Learn to Fish: Evaluate Apps Yourself!
Embed Size (px)
Transcript of Learn to Fish: Evaluate Apps Yourself!
- 1. Learn to Fish-Evaluate Apps Yourself!NAEYC National Institute for Early Childhood Professional DevelopmentSan Francisco, June 2013Lilla Dale McManis, PhD-Research Directordmcmanis@hatchearlylearning.com LillaDaleMcManis@DrLDMcManisCopyright 2013.
2. If you dontknow whereyouregoing, anyroad will getyou there.----LewisCarroll 3. Did you know? App Store has been subject to over 10 billiondownloads and AndroLib claims Market hasexceeded 3.2 billion downloads. Thesenumbers are undoubtedly impressive andawe-inspiring, but how many times are thesebillions of downloaded apps actually beingused? A study by software company Localyticsstates that 26 percent of applicationsdownloaded are only opened once.http://www.phonedog.com/2011/02/01/how-many-times-are-downloaded-applications-actually-being-used/ 4. Did you know? Would you be surprised to hear that more than60% of the apps in the App Store have neverbeen downloaded, even once? Thats theconclusion of analytical firm Adeven. ChristianHenschel, Adeven CEO, said that there are only a"couple of thousand apps" that get downloadedin number from Apples on-line applicationsstore.http://www.phonearena.com/news/400000-apps-in-the-App-Store-have-never-been-downloaded-says-report_id32943 5. Purpose & Learning ObjectivesTo provide you with the tools and understandingneeded to evaluate Apps at your local program orclassroom level Why it is important to systematically evaluate Appsyourself? What are the key areas to consider? How does the Early Childhood Educational TechnologyEvaluation Toolkit work?*Disclaimer: Photos and APPS do not imply endorsement. 6. Setting the StageLets first briefly visitNAEYC & Fred Rogersposition statementhttp://www.naeyc.org/content/technology-and-young-children 7. When used intentionally andappropriately, technology and interactive mediaare effective tools to support learning anddevelopment. Active, hands-on, engaging, and empowering; Give the child control; Provide adaptive scaffolds to help children progress inskills development at their individual rates; and Are used as one of many options tosupport childrens learning. Technology and interactive media should expandchildrens access to new content and new skills. 8. Intentional use requires early childhoodteachers and administrators to haveinformation and resources regarding thenature of these tools and the implications oftheir use with children. To better meet the needs of individual children; Supporting enhanced communicationwith families; and Providing children new opportunities forexploration and mastery. Cost and maintenance must also be considered. 9. APPS, APPS, & More APPs Apps on mobile devices making way into earlychildhood classrooms at unprecedented rate Reported in iLearnII study, Joan Ganz CooneyCenter found as of mid-2011 already over800,000 Apps Representing a multibillion-dollar market 10. So Whats There? Cooney Center analyzed 200 Apps 100 in top selling categoryeducation category of iTunes store Almost 50% of top 25 sellers for elementary In Education categoryoverall, toddler/preschool Apps most popular(at 58%) As well as area w/ most growth from 2009 to2011 11. Their Conclusions. Assessing quality and learning value is difficult Common standards of educational value for Appsnot present Few reputable reviewers These reviewers inability to keep up with all theApps there are currently and that keep coming 12. Their Recommendations Cooney Center calls for creating a common setof education standards and To take the opportunity to do so in the Appmarket while it is still forming 13. Lets Check an App Out. 14. Recent Case In Point.http://childrensappreview.blogspot.com/2013/05/are-toca-boca-apps-really-educational.htmlMay 29, 2013 15. Early Childhood EducationalTechnology Evaluation Toolkit To address, evaluation tool developed forsoftware review which includes Apps on tablets. Areas chosen informed by research and keyconsiderations identified as important by field ofeducational technology, specifically as relevant toyounger learners. Tool published mid-2012 by NAEYC in journalYoung Children & 2012 book Spotlight onYoung Children and Technology. 16. How do I knowthe technologyand content areappropriate andchildren arelearning? 17. What would you like children to learn?A first step is to establish learning goals for thechildren. For example: approaches to learning (such as curiosity, flexiblethinking, persistence) language/literacy mathematics social studies science social-emotional (like cooperation, identifyingemotions) self-help 18. Then its time to evaluate: Educational value Engagement to enhance learning Child-friendliness Interactivity Monitoring of progress 19. Educational value learning versus focus on winning? content based on research/standards? feedback is informative/teaches? 20. Age-Child Appropriate appropriate cognitive skill(s)/subject matter? set in interesting context? pre/non-readers can navigate? free from bias? 21. Child-Friendly simple/clear choices? multiple, positive opportunities for success? after adult support, children can useindependently? 22. Enjoyable/Engaging enough activities with variety? appropriate use of rewards? graphics realistic and appealing to intendedage? activities match well to attention span? 23. Progress Monitoring- Assessment covers all the key areas the software teaches? easy to use and interpret? 24. Individualizing Features can be customized for childs needs? allows creation of new activities? 25. Integration initial training/professional development onintegration included? ongoing training/professional developmentopportunities? 26. Activity Time..Evaluate provided examples using the Toolkit 27. App Evaluation Activity: Dora 3D Pyramid 28. App Evaluation Activity: Reading Raven 29. App Evaluation Activity: Toca Boca Hair Salon 30. Closing ThoughtsWe hope this session and the Toolkit will: free you from the current situation in whichmany App reviewers do not have a strongbackground in child development Education teaching pedagogy are reviewing based on personal preference bells and whistles pro or con agenda 31. Apps versus Learning Systems Software Single Apps might be better for enhancement thanmain component of the curriculum. While tempting to always go free there issomething to you get what you pay for. Less may be more. There are still many very good morecomprehensive learning systems which meet a highstandard according to the areas of the Toolkit. No matter how the App or any software comes intoyour classroom, YOU as the teacher are in the bestposition to decide if it is a good addition to yourchildrens learning environment. 32. Action PlanTo help you incorporate the informationfrom this session, consider this Action Plan: As a result of what you have learned in thissession, what are the things you will want to dodifferently? When you succeed incorporating this newinformation, how will it impact your work? What kind of help do you need, and from whom, toimplement your new information? How might you share what you have learned and yoursuccesses with parents and with colleagues? 33. Q & A 34. To Say Thank You. eBookhttp://hatchearlylearning.com/resources/ebooks/evaluating-technology-ebook/ 35. Resources How to Evaluate Technology for Early Learners: HatchWebinarhttp://hatchearlylearning.com/events/how-to-evaluate-technology-for-early-learners/ Finding the Education in Educational Technology:NAEYC Young Children Journalhttp://www.naeyc.org/yc/article/finding-education-in-educational-technology Joan Ganz Cooney Center: Publicationshttp://www.joanganzcooneycenter.org/publications/ Fred Rogers Center: ELEhttp://www.fredrogerscenter.org/resources/early-learning-environment/ And we invite you to visit the Hatch Early Learning:Bloghttp://hatchearlylearning.com/resources/blog/ 36. Good places for social connections LinkedIn: Early Childhood TechnologyNetwork Twitter: #ecetechchatEvery other Weds. night @ 9 EST Facebook: NAEYC Technology &Young Children Interest Forum