Technology in Kindergarten

1. Technology in Kindergarten Early Childhood Programs Office Lisa Davis, Coordinator Kym Nwosu, Resource Teacher Lauren Tillman, Resource Teacher

2. Outcomes • Participants will examine feelings about teaching kindergarten and offer discussion. • Participants will gain knowledge of developmentally appropriate instructional practices for kindergarten students. • Participants will discuss best practices for students in technology.

4. Hot Buttons • Please fill in top row with “hot button behaviors” during technology class • Please fill in the second row with the feeling words when these buttons are pushed • Respond in the third row your response to the following question… • How do these feelings affect your interactions with the children during technology class?

5. Self Assessment • Take a moment to think about your programming for technology in Kindergarten • Look at the factors and representative examples • Check yes or no based on how the factors reflect your practices • Exemplary Program Document (full text available on DR)

6. DAP A Five Year Old Foster positive relationships • Be warm, caring and responsive. • Be encouraging to children and respectful to their families. • Know your students well and reach out to them • Include all children in the aspects of class

7. DAP A Five Year Old Building classroom community • Create a cohesive community of learners by establishing common ground in the technology class • Provide opportunity for peer interaction throughout the class period • Allow children to work as partners, as well as in small group situations • Encourage peer-to-peer scaffolding and assisstance when possible

8. DAP A Five Year Old Environment and schedule • Choose materials that comfortably challenge children’s skills • The class schedule includes periods of activity and movement • Children have ample time to investigate what sparks their curiosity

9. DAP A Five Year Old Teaching Methods • Provide a variety of engaging learning experiences and hands on materials • Choose materials that support overall curriculum and goals of the program • Use a variety of instructional strategies to suit particular learning goals, specific situations, and the needs of individual children • Time allotted each session for child guided experiences • Engage students in planning or in reflecting on their experiences, discussing a past experience and working to represent it

10. Remember… • Kindergarten students need time to practice new skills often • Kindergarten students love responsibility but need to understand expectations • Kindergarten students are still developing fine motor which includes typing and the movement of the cursor (scaffolding is needed) • Planned movement can help with students who tend to wiggle a lot

11. InstructionWhat do kindergarteners learn? • Think • Pair • Share What can be integrated into technology? What are five year olds capable of? What are some of the units taught? What are some of the skills worked on?

12. Best Practice • Make all students feel welcome • Use gallery walk technique to give students a chance to see and share their work. • Use data about students current level of performance for future lessons (learning styles, etc.) • Work within boundaries of students non-performing • Assign jobs • Share work with a partner, group based on similar interests, enjoyment • Allow children to ask questions about what they are learning. • Know our grade level curriculum to be able to plan developmentally appropriate practices.

13. Group Work • Break into 4 groups • Please count off by 4 • The following table tents represent four parts of your kindergarten session: Whole Group, Transitions, Computer activities and Closing • Work together to come up with ideas for your own classes using some of the practices described today. • Share out!

14. Frere Jacques This is the monitor The CPU, Then there is a keyboard And the mouse too. The monitor’s for viewing The CPU’s the brain. The keyboard is for typing The mouse is used for aim.

15. Questions?