Inspiring Lifelong Learners with Technology

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Inspiring life long learners
with Technology

AWE, Inc. - All Rights Reserved Inspiring every child to become a lifelong learnerTM

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Linda S. Mavrinac
AWE
mavrinacl@awelearning.com
267.975.1236
www.awelearning.com


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Up to 3rd grade, children are learning to read. After 3rd
grade, children learn from reading
• Study after study shows children unable to read at grade level by the
end of 3rd grade are more likely to:
– Drop-out
– Go to prison or juvenile detention (70% of inmate in US read at
or below a 4th grade level)
– Have an unwanted pregnancy
– On Public Assistance
– Unemployed
– ENDLESS CIRCLE


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Two-thirds of fourth graders aren’t reading at
grade level, according to the National
Assessment of Educational Progress, a
test that’s administered to a large sample
of children across the country every two
years and is referred to as our nation’s
report card.


Early Literacy is a great long term investment
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Perry Preschool Project
From 1962–1967, at ages 3 and 4, children were randomly divided into a
program group that received a high-quality preschool program based
on HighScope's learning approach and a comparison group who
received no preschool program. In the study's most recent phase, 97%
of the study participants still living were interviewed at age 40.

The study found that adults at age 40 who had the preschool
program had higher earnings, were more likely to hold a job, had
committed fewer crimes, and were more likely to have graduated
from high school than adults who did not have preschool.

http://www.highscope.org/content.asp?contentid=219


Early Literacy is a great long term investment
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In 2001 dollars per study participant, average cost of the program was
$14,716 per participant.
For this cost, the program yielded public benefits of $105,324 per
participant, a cost benefit ratio of 7.16 to 1.
Benefits per participant were:
• $68,584 saved by the potential victims of crimes never committed,
based on the typical in-court and out-of-court settlements for such crimes
• $15,240 in reduced justice system costs
• $10,537 brought in by increased taxes paid by preschool-program
participants because they had higher earnings
• $7,488 saved in schooling, due primarily to reduced need for special
education services, and despite increased college costs for preschool-
program participants
• $3,475 in reduced welfare costs

The program was an extremely good economic investment


Early Education Studies
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• The Chicago Child-Parent Centers (CPCs) provide comprehensive educational
support and family support to economically disadvantaged children and their parents.
The guiding principle of the program is that by providing a school-based, stable
learning environment during preschool, in which parents are active and consistent
participants in their child's education, scholastic success will follow.

http://www.promisingpractices.net/program.asp?programid=98
• Under the direction of UA education professor Lisa Lenhart, the reading program —
known locally as Akron Ready Steps — is a partnership between UA and Akron
Summit Community Action, Inc. The program aims to increase literacy skills among
preschool children and will target children in low-income neighborhoods. Through
grant funding, the program will provide training and support for teachers who serve

300 at-risk children in 16 Head Start classrooms throughout Akron.
http://akronreadysteps.ning.com/


Soooo
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EARLY
EDUCATION IS
IMPORTANT

Kansas believes inHERE Education
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Early

• Kansas State Department of Education requires an Early Reading
Assessment (Kindergarten, 1st or 2nd grade). The purpose of
administering an early reading assessment is to identify and focus on the
critical years when the development of reading takes place.

• 2006 creation of The Kansas Preschool Program

• 2009 revised the Kansas Early Learning: Building the Foundation
for Successful Children framework of all professionals working with
young children

• 2011 The statewide implementation of Johnson County Library’s
successful early literacy program, 6 by 6: Ready to Read was launched
through the development of a planning team including representatives
from all the regional library systems, Johnson County Public Library
(JCL) and Wichita Public Library


School Readiness
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• Common Core Standards
• Kansas Early Learning: Building the
Foundation for Successful Children
• Head Start Frameworks
• 6 by 6: Ready to Read


5 Dimensions of Development
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• Social & Emotional Development
• Language Development (auditory,
verbal & visual)
• Motor Development (fine & gross)
• Cognition & General Knowledge
• Learning Style


Tech and Development
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• Social Development - Computers are intrinsically motivating for young
children, and contribute to cognitive and social development (National
Association for the Education of Young Children [NAEYC], 1996).
• Language Development - Computer play encourages longer, more
complex speech and the development of fluency (Davidson & Wright, 1994).
• Motor Development - Lack of exercise and obesity are serious problems
that need to be addressed during both in-school and out-of-school hours.
On a typical day children two to seven years old spend an average of 11
minutes using a computer, and more than three hours watching television
and videos (Roberts, Foehr, Rideout, & Brodie, 1999). Screen time
(including TV, computer, and video games) should be limited to a maximum
of one to two hours per day for young children (American Academy of
Pediatrics, 2000; Healy, 1999). Vigorous physical activities and play should
be encourage


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• Cognition & General Knowledge - Compared to children in a similar
classroom without computer experience, three- and four-year-olds who
used computers with supporting activities had significantly greater gains in
verbal and nonverbal skills, problem solving, abstraction, and conceptual
skills (Haugland, 1992). Similarly, third-grade children who used both
manipulatives and computer programs showed more sophistication in
classification and logical thinking than children who used only manipulatives
(Clements & Nastasi, 1993).
• Learning Styles - Technology offers additional ways to learn, and to
demonstrate learning. For some children who have unique learning styles,
computers can reveal hidden strengths. At the computer, children can
approach learning from a variety of perspectives and follow various paths to
a goal (Clements, 1999). Poor concentration and attention problems can be
addressed by limiting screen time, helping children focus on the task, and
choosing software that does not employ excessively stimulating noises or
constantly moving graphics.


