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Sarah Hawkins-Lear, EdD University of Kentucky

Sarah Hawkins-Lear, EdD University of Kentucky. Julie Harp Rutland, PhD Morehead State University. AGENDA. Introductions Objectives Discussions/Activities Questions Evaluations.     . Introductions. Objectives.  Understand the relevance of technology in

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Sarah Hawkins-Lear, EdD University of Kentucky

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  1. Sarah Hawkins-Lear, EdD University of Kentucky Julie Harp Rutland, PhD Morehead State University

  2. AGENDA Introductions Objectives Discussions/Activities Questions Evaluations     

  3. Introductions

  4. Objectives  Understand the relevance of technology in the lives of young children and their families.  Differentiate between non-assistive and assistive technology (AT).  Explore a variety of resources for technology needs.

  5. Table Talk… What are your thoughts/opinions about young children’s experiences with technology?

  6. Technology in the Lives of Modern Families

  7. What do each of these tell us? DEC (2014) DEC (2014) http://www.dec http://www.dec- -sped.org/recommendedpractices sped.org/recommendedpractices NAEYC (2012) NAEYC (2012) “technology and interactive media are here to stay…with support of knowledgeable adults, they can be harnessed for early learning and development” AAP (2012) American Academy of Pediatricians AAP (2012) American Academy of Pediatricians children under age two should not be exposed to any screen media and emphasizes the value of unstructured play for the young child’s developing brain. At the same time, AAP recognizes that high quality interactive media can have educational benefits for children above age two, improving “social skills, language skills, and even school readiness” (p. 1041). ZERO to THREE (2014) ZERO to THREE (2014) “Children learn better and more efficiently from play and interaction in the real, three-dimensional (3-D) world with parents, caregivers, and peers…however,…now growing up in a world of technology… when parents and other trusted adults make screen use an interactive, shared experience, it can become a tool for learning.”

  8. Current Research: Quantity of Screen Time 3-D world is more important Limit use Under 2

  9. Current Research: Parent Participation Make it language rich Ask questions Make connections: games, tell stories, point out objects… https://www.youtube.com/watch?v=BdaQRrMn4M8

  10. Current Research: Background TV Turn it OFF!! Watch adult-directed programs later

  11. Current Research: Content Choose content that is meaningful to your child Interactive components that ask them questions Positive interaction between characters Avoid fast-paced programs

  12. Current Research: Screen Use and Obesity Avoid snacking or having meals in front of media Children with TVs in bedrooms are more likely to be overweight! (View 4.5 more hours)

  13. Current Research: Adult Screen Use Limit your own use – Why??

  14. Current Research: 5-Myths C: C:\ \Users Users\ \Home Home\ \Desktop Desktop\ \5 5- -myths myths- -infographic.pdf infographic.pdf

  15. What do we know??? Technology Research/Evidence- Based Practices

  16. Matrix Activity Routines/Natural Environments Routines/Natural Environments Skill/Domain/Goal Skill/Domain/Goal Meals Meals Playtime Playtime Storytime Storytime Travel Travel

  17. Table Talk… Technology vs. Assistive Technology What do you think of when you hear Assistive Technology (AT)??? Do you feel confident in your AT knowledge??

  18. AT Defined Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability

  19. AT Continuum Assistive technology ranges from device free, inexpensive, low end technology adaptations to costly, high end technology adaptations. High Tech No Tech Medium Tech Low Tech High Cost No Cost

  20. Range of AT Options High Tech More complex Costly Requires training May be highly customizable Low Tech Simple tools and adaptations Often readily available Inexpensive Requires little training

  21. The Continuum of Technology High-tech  Computers  Interactive multimedia systems  Hearing Aids

  22. High Tech These devices typically include more sophisticated electronic systems such as computers and interactive multimedia systems. One of the most popular and versatile high-tech devices is the computer.

  23. Communication Device – High Tech Dynavox Alphatalker

  24. Medium-tech  iPads  iPhones  Headphones  Digital cameras  Big Mack Switch  Cheap Talk

  25. Medium Tech Cont. Use digital photographs to design completely individualized communication boards that use people, places, and things that are part of the student’s daily life. In all examples photographs can be used instead of line drawings

  26. Medium Tech Cont. Wheelchairs Switches Relatively complicated mechanical devices Watch how a switch works for “Janella” http://www2.cde.state.co.us/media/ResultsMatter/RMSeries/JanellasStory.asp http://www2.cde.state.co.us/media/ResultsMatter/RMSeries/JanellasStory.asp

  27. The Continuum of Technology (cont’d) Low-tech  Adapted spoon handles  Communication boards  Velcro fasteners  Raised desks that can accommodate a wheelchair  Social Stories  Non-tipping cups

  28. Low Tech Cont. Communication boards/ symbols for scheduling, communicating, etc.

  29. LOW-TECH • Board Maker Board Maker •http://www.mayer-johnson.com/downloads/trials •30 day free trial •Example book

  30. LOW-TECH

  31. LOW TECH

  32. Low-Tech

  33. LOW-TECH EXAMPLES • Adapted books Adapted books •Communication •Hearing •Vision •Fine motor •Cognitive • Activities for books Activities for books

  34. The Continuum of Technology (cont’d) No-tech  Require no devices or equipment  Sign language

  35. Sign Language – No Tech

  36. The Very Hungry Caterpillar http://www.teachertube.com/viewVideo.php?video_id=172046&title=The_ Very_Hungry_Caterpillar___Signed_English___CNK

  37. Make it…Use it! Visit the Totn-n-Tech website below and you will notice a section to the right of the webpage titled “Make it Take it”. Take a few minutes to browse this section http://tnt.asu.edu http://tnt.asu.edu

  38. Matrix Activity **(2 AT and 2 general technology)** Routines/Natural Environments Routines/Natural Environments Skill/Domain/Goal Skill/Domain/Goal Meals Meals Playtime Playtime Storytime Storytime Travel Travel

  39. RESOURCES Technology AT www.zerotothree.org/screen sense http://tnt.asu.edu https://katsnet.at4all.com www.highscope.org http://npdci.fpg.unc.edu/assistive-technology http://www.naeyc.org/search/ap achesolr_multisitesearch/techn ology http://www.bluegrass-tech.org/index.html

  40. Final thoughts…… Now what do you think when you hear Assistive Technology (AT)??? Do you feel more confident in your AT knowledge??

  41. Please take a few minutes to complete Please take a few minutes to complete your evaluations… your evaluations…

  42. Thank You!! Thank You!!

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