ERIC ED414686: ACTTive Technology, 1996.

78 Pages·1996·1.8 MB·English

by  ERIC

DOCUMENT RESUME
EC 306 031
ED 414 686
ACTTive Technology, 1996.
TITLE
Western Illinois Univ., Macomb.
INSTITUTION
PUB DATE 1996-00-00
NOTE
77p.
Macomb Projects, 27 Horrabin Hall, 1 University Circle,
AVAILABLE FROM
Western Illinois University, Macomb, IL 61455; telephone:
309-298-1634; fax: [phone] ($16 per year).
Serials (022)
Collected Works
PUB TYPE
ACTTive Teachnology v11 n1-4 Win-Fall 1996;
JOURNAL CIT
EDRS PRICE MF01/PC04 Plus Postage.
Accessibility (for Disabled); Art Activities; *Assistive
DESCRIPTORS
Devices (for Disabled); Beginning Reading; Communications
Satellites; *Computer Assisted Instruction; Computer
Software; *Computer Uses in Education; Disabilities; Early
Childhood Education; *Educational Technology; Input Output
Devices; *Literacy; Research and Development; Technological
Advancement; *Theory Practice Relationship
ABSTRACT
Four issues of this newsletter published by Project ACTT
(Activating Children Through Technology), an Early Education Program for
Children with Disabilities Outreach Project on educational technology,
include the following major articles: "Computer Applications and Young
Children with Disabilities: Positive Outcomes" (Patricia Hutinger); "Project
ELIPSS (Emergent Literacy Instructional Program and Support Services) To
Broadcast Six Interactive Satellite Programs Focusing on Literacy"; "Where
There's a Will, There's a Way: Successful Technology Integration: One
School's Story" (Letha Clark); "Building Access Bridges with Help from
Technology" (Jennifer Bosworth); "Project ECCTS [Early Childhood
Comprehensive Technology System]: Putting It All Together" (Robert Rippey);
"What Can You Do with Spiders and Ducks?" (Judy Potter and Amy Betz);
"Project ACTT Reports Outreach Survey Results"; "Portfolios in the Early
Childhood Classroom"; "Imagine It! Do It! Create Software Unique to YOUR
Classroom!" (Carol Bell); "Technology that Works: A Research to Practice
Approach" (Robert Rippey); "Using Nursery Rhymes and Song Lyrics with
Emergent Readers" (Kathy Barclay); and "Curriculum Guide Enhances Software's
Focus on Art Activities, Museum Exploration." Also included in each issue are
numerous product reviews and announcements, editorials, suggestions for
classroom activities, and a conference calendar.
(DB)
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Reproductions supplied by EDRS are the best that can be made
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from the original document.
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©Copyright 1996 Macomb Projects
on.10.*erCe+,
Winter 1996
LUME 11, NUMBER 1
Computer Applications and Young Children
with Disabilities: Positive Outcomes
by Patricia Hutinger
complicated augmentative communi-
technology outcomes for young chil-
Increasingly sophisticated computer
cation device. An older child who will
dren, especially those with disabilities.
technology can meet the needs of chil-
never be able to hold a pencil to write
In contrast, a wide range of curricular
dren with disabilities in ways that were
can use a word processing program
only dreams until the advent of per-
resources abound that overlook the im-
with switch input. Voice and eye gaze
sonal computers. Given increasingly
pact of technology. Nevertheless, com-
input are now realities and this is just
less expensive, more powerful hard-
puters and their accompanying periph-
the beginning!
ware, is it any wonder that more com-
erals and software are integral to soci-
Inclusion
ety and, contrary to many educators'
plex and effective interactive educa-
Computer applications provide the
beliefs, will not 'go away if ignored.'
tional software makes its way into the
tools to make inclusion possible and
Positive Outcomes
marketplace monthly? Yet early child-
easier. The legislative requirement to
Over and over children demonstrate
hood educators have been slow in ac-
place children with disabilities in in-
the benefits of technology use. Mount-
cepting technology applications. Com-
clusive settings carries with it the need
to provide children the support and
Over and over children demonstrate the
resources to function in settings with
benefits of technology use...computers
their peers. Appropriate technology
provide the tools to accomplish tasks
applications and adaptations are one
way to help children with disabilities
children with disabilities have been
operate in inclusive settings. Comput-
unable to do.
ers and augmentative and alternative
communication (AAC) devices pro-
vide the tools for communication, play-
ing evidence points to a wide range of
puters have been part of the early child-
ing, problem solving, and drawing.
computer applications that provide
hood curriculum for children with dis-
Arranging space, providing opportuni-
worthwhile content related to the ac-
abilities in scattered programs for the
ties for use, and making sure the other
past 15 years; however, only recently
tivities of young children. For example,
children are familiar with the child's
an exciting and interactive software
the National Association for the Edu-
equipment and potential are important
cation of Young Children (NAEYC)
program becomes a topic of children's
elements of effective inclusion.
