Opportunity to Start Strong

TPACK ◽  
2019 ◽  
pp. 290-306
Author(s):  
Dalila Dragnic-Cindric ◽  
Elizabeth Barrow ◽  
Janice L. Anderson
Keyword(s):  
Technology Implementation ◽  
Implementation Process ◽  
Early Years ◽  
Science Lesson ◽  
Elementary Grades ◽  
Early Elementary ◽  
Pedagogical Content ◽  
Scientific Curiosity ◽  
To Come ◽  
Elementary School Learners

This chapter investigates challenges faced by educators in the early elementary grades as well as opportunities to transform science education in these critical, early years of schooling. We studied kindergarten teacher's first attempt to integrate one-to-one technology in an inquiry-based science lesson, drawing on works of Randi Engle to analyze the framing of the students and the activity, as well as on the works of Peggy Ertmer and colleagues to investigate barriers encountered in the implementation process. We employed Mishra and Koehler's (2006) Technological Pedagogical Content Knowledge (TPACK) framework to understand the dynamic triad of teacher's pedagogy, content, and technology knowledge, need for successful technology implementation endeavors. While implementations of technology enhanced inquiry-based science lessons in early elementary grades present educators with some unique dilemmas, they also carry a potential for sparking the scientific curiosity of the youngest elementary school learners' and illuminating the years to come.

Opportunity to Start Strong

2017 ◽  
pp. 154-170
Author(s):  
Dalila Dragnic-Cindric ◽  
Elizabeth Barrow ◽  
Janice L. Anderson
Keyword(s):  
Technology Implementation ◽  
Implementation Process ◽  
Early Years ◽  
Science Lesson ◽  
Elementary Grades ◽  
Early Elementary ◽  
Pedagogical Content ◽  
Scientific Curiosity ◽  
To Come ◽  
Elementary School Learners

This chapter investigates challenges faced by educators in the early elementary grades as well as opportunities to transform science education in these critical, early years of schooling. We studied kindergarten teacher's first attempt to integrate one-to-one technology in an inquiry-based science lesson, drawing on works of Randi Engle to analyze the framing of the students and the activity, as well as on the works of Peggy Ertmer and colleagues to investigate barriers encountered in the implementation process. We employed Mishra and Koehler's (2006) Technological Pedagogical Content Knowledge (TPACK) framework to understand the dynamic triad of teacher's pedagogy, content, and technology knowledge, need for successful technology implementation endeavors. While implementations of technology enhanced inquiry-based science lessons in early elementary grades present educators with some unique dilemmas, they also carry a potential for sparking the scientific curiosity of the youngest elementary school learners' and illuminating the years to come.

scholarly journals Disha: Building Bridges-Removing Barriers: Where Excluded and Privileged Young Adults Meet

2020 ◽  
pp. 351-357
Author(s):  
Sadhana Natu
Keyword(s):  
Mental Health ◽  
International Students ◽  
Urban Poor ◽  
Early Years ◽  
Student Diversity ◽  
Health Issues ◽  
Mental Health Issues ◽  
Rural And Urban ◽  
Diverse Backgrounds ◽  
To Come

AbstractThe Chapter aims to detail out the need and process for setting up a Peer Support and Speak Out group in 1992 against the backdrop of early years of globalization in India. The chapter describes how the group has evolved, describing some of the activities and its outcomes. Case studies of Disha Coordinators (using narratives) place before the reader, both the challenges and vantage point views of student diversity. The coordinators are a mix from underprivileged and privileged backgrounds. In the last 27 years, Disha has managed to help students from diverse backgrounds (rural and urban poor, Dalit, Bahujan, urban upper middle class, international students) to come together and look at mental health issues from their varied locations of caste, class, gender, region and reconstitute their identities and look at life afresh. The chapter tries to document some of these rich insights and in doing so attempts to add to the value-based mental health practice from a small margin of the largest democracy in the world that is pushing and challenging the centre.

Technology Integration in the Early Elementary Classroom

2021 ◽  
pp. 38-58
Author(s):  
Spencer Vogt ◽  
Sara A. Westerlin
Keyword(s):  
Technology Integration ◽  
The United States ◽  
Technological Pedagogical Content Knowledge ◽  
Early Elementary ◽  
Social Emotional ◽  
Pedagogical Content ◽  
Public School Systems ◽  
Mathematics Literacy ◽  
Integrate Technology ◽  
The U.S

This chapter highlights technology integration, particularly its growing popularity in early elementary circles in the United States. Issues and solutions are explored regarding how early elementary (PK-3) teachers can integrate technology into the classroom setting. Topics focus on professional development (PD) in the technological pedagogical content knowledge (TPACK) and substitution augmentation modification redefinition (SAMR) frameworks. Proper technology integration discussions include content areas like mathematics, literacy, and social-emotional learning. Further research is needed to fully understand effective technology integration in early elementary settings, especially in public school systems in the U.S.

IDEAS

1991 ◽  
Vol 38 (6) ◽  
pp. 30-36
Author(s):  
Joan E. Westley
Keyword(s):  
Elementary Grades ◽  
Early Elementary ◽  
Science Students ◽  
Mathematics And Science

The Ideas section for this month focuses on gathering. displaying, and interpreting data on balloons in activities that integrate mathematics and science. Students are involved in sampling, taking polls and surveys, doing experiments, classifying, estimating, and measuring. This month's reproducible sheets for the IDEAS section are designed to be used by students in the early elementary grades (1-4). They include three classactivity sheets and one activity sheet for parents to use with their children. Consequently, a teacher may want to reproduce and use several sheets.

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