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The position of NAEYC & the Fred Rogers Center:
Technology and interaction media are tools that can
promote effective learning and development when they
are used intentionally by early childhood educators,
within the framework of developmentally appropriate
practice (NAEYC 2009a), to support learning goals
established for individual children.


Story time
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Bring new life to Nursery Rhymes &
Fairy Tales
• Turn story time into ―Movie time‖ by
projecting ebook on wall.
• Encourage children to ―read‖ along with the
story
• Read different versions
• Extend story time
• http://www.csus.edu/ier/reading.html


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Websites

• http://www.starfall.com/
• http://www.storylineonline.net/
• http://en.childrenslibrary.org/
• http://www.speakaboos.com/


All eBooks are not equal
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Jeremy and Kimberly Brueck, in May 22, 2012 wrote a blog:
3 Do’s & Don’ts for using eBooks with children
DO:
• Look for eBooks with content that has direct ties to your curriculum and student’s
personal experiences.
• Allow students opportunities to self-select eBooks for independent and shared
reading experiences.
• Consider the role space plays in the reading experience and design a quality-
learning environment for browsing/reading eBooks in the classroom.
DON’T:
• Select eBooks with multimedia or interactivity that is extraneous and/or not
relevant to the story.
• Use an eBook with students until you have thoroughly previewed and evaluated its
potential as an instructional resource.
• Underestimate the “WOW” factor that eBooks bring to the table. Use their
natural engagement to capture reluctant reader’s interest and motivate
them.


All eBooks are not equal
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• Highlighting of words as they are read
• Pronunciation of individual words
• Ability to control the pace
• Hot spots have to aid in the fluency and
comprehension of the story


Writing HERE
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• Take a Library event and turn it into a story with
PowerPoint
• Rewrite 3 Little Pigs as 3 Little Wolves(Kerpoof)
• Programs
– StoryJumper
– Storybook Weaver
– Kid Works Deluxe
• Publish your novels
– http://www.youblisher.com/
– http://www.cutepdf.com/


TITLES HERE


Assign TITLES HERE
Homework

Write a story
– Stationary Studio
– Story it
– Kid Pix 3D
– Plain sheet of paper
– Story Starters
Print out stories written on computer
– Kid Works Deluxe
– Storybook Weaver
– Stationary Studio
– Kerpoof
– Storyjumper


Publish
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• Publish
– Laminate pages
– Use Sheet protectors put into a binder
– Shelf ―books‖ for children to read
– Facebook
– Library website
– Youtube


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Learning

• Use projector/whiteboard
– Promote Summer
– Promote Special Program
– Introduce new programs
• Examples Millie’s Math House, Bailey’s Book
House, Trudy’s Time & Place House, Sammy’s
Science House, Tooney Lagoon, Math Doodles
(I’ll show screen shots)
– Show something beyond their reading level


ExtendTITLESLearning
the HERE

• Print out a My Friend page and make a
book
• Make friend sock puppets
• Make my friend masks
• Review the supplemental materials
provided with software
• Give parents homework


Choosing Technology
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The most important component choosing
technology for your young patrons is…

YOU


Choosing Technology
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• Make an effort to learn new technologies
• Software & Apps must be
– Engaging
– Challenging
– Interactive
– Encourage Creative
– Encourage Problem Solving (Deeper Learning)
– Support the child’s home language and culture


I don’t have time to evaluate 1 millions
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computer programs….

• Children’s Technology Review
– http://childrenstech.com/
• NAEYC
– http://www.naeyc.org/tyc/pastissues
• Center for Children & Technology
– http://cct.edc.org/
• Girls Tech
– http://www.girlstech.douglass.rutgers.edu/index.html
• Center for Research on Interactive Technology,
Television & Children
– http://www.utexas.edu/research/critc/
• Center for Children & Technology
– http://cct.edc.org/

Be a ResourceHEREParents
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• Extend the learning to home by sharing ebooks sites to parents (nothing
replaces read a book on Mom’s lap, but reading a ebook in the car on the
way to grocery store and talking with Mom about the book is much better
I’m going to turn this car around)
• Share information on Facebook & Newsletter
• Use resources from software.
• Websites:
– http://www.earlyliteracylearning.org/
– http://www.ldonline.org/
– http://familyfun.go.com/
– http://www.earlyliteracylearning.org/pgparents_span.php
– http://www.webmd.com/parenting/default.htm


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EARLY
EDUCATION IS
IMPORTANT

AWE EarlyTITLES HERE Station
Literacy


AWE EarlyTITLES HERE Station
Literacy

• Over 50 educational titles in 7 curriculum
• Aligned to Head Start & State Standards
• Age Appropriate activities for Children
age 2-10+
• Access to educational material developed
by publisher


ELF Reading & Reference
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Premium Version of ELF

ELF is a channeled browser that features more than 100 websites
that are constantly monitored


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Subscription to
Encyclopedia Britannica – Kids Edition
The classic and comprehensive reference tool


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EXCLUSIVE subscription to
Speakaboos

• Over 170 exclusive digital storybooks
in for kids ages 3-8
• Exclusive to ELF Reading & Reference


Ebooks are not equal
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Speakaboos is advised by Dr. Alice Wilder, national expert on
early education and reading

Speakaboos’ interactive titles represent the only library of e-books in the industry
backed by a proven pedagogical scaffolding of best-practices relative to design,
development, and end-user experience.

Brody my great great nephew
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Questions
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Linda S. Mavrinac
AWE
mavrinacl@awelearning.com
267.975.1236
www.awelearning.com


Inspiring Lifelong Learners with Technology

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