conversations and a potent way to ex-
published a volume edited by Wright
J
For example, a five-year-old who has
and Shade (1994) setting guidelines
tend ongoing experiences in their daily
cerebral palsy and cannot hold a crayon
lives. Equally important, and some-
for computer use. A single chapter re-
fers to technology in programs for
is able to make a scribble or a recogniz-
times more critical, computers provide
young children with disabilities
able image on a computer screen, using
the tools to accomplish tasks children
a switch and a graphics software pro-
with disabilities have been unable to
(Behrmann & Lahm, 1994).
gram. The child can then print the im-
do. A very young child can communi-
Computer-related experiences are no-
J
age onto paper with a color printer.
cate using a computer, switch, and
tably scare in early childhood curricula,
Thus, that child has a tool to participate
in spite of demonstrated, beneficial
Ke:nx setups before he moves on to a
continued on page 3
2
BEST COPY AVAILABLE
Winter 1996
Page 2
ACTTive Technology
From The Editors.
Table of Contents
by Linda Robinson
Computers and Children
1
on their own. By participating in these
If you look up the word "support" in
From the Editors
2
one or two day training events, staff
the American Heritage Dictionary,
Curriculum ACTTivi ties
5
learn from other participants who may
you'll find nine definitions of the word
Literacy Broadcasts .-----.--- 7
have been in a similar situation the year
as a verb and three definitions as a
8
Kid Works Deluxe ...
before. Staff need the opportunity to
noun. So what does this have to do
Technology Integration Story .-..-
9
network and find out they are not alone.
with technology? "Support" may be a
9
Technology Effectiveness Report
Extra support is just a phone call or
small word for those who have effort-
Big Keys
........
10
Internet address away. Support does
lessly received it. But "support" is a
RESNA Videos. ........ ........
11
come in many forms, and the more
very significant word for those who
1TAP Training Dates ..... -..-..-
11
eager you are to find it, the easier it is
have struggled to get equipment and
DinoGames
11
to find.
training they want and need.
ACTT Training Dates
12
The hardest part of learning to use the
To acquire and use technology effec-
Conference Keynote Speaker
13
computer is finding the time for it. As
tively, we all need that support espe-
Software Grant Program
13
we found out with the teachers in Jack-
cially as an action word, "To keep
Administration Support
13
sonville, Illinois, getting a home com-
from weakening or failing; strengthen;
ArtSpace
14
puter helped increase their confidence
to provide for or maintain, by supply-
ACTT VII Conference .
15
and enthusiasm. They began using the
ing with money or necessities; to aid
ACTT VII Registration
16
computer as a tool for themselves which
the cause, policy, or interests of; to
NUDIST Aids Research
17
made it a lot easier for them to integrate
hold in position so as to keep from
1TAP Video
17
into their classrooms as a tool for the
falling, sinking, or slipping."
Laminators.......
....... 18
......
children.
In terms of technology, support means
Toy Guide
18
The bottom line is we all need support
more than money. Training is just as
NAEYC Technology Book
18
for anything we do in life, and technol-
significant a part of that support as is
Imagination Express .
19
ogy is no exception. "To keep from
the actual acquisition of equipment and
Low-tech Art Adaptations
19
weakening or failing" we need as much
software. Most administrators today
Imo & the King
20
support in using the technology as we
will admit that computers need to be a
. 20
Diversity Video
did in acquiring it. Take it from teach-
part of their schools. More and more of
Magic Tales
20
ers and therapists who have success
those in preschool administration are
Magic Touch
20
stories to tell at our conference in March.
becoming convinced that technology
Technology Workshops -------- 21.
Panel members of our Friday morning
can play a role in young children's
On-line Technology & Disabilities
opening session will discuss specifics
education. However, not all of those
Discussions .....
. ..
23
of their own technology support sys-
administrators will admit the need for
Calendar of Conferences
23
tems. Also during the conference there
training support, allowing teachers time
are opportunities to talk with partici-
Editor-in-chief: Patricia L. Hutinger
and money to receive the training they
Assistant Editor: Linda Robinson
pants who have experienced varying
need. That is where the support falls
Contributing Staff: Carol Bell, Amy Betz,
levels of support. Their survival tips
short. Computers may be more preva-
Terry Carley, Letha Clark, Joyce
may be helpful for you!
lent in classrooms today, but are they
Johanson, Judy Potter, Robert Rippey
Besides our conference, we have
being used effectively? The success
and Carol Schneider
scheduled training sessions for Spring,
stories, unfortunately, are still few and
Layout & Design: Joyce Johanson
Summer and early Fall for those who
far between. We have included a few
Subscription Information
need support getting started with com-
articles in this issue which address the
ACTTive Technology
puters or with conducting technology
continued need for support and the
is published quarterly by
assessments.
wonderful benefits when it is truly put
Macomb Projects
Macomb Projects believes teacher
into action.
