The updated guidelines address the complex nature
of effective and
appropriate technology integration in the social studies classroom and lay the foundation for future actions to support the preparation
of social studies teachers to
use technology as a tool to support the more inquiry - driven activities beginning to
emerge more frequently in the social studies classroom.
Functions The teacher leader: a) Collaborates with colleagues and school administrators to plan professional learning that is team - based, job - embedded, sustained over time, aligned with content standards, and linked to school / district improvement goals; b)
Uses information about adult learning to respond to the diverse learning needs of colleagues by identifying, promoting, and facilitating varied and differentiated professional learning; c) Facilitates professional learning among colleagues; d) Identifies and uses appropriate technologies to promote collaborative and differentiated professional learning; e) Works with colleagues to collect, analyze, and disseminate data related to the quality of professional learning and its effect on teaching and student learning; f) Advocates for sufficient preparation, time, and support for colleagues to work in teams to engage in job - embedded professional learning; g) Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning; and h) Uses information about emerging education, economic, and social trends in planning and facilitating professional learn
Uses information about adult learning to respond to the diverse learning needs
of colleagues by identifying, promoting, and facilitating varied and differentiated professional learning; c) Facilitates professional learning among colleagues; d) Identifies and
uses appropriate technologies to promote collaborative and differentiated professional learning; e) Works with colleagues to collect, analyze, and disseminate data related to the quality of professional learning and its effect on teaching and student learning; f) Advocates for sufficient preparation, time, and support for colleagues to work in teams to engage in job - embedded professional learning; g) Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning; and h) Uses information about emerging education, economic, and social trends in planning and facilitating professional learn
uses appropriate technologies to promote collaborative and differentiated professional learning; e) Works with colleagues to collect, analyze, and disseminate data related to the quality
of professional learning and its effect on teaching and student learning; f) Advocates for sufficient preparation, time, and support for colleagues to work in teams to engage in job - embedded professional learning; g) Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning; and h)
Uses information about emerging education, economic, and social trends in planning and facilitating professional learn
Uses information about
emerging education, economic, and social trends in planning and facilitating professional learning.
Together, Chip, Fran, and Karen will walk you through many
of the signature guidelines presented in the new
technology position statement by NAEYC and The Fred Rogers Center and that top questions that have
emerged about developmentally
appropriate technology use.
In 2015, I looked PAST FORWARD when I wrote these words in the introduction in my book,
Technology and Digital Media in the Early Years: Tools for Teaching and Learning in the Early Years, «Perhaps it is the blending and balancing of interactive technology and interactions with others that offers the most promise for effective and appropriate uses of technology in the early years — closely connecting Fred Rogers» approach with our emerging understanding of appropriate and intentional use of digital media to support early learning» (Donohue, 20
Technology and Digital Media in the Early Years: Tools for Teaching and Learning in the Early Years, «Perhaps it is the blending and balancing
of interactive
technology and interactions with others that offers the most promise for effective and appropriate uses of technology in the early years — closely connecting Fred Rogers» approach with our emerging understanding of appropriate and intentional use of digital media to support early learning» (Donohue, 20
technology and interactions with others that offers the most promise for effective and
appropriate uses of technology in the early years — closely connecting Fred Rogers» approach with our emerging understanding of appropriate and intentional use of digital media to support early learning» (Donohue, 20
technology in the early years — closely connecting Fred Rogers» approach with our
emerging understanding
of appropriate and intentional
use of digital media to support early learning» (Donohue, 2015, p. 3).