Technology in our society has been increasingly important especially in our classrooms. The iPad and Apple applications have become especially useful for many different reasons. There has to be a balance in the use of technology and real life experiences. Each member of our group studied a different behavioral theorist to gain an understanding of how each of their viewpoints would apply in our world of technology today.
Our group collaborated and demonstrated our critical media literacy skills by creating an iMovie about the different developmental theorists. This movie aligns with the ISTE Standard 4c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information (ISTE Standards, 2008). As a group, we researched different theorists, developed a script, and filmed and edited an iMovie. We used technology effectively by displaying our knowledge of the theorists throughout the video and working together. Our iMovie also aligns with the NAEYC Standard 1b. Knowing and understanding the multiple influences on early development and learning (NAEYC Standards, 2010). We demonstrated our knowledge of this standard by advocating for developmentally appropriate apps for children throughout the video.
While researching our theorists, we found that Maria Montessori believes that technology can be used to prepare children for the future. By recreating realistic experiences on iPad applications, children will be better prepared to tackle the technological world around them. We also found that B.F. Skinner’s Behaviorism theory supports the application “Lumosity” because he says that conceptual preparation and repetition of behavior can shape behaviors towards mastery (Donohue, 2014, p. 64). Vygotsky’s Social Constructivism theory supports the Twitter app because it is a convenient and quick way to access information and stay up to date on the latest technological advances through videos and social media. The app, Garage Band, supports the Zone of Proximal Development because it meets the children at their ability. This app is used as a way to scaffold children by allowing them to adjust the level of difficulty based on their skill set. Through the app, children can practice and are challenged.
Our group collaborated and demonstrated our critical media literacy skills by creating an iMovie about the different developmental theorists. This movie aligns with the ISTE Standard 4c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information (ISTE Standards, 2008). As a group, we researched different theorists, developed a script, and filmed and edited an iMovie. We used technology effectively by displaying our knowledge of the theorists throughout the video and working together. Our iMovie also aligns with the NAEYC Standard 1b. Knowing and understanding the multiple influences on early development and learning (NAEYC Standards, 2010). We demonstrated our knowledge of this standard by advocating for developmentally appropriate apps for children throughout the video.
While researching our theorists, we found that Maria Montessori believes that technology can be used to prepare children for the future. By recreating realistic experiences on iPad applications, children will be better prepared to tackle the technological world around them. We also found that B.F. Skinner’s Behaviorism theory supports the application “Lumosity” because he says that conceptual preparation and repetition of behavior can shape behaviors towards mastery (Donohue, 2014, p. 64). Vygotsky’s Social Constructivism theory supports the Twitter app because it is a convenient and quick way to access information and stay up to date on the latest technological advances through videos and social media. The app, Garage Band, supports the Zone of Proximal Development because it meets the children at their ability. This app is used as a way to scaffold children by allowing them to adjust the level of difficulty based on their skill set. Through the app, children can practice and are challenged.
References
Donohue, C. (2014). What Would Maria Montessori Say About The iPad? In Technology and Digital Media in the Early Years Tools for Teaching and Learning. Hoboken: Taylor and Francis.
ISTE Standards for Teachers. (2008). Retrieved October 25, 2015, from
http://www.iste.org/standards/ISTE-standards/standards-for-teachers
Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8. (n.d.). Retrieved October 25, 2015, from http://www.naeyc.org/files/naeyc/PS_technology_WEB.pdf
2010 NAEYC Standards for Initial & Advanced Early Childhood Professional Preparation Programs. (2010). Retrieved October 25, 2015, from https://www.naeyc.org/caep/files/caep/NAEYC Initial and Advanced Standards 10_2012.pdf
ISTE Standards for Teachers. (2008). Retrieved October 25, 2015, from
http://www.iste.org/standards/ISTE-standards/standards-for-teachers
Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8. (n.d.). Retrieved October 25, 2015, from http://www.naeyc.org/files/naeyc/PS_technology_WEB.pdf
2010 NAEYC Standards for Initial & Advanced Early Childhood Professional Preparation Programs. (2010). Retrieved October 25, 2015, from https://www.naeyc.org/caep/files/caep/NAEYC Initial and Advanced Standards 10_2012.pdf
You can click on the button bellow to view the video our group made. We took the roles of different theorists and applied their theories to how each person would view the effects different technologies would have on the development of children. This button will take you to an iMovie that we uploaded to You Tube. The different apps discussed can be used to improve educational development.
This is the embedded version of the video my group made talking about the different theorists theories.
This is a link to view our groups video on You Tube about the different theorists theories and how technology can effect development.
https://www.youtube.com/watch?v=W1MVxPhFmvM
https://www.youtube.com/watch?v=W1MVxPhFmvM
You can click these buttons to see other forms of the collaborative reflective statements our group wrote describing the effectiveness of this project and how it can be integrated into classrooms.
International Society for Technology in Education: National Educational Technology Standards (NETS) for All Teachers (2011): Standards Used:
Standard 4. Promote and model digital citizenship and responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information
d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration toolsStandard
Standard 4. Promote and model digital citizenship and responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information
d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration toolsStandard