27 Horrabin Hall
support for technology integration is
Training support does not need to be
1 University Circle
critical to success. We invite you to
a costly factor for preschool programs;
Western Illinois University
take advantage of our conference, train-
it just needs to be one that is planned.
Macomb, IL 61455
ing, and troubleshooting services as
Attending workshops and conferences,
309/298-1634
fax [phone]
you seek ways to offer the young chil-
such as ACTT VII, may provide the
http://www.ECNet.Net. users/mimacp/wiu/
dren with disabilities in your class-
index.html
spark of confidence and enthusiasm to
rooms the equalizing opportunities
Subscriptions are $16 per year
lead early childhood staff to use the
technology provides.
computer and, in turn, learn even more
3
Winter 1996
Page 3
ACTTive Technology
Benefits continued from page 1
(1995) study of 3-5 year olds revealed
in a classroom where other children
that?" even a child who seldom speaks
the older children preferred to work in
draw on paper with paint, crayons, and
usually answers.
groups of two or three, but the younger
markers. The computer picture can be-
Technology gives children a tool to
ones tended to work alone.
socialize and use language. Macomb
come apart of a class book, can be hung
on the classroom wall with other
When Macomb Projects conducted a
Projects' emergent literacy research
children's artwork, or can be taken
follow-up study of children using tech-
staff often observe children engaged in
nology, parents and teachers alike indi-
home to display on the refrigerator, the
parallel play throughout the classroom.
cated that technology use resulted in
Yet, when the same children are ob-
classic home art gallery. Moreover, the
other children in the class can take
increased emotional and social growth
served together at the technology cen-
turns creating art using computer
(Hutinger, et al, 1994). Using comput-
ter, they begin to use language to com-
ers, children cooperate to decide how
graphic software.
municate what they see or what they
to move a robot, share the keyboard in
Teachers and support staff make the
would like to see.
a game, solve problems (decide what
difference. Before inclusion becomes
Teachers can encourage and facilitate
icon to click to move from one place to
a reality, professionals must be trained
children's communication at the com-
another in a software program), dis-
to use the technology and to see its
puter center by a) providing space for
value for children. A teacher's atti-
cuss what they are doing with others,
more than one child (two chairs instead
and in many instances, use software
tudes about technology, whether s/he
of one, allowing children to move chairs
believes that technology can actually
without adult direction.
in and out of the computer center, al-
Communication
provide benefits, and willingness to
lowing children to stand behind those
work with the child's assistive devices
Computer applications provide a topic
seated at the .computer); b) allowing
are also critical factors for a child's
for communication, even for children
children opportunities to discuss, ex-
successful inclusion using computers
who tend not to communicate. Teach-
periment, and problem solve together;
and other adaptive technologies.
ers in early childhood classrooms often
and c) providing interesting and inter-
Social Outcomes
see children who do not communicate,
active software to facilitate communi-
whose language is delayed or seem-
Positive social outcomes can be ex-
cation and positive social interaction.
ingly non-existent, children who can
Functional Tools
pected when two or more children work
talk but do not, for whatever reason.
together with almost any software.
Computer applications serve as tools
Time after time we have seen these
for children with severe disabilities,
Technology activities implemented by
children talk, whether it is a question
Macomb Projects are designed to en-
enabling them to accomplish tasks they
have been unable to do without the
when a Macomb Projects staff member
courage and integrate communication,
comes into the room, "Lori, where
cooperation, and other social interac-
technology. Some young children, par-
'fluter?", or a child talking about what
tion among children and adults. Project
ticularly those with moderate to severe
will happen next in a software pro-
ACTT's (Activating Children Through
disabilities, need to use the tool func-
gram. Lahm (1995) also notes that spon-
Technology) approach stresses the need
tions of technology applications in car-
taneous communication occurred when
for children to explore and manipulate
rying on their daily lives and in partici-
children were excited by the software
pating in normalized settings. Com-
the variety of input and output comput-
they were working on, an element that
ers allow. Children must have the op-
puter applications can serve as equaliz-
portunity to feel and demonstrate a
had a positive affect on interactions.
ers for a child in many situations so that
In the early 1980's, Project ACTT
sense of control over their environ-
s/he can function in the same settings
used a software program titled
ment. When this occurs, they are more
and similar activities engaged in by
Dragon's Keep with small groups of
likely to engage in positive social inter-
typical young children, including play-
children who predicted where they
action.
ing games, drawing, and making mu-
might find hidden items (Hutinger,
While a single computer can be used
sic. Switches, adaptive keyboards, and
1987). Now, more complex programs,
by individual children for very specific
other high tech devices are examples of
such as Harry and the Haunted
purposes, it can easily be used by two
assistive technologies that can assist in
House, Pippi or Fatty Bear's Birth-
or more children participating in an
all these experiences and provide chil-
day Surprise, yield similar results.
activity together. Results of a study
dren with disabilities access to the ben-
Speigel-McGill,
conducted
Children get so interested in what they
by
efits of technology that other children
are doing that they talk to each other.
Zippiroli, and Mistrett (1989) indicate
enjoy.
