For PNC Early Childhood Conference 2013

1. E-Learning and Technology Integration for Little
Hands and Minds
Lynett Croyle, 2nd grade, Lafayette Elementary, School City of
Hammond
Anastasia Trekles, Clinical Assoc. Professor, Purdue University
Calumet
Nettie Eichelberger, 2nd Grade, Kouts Elementary School, Porter
Township School Corp.

2. Young children can be digital
learners too!
• Make literature come alive
for young children in
Moodle
• Help students improve
comprehension and
higher-order thinking skills
• Differentiate instruction
• Leverage the Common
Core standards to the
fullest in grades K-4

3. Objectives
Participants will be able to:
 Describe ways to integrate e-learning into the elementary
classroom
 Instill confidence in young learners to become more
independent and use higher levels of critical thinking
 Design lessons that incorporate digital and e-learning
resources in innovative ways for young students
 Address Common Core standards for elementary literacy
through online digital lessons.

4. What does the research say?
 Key elements needed to
support young students
online
 Lots of help!
 Forums for questions
 Patience and
redundancy
 Parent communication
and outreach

5. Countering Critics
 Critics often note that young children do not need
“computer skills” so young – it won’t impact their job
prospects later on
 Maybe not, but we can argue that good digital lessons
can help foster the communication, organization, and
leadership skills that will be important for work
 Good digital learning is NOT about plunking kids in front
of a game!

6. Early Digital Learning Promotes…
 Digital citizenship skills
 Leadership and
independent learning
 Information and visual
literacy
 Problem-solving
 Communication and
writing skills
 Developmental social skills

7. What does experience say?
 Use the Model of Gradual
Release
 Start small by giving
buddies simple tasks
 Use the simple tasks that
relate to elements in the
classroom they’re already
familiar with
 Incorporate in the regular
routine of centers

8. Some Ideas
 Dramatic and visual retellings with video
 “Traveling” stories via chat
 Collaborative writing
 Stop-n-chat/turn-n-talk via chat or discussion board
 Competitive game playing
 Music and art exploration
 Story illustration

9. Let’s see some examples!
 Lynett’s Flat Stanley Project:
http://literacy.purduecal.edu:8282/moodle19/course/view.p
hp?id=128
 Nettie’s kindergarten jungle adventure:
http://literacy.purduecal.edu:8282/moodle19/course/view.p
hp?id=288
 Nettie and her kids on Adobe Connect webinars:
https://gomeet.itap.purdue.edu/p23362832/
 Second grade chat and daily assignments in Moodle
 Story retelling

10. Common Core State Standards
 CC2RL1: Ask and answer questions such as 5W and how to
demonstrate understanding of key details in a text.
 CC2RL3: Describe how characters in a story respond to
major events and challenges.
 CC.2.RL.10 -- By the end of the year, read and comprehend
literature, including stories and poetry, in the grades 2-3 text
complexity band proficiently, with scaffolding as needed at
the high end of the range.
 CC.2.SL.1 -- Participate in collaborative conversations with
diverse partners about grade 2 topics and texts with peers
and adults in small and larger groups.

11. What do you say? Questions?
Contact us if you want to share ideas or questions!
 Staci: atrekles@purdue.edu
 Lynett: lmcroyle@hammond.k12.in.us
Nettie: neichelb@purduecal.edu
Download these slides at
http://www.slideshare.net/andella

12. Resources
 ISTE NETS Implementation Wiki: http://nets-
implementation.iste.wikispaces.net
 Digital Wish:
http://www.digitalwish.com/dw/digitalwish/view_lesson_pla
ns?subject=early_learning
 First 2000 Days campaign: http://first2000days.org
 Technology in Kindergarten:
http://digitalis.nwp.org/collection/technology-kindergarten
 Free children’s ebooks:
http://mashable.com/2013/04/07/ebooks-for-children/

13. Resources
 Scoop.it Link: http://www.scoop.it/t/digital-learning-for-
young-learners
 Routman, R. (2002). Reading Essentials: The Specifics You
Need to Teach Reading Well. Portsmouth, NH:
Heinemann.
http://www.heinemann.com/products/E00492.aspx
 Fisher, D., & Frey, N. (2008). Homework and the gradual
release of responsibility: Making “responsibility” possible.
English Journal, 98(2), 40-45.

