applied behavior analysis, positive behavior support, and secondary transition.
Dr. Quesenberry is Professor at Illinois State University in the School of Teaching and Learning. Dr. Quesenberry has more than 20 years of experience working in the field of early childhood special education. She received her doctorate in Early Childhood Special Education from the University of Illinois at Urbana-Champaign in 2007. Her research interests include young childrenâ (TM)s social-emotional development, educatorsâ (TM) professional development, and early childhood policy.