Children who use graphics programs
that computers facilitate social interac-
Communication is one area where
talk with each other about their draw-
tion, especially for children with sig-
nonverbal children with severe dis-
nificant social interaction deficits and
ings and about operating the computer.
abilities have an understandable voice
When one child asks, "How did you do
speech/language impairments. Lahm' s
only when they use technology. Corn-
continued on page 4
4
Winter 1996
Page 4
ACTTive Technology
Benefits continued from page 3
courage cognitive and social develop-
seems to present powerful opportuni-
bined with graphics and animation, the
ment, and lead to improved self esteem
added component of speech output is
ties for retention. In 1993-94, preschool
children with mild to moderate dis-
and independence. However, technol-
an important contributor to enhancing
ogy is not "magic." While the presence
abilities in the Expressive Arts Project
communication (Meyers, 1986, 1990;
of a computer and adaptive devices in
used graphics software such as Kid Pix
Shane & Anastasio, 1989). The speech
a classroom means accessibility, ac-
and EA*Kids Art Center as part of
capabilities of newer computers or the
cessibility alone does not ensure ap-
the art curriculum. During the summer
addition of a speech synthesizer to older
propriate use. Teacher inservice train-
and two months in the fall of 1994, the
models provide a voice to communi-
ing and ongoing support are essential
children did not use computers. When
cate or stimulate communication.
since the attitude and skills of class-
introduced
the
to
were
they
Retention
room teachers and support personnel
HyperStudio software during emer-
Children retain aspects of computer
either reduce or increase
can
gent literacy activities, the children
applications over time, much longer
technology's potential for positive child
quickly discovered the graphics tools
than generally expected. The notion
in the program and began to use them
outcomes.
that computer applications represent a
with little adult direction (Hutinger,
class of stimuli so potent that young
References
children with a wide range of disabili-
1994).
Behrman, M., & Lahm, L. (1994). Computer
applications in early childhood special educa-
Children seem to retain their knowl-
ties retain their knowledge and skill in
tion. In J. Wright & D. Shade (Eds.), Young
edge and ability to use alternative input
what to do with the hardware or soft-
children: active learners in a technological age
such as the TouchWindow® and
ware for long periods of time has not
(pp. 105 -120). Washington, DC: NAEYC.
switches. In the fall of 1995, for ex-
received a great deal of attention. Per-
Hutinger, P. (1987, June). Early intervention
research: The effects of Logo on preschool
ample, children with severe disabili-
haps professional educators are so busy
children with handicaps. Paper presented at
ties demonstrated their ability to re-
keeping up with new advances and
Invitational Research Symposium on Special
member how to access computer soft-
figuring out how to develop applica-
Education Technology, Center for Special Edu-
ware. In the spring of 1993, six chil-
cation, Washington, DC.
tions, that little time remains for lei-
Hutinger, P. (1992). Evidence of effective-
dren participated in field testing
surely research. Yet Macomb Projects'
ness. Activating children through technology.
ArtSpace. The Macintosh computer
experiences suggest that this area is a
Outreach Proposal. Macomb, IL: Western Illi-
and TouchWindow they used were on
fertile topic for study. Examples of
nois University.
Hutinger, P. (1994). The early childhood emer-
loan and did not remain in the class-
surprising findings follow in the next
gent literacy technology project. Continuation
room when the field testing was com-
paragraphs.
Proposal. Macomb, IL: Western Illinois Uni-
pleted. In the fall of 1995, a computer
The first time Macomb Project's per-
versity.
J., Robinson,
was again available in the classroom,
Hutinger,
sonnel had an indication of retention
P.,
Hall, S., Johanson,
R., &
Wisslead, K. (1994).
L.,
Stoneburner,
this time without the TouchWindow.
phenomena was during a study of the
State of the practice: How assistive technolo-
When the field-test children first con-
effects of the software program Logo
gies are used in educational programs of chil-
fronted the computer, to the surprise of
on ACTT preschool children who dem-
dren with multiple disabilities. Final Report.
Macomb, IL: Western Illinois University.
both their teacher and the Macomb
onstrated mild to moderate disabilities
Lahm, E. (1995). Features that work for teach-
Projects Expressive Arts staff, their
(Hutinger, 1987). A version of Instant
ers: Software design in early childhood special
Logo and a pre-post measure were
initial response was to move their hands
education. Final Report. Fairfax, VA: George
if
the
screen
the
across
as
created as part of program evaluation
Mason University.
Meyers,
L. (1986). By-passing the prerequi-
TouchWindow was present. When the
efforts. Children's problem-solving
sites: The computer as a language scaffold. In
expected results did not occur, the chil-
skills, their understanding of directions,
M. Gergin (Ed.) Microcomputer Technology
dren quickly lost interest.
and social interaction skills (commu-
for Special Education: Proceedings for Closing
the Gap's 1986 Conference, (pp. 89 - 94).