14. Resources
 Kindergarten Collaboration:
http://www.edutopia.org/kindergarten-creativity-
collaboration-lifelong-learning
 Mrs. Davidson’s Kindergarten:
http://davisonkindergarten.blogspot.com/2012/01/digital-
learning-day.html
 Going Mobile in Early Childhood:
http://www.livebinders.com/play/play?id=124339
 Tech and Early Childhood resources:
http://www.livebinders.com/play/play?id=60746

15. Resources
 Etherington, M.(2008) E-Learning pedagogy in the primary
school classroom: The McDonaldization of education,"
Australian Journal of Teacher Education, 33(5), 31-54.
Retrieved from http://ro.ecu.edu.au/ajte/vol33/iss5/3.
 Gee, J.P. (2008). Game-like learning: An example of situated
learning and implications for opportunity to learn. In P. A.
Moss, D. C. Pullin, J.P. Gee, E. H. Haertel, L.J. Young, (Eds.),
Assessment, equity, and opportunity to learn, (pp. 200-221).
Cambridge: Cambridge University Press.
 Johnson, L., Adams, S., and Haywood, K., (2011). The NMC
Horizon Report: 2011 K-12 Edition. Austin, Texas: The New
Media Consortium. Retreived from
http://www.nmc.org/publications/horizon-report-2011-k-12-
edition.

16. References
 Jonassen, D.H., & Hung, W. (2008). All problems are not
equal: Implications for problem-based learning. The
Interdisciplinary Journal of Problem-Based Learning, 2(2).
Retrieved from
http://docs.lib.purdue.edu/ijpbl/vol2/iss2/4/.
 Jonassen, D.H., & Rohrer-Murphy, L. (1999). Activity theory
as a framework for designing constructivist learning
environments. Educational Technology, Research and
Development, 47(1), 61-79. doi: 10.1007/BF02299477

17. Resources
 Merrill, M.D. (2002). First principles of instruction.
Educational Technology, 50(3), 43-59. doi:
10.1007/BF02505024
 Prensky, M. (2001). Digital natives, digital immigrants. On
the Horizon, 9(5). Retrieved June 11, 2010, from
http://www.marcprensky.com/writing/Prensky%20-
%20Digital%20Natives,%20Digital%20Immigrants%20-
%20Part1.pdf .

18. Resources
 Savery, J.R., & Duffy, T.M. (1995). Problem-based learning:
An instructional model and its con- structivist framework.
In B. Wilson (Ed.), Constructivist learning environments:
Case studies in instructional design (pp. 135-148).
Englewood Cliffs, NJ: Educational Technology
Publications.
 Savery, J. (2006). Overview of problem-based learning:
Definitions and distinctions. Interdisciplinary Journal of
Problem-based Learning, 1(1), 9-20. Retrieved from
http://docs.lib.purdue.edu/ijpbl/vol1/iss1/ .

19. Resources
 Schiller, S. (2009). Practicing learning-centered teaching:
Pedagogical design and assessment of a Second Life
project. Journal of Information Systems Education, 20(3),
369-381. Retrieved from
http://www.jise.org/Volume%2020/20-3/Contents-20-
3.htm.
 Sockalingam, N., & Schmidt, H.G. (2011). Characteristics
of problems for problem-based learning: The students’
perspective. Interdisciplinary Journal of Problem-based
Learning, 5(1), 6-33. Retrieved from
http://docs.lib.purdue.edu/ijpbl/vol5/iss1/ .

20. Resources
 van Merriënboer, J.J.G., Clark, R.E., de Croock, B.M.
(2002). Blueprints for complex learning: The 4C/ID model.
Educational Technology, Research, and Development,
50(2). 39-64. doi: 10.1007/BF2504993.
 van Merriënboer, J.J.G., & Sluijsmans, D.M.A. (2009).
Toward a synthesis of cognitive load theory, four-
component instructional design, and self-directed
learning. Educational Psychology Review, 21(1), 55-66.
doi:10.1007/s10648-008-9092-5