Further evidence of children remem-
nication, following directions given by
Hutchinson, MN: Crow River Press.
bering over time how to access com-
peers, turn taking) increased as a result
Meyers, L. (1990, Autumn). Technology: A
puters occurs. For instance a visually
of curriculum activities using Logo.
powerful tool for children learning language.
impaired 11 year old with cerebral
These findings were repeated with Head
OSERS News in Print! pp. 2-7.
Shane, H.C., & Anastasio, V.C. (1989). Aug-
palsy, had not used a computer at school
Start children in the PACT-ACTT Part-
mentative communication considerations in
nership. Surprisingly, after a five-
for almost 6 months. Yet when he was
pediatric otolaryngology. Otolaryngologic Clin-
presented with repaired equipment, he
month period during the summer and
ics of North America, 22 (3), 501 - 517.
immediately used the switch to control
early fall when the children used nei-
Speigel -McGil I , P., Zippiroli , S.M., & Mistrett,
S.C. (1989). Microcomputers as social facilita-
software and did so without adult mod-
ther Logo nor computers, when tested
tors in integrated preschools. Journal of Early
eling or prompting.
they had not forgotten, but rather re-
Intervention, 13 (3), 249 - 260.
Summary
tained their Logo knowledge and skills
Wright, J.L., & Shade, D.D. (Eds.). (1994).
Young children: Active learners in a techno-
Technology can equalize opportuni-
(Hutinger, 1987; 1992).
ties for children with disabilities, en-
logical age. Washington, DC: NAEYC.
Computer graphics software also
5
Winter 1996
ACTTive Technology
Page 5
Curriculum ACTTivities
Five Little Ducks Make Big Splash during Storytime!
The following activity was taken in part from the revised edition of Building ACTTive Futures, which will be available in Spring, 1996. Each
activity will include a suggested learning cycle level for curriculum integration and a coding for teacher/family technology competency level
requirements.
Circletime Tales is a storybook program which contains three children's stories, one of which is "Five Little Ducks."
This popular story becomes the springboard for many group and individual activities. The children's experience with the
story on the computer leads to exploration of families of ducks and their environment. The sounds and motions made in
the program lead to activities ranging from simple imitation to identification of a variety of different animal sounds and
movements. Through off-computer activities and individual adaptations each child is given the opportunity to participate
in experiences related to the story. Many skills, including emergent literacy, cognitive, communication and motor, can
be enhanced through the design of the activities.
Materials:
Macintosh LC or higher computer with color monitor
(2.5 MB RAM, 3-10 MB Hard Drive space)
Circletime Tales (Don Johnston Inc.)
Switch Interface and Switch
Ahead of time:
Position the monitor on a low table with the keyboard and computer out of the child's visual field. To limit distractions,
cover the pieces of equipment that are not being used by the child. Secure the switch in a switch holder or mount to provide
a stable position for activation. Position the monitor so that it is within easy viewing for the children.
Attach a switch to the switch interface or Ke:nx input box. Open the program, Circletime Tales, and select the Five Little
Ducks story. Under "Settings" select one switch. Use a switch interface with a switch or load the "Macintosh Switch Input"
set up for switch activation with Ke:nx. Test the switch with the program before the children use it to make sure it is
activating properly.
During storytime read the story "Five Little Ducks" in commercial book form or as a book made from the computer
screens. Encourage the children to talk about the mother and baby ducks and what happens in the story.
Computer Activity:
In the computer center, encourage children to listen to each page of the story, then press the switch when they are ready
to go to the next page. Talk about the action on the screen and encourage the children to imitate gestures relating to the
action, such as swimming. Ask the children to predict what will happen next. Talk about how many ducks have left and
how many remain. What will the mother duck do? What does the mother duck say? Encourage the children to talk about
what is happening in the story and on the screen. Relate the story to ducks in the children's environment.
In a group activity encourage the children to take turns pressing the switch to turn the page in the story. Imitate sounds
and gestures relating to ducks and swimming. For younger children, this activity could be conducted with parents and
children together.
Related Activity:
Storybook
A storybook can be made from "The Five Little Ducks" program which can be read to the children before, during, or after
the computer activity. To make a book, the image from each screen must be captured and printed. Any image on the
Macintosh screen can be captured by pressing Command-Shift-3 when using System 7.1 or higher. A camera "click" sound
can be heard as the image is captured and saved as a "Picture" on the desktop. This graphic can then be opened in a program,
continued on page 6
6
Winter 1996
ACTTive Technology
Page 6
Five Little Ducks activity continued from page 5
such as Claris Works which handles graphics. The image can then be altered, if desired, and printed. Each printed page
should be laminated before being assembled as a book.
Play board and duck figures
Create a play board from foam core board which has been covered with a low pile material, such as Tempo. Print out
the duck figures from the program using the above storybook procedures. Laminate the figures and attach velcro to them.
With the duck figures and the play board, the children can re-create the story starting with five ducks and ending with just
the mother duck. The children can explore the figures and make up their own stories. Other objects found in a pond, such
as lilly pads, frogs, insects, and fish, can be designed and added to the scene. Attach velcro to all objects and characters
so that the children can then play and create their own pond scenes.
Children's own storybook
Encourage the children to draw pictures related to their interpretation of the story. Put the pictures together as a class
book. The children can "write" a story on their page. Read the story together as a group. The book can then be sent home
with each child to be shared with family members.
Pond Play
Create a pond environment in the classroom with water table and rubber ducks. Encourage the children to explore and
recreate their own stories about ducks.
Take a hoola hoop and place it on the floor to represent a pond. The children can pretend to be baby ducks. They can
take turns being the mother duck saying "Quack, Quack, Quack," to the babies.
Song and Play
Print out the duck figures and make popsicle stick figures of the mother and baby ducks. Encourage the children to play
with the figures and re-enact the story from the computer or make up a new story about the ducks. Look at the similarities
and differences between the baby ducks.
At songtime, the children can pass out the popsicle stick duck figures and sing the song about "The Five Little Ducks."
The child who is holding the mother duck can select a baby duck to sit down as the ducks go away in the song.
Other Activities:
Read other books about ducks, such as The Ugly Duckling. Discuss the differences and similarities in the stories. Also
after the children explore The Five Little Ducks story, activities could be designed around mother animals and their
babies, or the sounds animals make.
Variation with Key Largo
To provide a larger activation area an overlay can be made for Key Largo and Ke:nx so that the entire surface of the device
acts like a switch press. A large picture of the mother duck could be placed on the overlay to direct children's attention
to the device.
Curriculum Integration Ideas:
This popular children's story can be the focus for many activities in the classroom.
A few ideas include:
Environment:
Create a pond environment so that children can explore the movements of ducks on water
Add other objects and creatures to the pond
Take a field trip to a local pond where ducks live and observe the ducks
Watch a video of mother and baby ducks and other animals
Sounds:
Listen for animal sounds in the school or home environment
Listen to a tape of animal sounds
Pick out sounds from the animal video
',Listen for animal sounds on the field trip to the pond
Mothers/Babies:
Explore duck families and other animal families
continued on page 8
7
Winter 1996
ACTTive Technology
Page 7
Head Start Emergent Literacy Project
Project ELIPSS to Broadcast Sb.(:. Interactive Satellite,
o
Programs Focusing
Literacy
and continues for a lifetime, Project
Issues related to literacy and the other
2) From Scribbling to "Real" Writing:
side of the coin, illiteracy, have at-
ELIPSS is a staff development system
Stages in Early Writing Development:
tracted nationwide attention at all lev-
that includes
Given their own writing materials and
els, including the federal government. 'six Emergent Literacy Training Mod-
encouragement from adults, young
The national emphasis on literacy is ules consisting of interactive televi-
children convey their curiosity and new
clear in the two elements of the man-
ideas through drawing and through
sion programs broadcast nationally via
satellite and accompanying written
date of Goals 2000, former President
writing. Early marks, and scribbles
materials. These programs will be
Bush's agenda for educational reform,
evolve into readable symbols as chil-
which states that by the year 2000,
dren express their thoughts through
broadcast from 5:00 to 6:00 pm, Cen-
"...all children in America will enter
tral Time;
drawings, words and eventually sto-
school ready to learn..." and "every
two Literacy Resource Coordinator
ries. Writing is an area of personal
American adult will be literate..." In
Training Modules consisting of two
growth that parents, grandparents,
order to meet this mandate, programs
interactive television programs broad-
teachers and other interested adults can
must be implemented to foster emer-
cast nationally via satellite and accom-
inspire in young children. The devel-
gent literacy for all children, including
panying written materials. These pro-
opmental stages of writing will be dem-
children with limited English profi-
grams will be broadcast from 5:00 to
onstrated during the broadcast, as will
ciency, non-English proficiency, chil-
7:00 pm, Central Time; and
a variety of strategies, including tech-
Menu of Follow-Up and Support
dren from diverse cultural and ethnic
nology for promoting emergent writ-
backgrounds, children with disabili-
Services which includes various re-
ing. The program will be broadcast
ties, and children at risk of academic
source directories and a toll-free 800
April 16, 1996.
At every level, from early
failure.
line staffed by knowledgeable Literacy
3) Developing a Literacy-Rich Envi-
childhood through adulthood, literacy
Specialists available to converse with
ronment: Research supports a strong
is a critical survival component for the
link between the home environment
you personally about the literacy needs
citizens of the United States in the
and children's learning to read and
of your program and your clients.
The ELIPSS Emergent Literacy
Communication Age, no matter what
write. Both homes and classrooms that
their income or educational level.
Training Modules include
nourish early literacy require a literacy -
1) Building a Firm Foundation for
At present, 25 percent of American
rich environment. This program in-
adults read at a fourth grade level or
cludes information and resources to
Early Literacy Development: Language
below. Head Start, with its comprehen-
and Literacy Learning: Although chil-
enable teachers and parents to evaluate
dren differ in their rates of literacy
sive approach, commitment to parents,
their learning environments with re-
acquisition, there are several stages
spect to literacy, and then to enrich
and community focus, provides an ideal
vehicle to impact literacy in children
through which most children progress.
those environments to extend literacy
Language learning that is functional
and families. Head Start leadership in
experiences across the curriculum. The
supporting literacy is reflected in
program will be broadcast May 14,
and related to real-life experiences is
Macomb Projects' Project ELIPSS
an important part of learning to read
1996.
(Emergent Literacy Instructional Pro-
This program provides a
and write.
4) Making Quality Children's Litera-
gram and Support Services) which fo-
framework of ideas about the develop-
ture Available to Every Child: Choos-
ment of reading and writing that has
ing and Using Literature: Children's
cuses on designing and implementing
strategies and approaches to support
influenced strategies for emergent lit-
literature is central to the literacy envi-
and strengthen the emergent literacy
eracy. Included are strategies for help-
ronment. Literature serves as a model
activities carried out by Head Start
ing all children acquire language pleas-
for language learning and provides a
grantees.
antly, productively, and appropriately.
strong motivation for learning to read
Based on the assumption that literacy
The program will be broadcast March
and write; it is a springboard for many
begins far before formal instruction
5, 1996.
continued on page 8
S
Winter 1996
Page 8
ACTTive Technology
Software Review
ELIPSS continued from page 7
Kid Works Deluxe Great Choice
kinds of literacy-related activities. Sug-
gestions for selecting a variety of lit-
for Creative Activities
erature and strategies for sharing this
literature with children at home and in
by Carol Bell
the classroom are the focus of this
The all in one children's program
paint tools are on a shelf ready to be
broadcast, which will air on September
used. The paint tools include a paint
may be Kid Works Deluxerm . This
10, 1996.
can, a pencil, a ruler, a band-aid for
program is more than a "first word
5) The Shared Language Time: Begin-
instant clean up, an eraser, a spray
processor" program. The new Deluxe
ning Reading Through Rhymes, Songs,
bottle, a text tool, a microphone for
version is user friendly and packed
Poems, and Big Books: Using familiar
with just the right tools. Kid Works
recording sound and more. Clicking on
stories, songs, rhymes and poems gives
Deluxe writes, paints and talks. The
an apple flag will change the tools to
young children a sense of control and
sticker tools that will move a sticker,
CD-ROM can be used on Macintosh
confidence as they are developing im-
shrink or enlarge a sticker, flip or rotate
and Windows.
portant understandings about how print
When entering the program, the user
a sticker, and delete a sticker. A picture
works. The Shared Language Time or
must sign in before going to a main
book is available to add a background
"rug time" is an excellent vehicle for
to the paint page. A sticker maker is
menu where a new story can be started
helping young children develop basic
also available for creating stickers to
or a story in progress can be opened.
concepts about books and print. This
place in the story.
After making the choice, the user opens
program contains procedures for con-
If children are having a difficult time
to the cover. The cover can be designed
ducting the Shared Language Time,
choosing a project, story starters are
and the story named. When the user
using Big Books, charts, pocket charts
clicks on an arrow, the pages turn and
available in the menu. A Grease Pencil
and other materials designed to ac-
tool is available for editing. The pro-
an open book appears. Two icons are in
quaint young children with the func-
the middle of each page. One icon
gram has an invisible cover that can be
tions, forms and conventions of print.
placed on any page where editing can
allows the user to choose writing tools
Also included are strategies for en-
take place. The child can read the com-
while the other icon allows the user to
couraging children to respond to litera-
ments, think about them, take the over-
choose painting tools.
ture through a variety of hands-on ac-
lay off and make any changes. The
When the writing tools are chosen, a
tivities, including technology, art, mu-
creation itself is not altered until the
series of blue lines appear that look like
sic, drama, and writing. The program
writer and illustrator make the editing
primary writing paper. The user types
will air on October 8, 1996.
in the story. The text style, size and
decisions.
6) Ongoing Assessment of Emergent
KidWorks Deluxe, a wonderful pro-
color can be changed in the options
Literacy Behaviors: Ideally, assessment
gram will many possibilities for young
menu or by clicking an icon of blocks.
and instruction operate as continuous
Click a sticker book and categories of
children age four to twelve, is available
and simultaneous processeseach
in Macintosh, DOS, Windows, and
stickers will appear. A selection of
serving to inform and shape the cur-
Mac/Windows CD-ROM versions
stickers can be chosen from and added
from Edmark, 800/362-2890, for
riculum experienced by the children.
to the story. Another way to change
Accurate records are used by teachers
text into stickers is to click an icon in
$89.95.
the menu icons. Only words that are
in program planning and in communi-
cating with parents about their
Five Little Ducks continued from page 6
represented by a sticker in the sticker
Discuss ones that are similar to
children's growth and progress. Ex-
book will be changed. Clicking an icon
ducks and ones that are different
amples of how individual teachers
under the text page will read the story.
Animal Movements:
Although it is difficult to read inven-
might create and implement develop-
Imitate how various animals move
tive spelling, a speech editor is avail-
mentally appropriate assessment pro-
in their environment
cedures, and how the information
able to help solve this dilemma.
Explore the simplicity and speed
Illustrate the story with the painting
gained might be conveyed to parents
of their movements
tools. When the paint icon is chosen,
and other appropriate individuals are
Compare their movements to hu-
paint tools appear. A box of crayons
among the ideas presented in this broad-
man movements
appears on the right side for color
cast, which airs on November 5, 1996.
Tempo Material is available from Lockfast, Inc.,
10904 Deerfield Road, P.O. Box 42488, Cincinnati,
choices. On the left side at the bottom,
continued on page 14
Ohio 45242; 800/543-7157.
9
Page 9
ACTTive Technology
Winter 1996
Where There's A Will, There's A Way
Successful Technology Integration: One School's Story
by Letha Clark
computers and a variety of software
tervals was necessary to keep them
Incorporating technology into the
titles for young children. The fourth
motivated, maintain their level of in-
daily routine can be daunting for the
classroom got the Apple IIGS com-
terest, and offer them new challenges.
most progressive teacher and down-
puter. Families of the children in that
The technology trainers involved with
right overwhelming for those not in-
classroom decided the Apple IIGS was
this group offered training directly re-
clined to try new things. For one group
lated to the wants and needs of the
not what THEY wanted for their chil-
of educators, the start on this path
dren, so they embarked on a fund rais-
group. The participants continue to
stemmed from the realization that they
ing campaign to collect enough money
maintain a high level of enthusiasm,
needed technology in their classrooms.
to purchase a fourth Macintosh. After a
keep up a steady flow of questions, and
In the beginning there was one Apple
fund raising effort that lasted less than
IIGS computer and a small box of
have a ravenous appetite for all things
six weeks, the fourth classroom had its
new related to technology.
software, four classrooms, and a parent
own Macintosh computer and software.
After the first year, the teachers real-
and family program.
The Apple IIGS was then passed on to
ized that one computer wasn't going to
Knowing intuitively that lasting re-
"cut it" and began to think about a
the parent and family program.
sults could not be "mandated," the
While the teachers were struggling
building principal suggested staff
Macintosh computer in each of the four
to acquire newer technologies for their
classrooms. It was not a dream but a
agreeing to participate in regular tech-
classrooms they were also busy pur-
goal they clearly meant to accomplish.
nology training sessions be able to se-
chasing computers for their homes. Not
Successful grant writing resulted in the
lect into the program. Four early child-
purchase of the first three Macintosh
continued on page 10
hood and Pre-K teachers, four program
assistants, the parent and family pro-
New Report Summarizes Research
gram coordinator, and two program
assistants made a commitment to be-
gan a journey into the world of technol-
On Technology Effectiveness
ogy. Little did they know they would
ware and other technology-related de-
Report on The Effectiveness of
learn to speak computerese and liter-
cisions for a school or classroom. Of
Technology in Schools, '95-'96 by
ally "buy into" technology.
particular interest might be the infor-
Jay Sivin-Kachala and Ellen R. Bialo
In 1992, this center in West Central
mation in the "Curriculum Areas and
Illinois became a site for Macomb
of Interactive Educational Systems De-
Student Achievment," "Curriculum
sign, Inc. is a summary of 176 educa-
Projects' Technology Inservice Project
Areas and Student Attitude," "Special
tional technology research reviews con-
(TIP). The building principal supported
Populations and Student Achieve-
ducted from 1990 to 1995. Research is
the original training sessions and con-
ment," "Special Populations and Stu-
presented on all age groups from pre-
tinued to insure subsequent training
dent Attitude," "Software Design Char-
school through high school. Informa-
sessions. TIP training lasted through
acteristics and Student Achievement,"
tion on students with disabilties is also
December of 1994. Because her staff
"Software Design Characteristics and
wanted to continue the monthly ses-
presented.
Student Attitude," and "Characteris-
The report's three sections, Effects of
sions, she found a way to underwrite
tics of a Desirable Technology-based
Technology on Student Achievement,
the continued training. Her frequent
Learning Environment."
Effects of Technology on Student Self-
presence during the training sessions
Educators pay $25 for the report. More
Concept and Attitude about Learning,
and interest in what was being done
information on obtaining the report,
and Effects of Technology on Interac-
demonstrated to her staff the signifi-
contact Software Publishers Associa-
tions Involving Teachers and Students
cance of what they were doing.
tion, 1730 M Street NW, Washington,
in the Learning Environment, each con-
The individuals involved in the train-
tain important information for those
DC 20036-4510, phone [phone],
ing realized that for their particular
fax [phone], http://www.spa.org.
involved in making equipment, soft-
group, training at regular monthly in-
1 0