Unit 3: Analog and Digital Technology See attached assignment and grading rubric Office of Educational Technology. (n.d.). Guiding principles for use of technology with early learners.

Unit 3: Analog and Digital Technology See attached assignment and grading rubric Office of Educational Technology. (n.d.). Guiding principles for use of technology with early learners.
Due Date: 11:59 pm EST Sun day of Unit 3 Points: 100 Overview: Creat ing developmentally -appropriate lessons is a primary job of early childhood teachers and is at the center of classroom activities. Structured lesson plans are used to organize important concepts and elements needed to deliver rich curriculum that meets edu cational goals. For this assignment , you will choose either a math or science lesson plan from options provided . You will implement the lesson at home , with or without children, and document your experience . You will then reflect on your experience and sug gest a revision or expansion of the lesson to include one analog and one digital technology tool. Lastly, you will evaluate how technology can be used to extend young children’s learning experiences in both the classroom and at home with their families. Instructions: 1. Before you begin, r ead the US Department of Education , Office of Educational Technology‘s guiding princ iples for technology and early learning provided in the Unit Readings and Resources. 2. Carefully read both the Math and Science Activity Plans and select one (1) for this assignment. 3. Using the selected lesson plan as your guide, implement the math or science lesson at home . Use materials that you have on hand to do the lesson. You may do the lesson yourself or try it with a child, family member or friend . 4. Document your experience implementing the lesson with notes, picture(s), or by reco rding a video (see the CHS250 YouTube Instructions as needed for the video option). You will submit this documentation as part of your completed assignment. 5. Reflect on your experience doing the activity by answering the following two questions : o W hat did you learn from your selected activity plan about intentional teaching? o What did you learn about utilizing technology? CHS250 – STEM in the Early Childhood Education Classroom Unit 3 Assignment: Analog and Digital Technology 6. Recommend 1 analog and 1 digital technology that can be used to improve, strengthen, or extend the lesson learning experience for children. o Briefly describe the general purpose and function of each technology tool. o Describe and provide an example of how each technology will be used for the lesson learning experience . For example, will the technology be used to investigate or extend a lesson concept or vocabulary ? W ill it be used to document the activity ? o Discuss how each of your technology recommendations can be connected to a guiding principle from the US Department of Education, Office of Educational Technology‘s guiding principles for technology. 7. Identify effective ways to engage children’s families and the community in either implemented activity or your recommendations for the use of analog or digital technology. • Family engagement e xamples: help to plan the lesson ; share cultural information and traditions related to the activity; contribute their talents; read the activity -specific book(s) and conduct the activity with their children at home . • Community resource examples: community service providers, lo cal businesses, libraries or other community -based organizations. Requirements: • Submit a Word document in APA 7 format (with Title Page and Reference Page) . • Submit the activity documentation with the essay submission. • 1.5 -2 pages in length, excluding the activity documentation, Title and Reference pages. Be sure to read the criteria below by which your work will be evaluated before you write and again after you write. Evaluation Rubric for Analog and Digital Technology Assignment CRITERIA 4 Exemplary 3 Proficient 2 Needs Improvement 1 Deficient 17 Points 14 – 16 Points 10 – 13 Points 0 – 9 Points Lesson Implementatio n and Documentatio n NAEYC 5c Using own knowledge, appropriate learning standards, and other resources to design, implement, and evaluate developmentall y meaningful, and challenging curriculum for each child. Detailed documentation demonstrating that the math or science lesson was fully implemented at home with materials on hand. Mostly detailed documentation demonstrating that the math or science lesson was substantially implemented at home with materials on hand. Somewhat detailed documentation demonstrating that the math or science lesson was partially implemented at home with materials on hand. Documentation is lacking or inadequate; Little to no evidence that the math or science lesson was implemented at home with materials on hand. 17 Points 14 – 16 Points 10 – 13 Points 0 – 9 Points Reflection on Lesson Implementatio n NAEYC 6d Integrating knowledgeable , reflective, and critical perspectives on early education Evaluative and explicit reflection of learning about intentional teaching, utilizing technology, and extension or improvement with technology. Comparative and substantive reflection of learning about intentional teaching, utilizing technology, and extension or impr ovement with technology. Thoughtful, insightful, and specific reflection of learning about intentional teaching, utilizing technology, and extension or improvement with technology. Incomplete, vague, or inadequate reflection of learning about intentional teaching, utilizing technology, and extension or improvement with technology. 17 Points 14 – 16 Points 10 – 13 Points 0 – 9 Points Family and Community Engagement NAEYC Standard 2c. Involving families and communities in young children’s development and learning. Comprehensive demonstration of effective ways to engage both children’s families and the community in young children’s learning with technology. Substantive demonstration of effective ways to engage both children’s families and the community in young children’s learning with techno logy. Clearly -stated strategies to to engage children’s families and/or the community in young children’s learning with technology. Details may be lacking. Minimal to no attempt at demonstrating effective ways to engage families and/or the community in young children’s learning with technology. 17 Points 14 – 16 Points 10 – 13 Points 0 – 9 Points Digital and Analog Tools: Recommenda tions and Use in the Lesson NAEYC 4b. Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology. Recommends one (1) analog tool and one (1) digital tool. Fully accurate and specific tool description demonstrates knowledge of the purpose and function of each technology. Explicit details for how each technology will be used to support the lesson. Recommends one (1) analog tool and one (1) digital tool. Mostly accurate and specific tool description demonstrates knowledge of the purpose and function of each technology. Substantial details for how each technology will be used to support the lesson. Recommends one (1) analog tool and one (1) digital tool. Somewhat accurate and specific tool description demonstrates knowledge of the purpose and function of each technology. Description details how each tec hnology will be used to support the lesson. Recommends analog or digital tool but not both. Tool description is vague providing little to no evidence of knowledgeable purpose and function of the tool. Vague or significantly incomplete description of how technology will be used to support the lesson. 17 Points 14 – 16 Points 10 – 13 Points 0 – 9 Points Connection to Educational Technology Guiding Principle NAEYC 5b. Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines. Clear, specific, and insightful connections made to suitable guiding principles from the US Department of Education Office of Educational Technology. Substantive connections made to suitable guiding principles from the US Department of Education Office of Educational Technology. Connections made to guiding principles from the US Department of Education Office of Educational Technology but may lack clarity or specificity. May be mismatch between technology and guiding principles. Vague, incomplete, or incorrect connections made to guiding principles from the US Department of Education Office of Educational Technology. 5 Points 4 Points 3 Points 0 – 2 Points Paper Length Professional Writing Standard SS3 Student is proficient in reading and writing. Fully meets minimum length requirement. Mostly meets minimum length requirement. Somewhat meets minimum length requirement. Significantly missed minimum length requirement. 5 Points 4 Points 3 Points 0 – 2 Points Grammar, Spelling and Sentence Structure Professional Writing Standard SS3 Student is proficient in reading and writing. Writing and format are clear, professional and error free. Few errors that do not impede professional presentation. Significant error s that do not impede professional presentation. Errors impede professional presentation ; guidelines not followed. 5 Points 4 Points 3 Points 0 – 2 Points APA Format APA compliant. Few errors in APA. Significant errors in APA. APA not followed. Professional Writing Standard SS3 Student is proficient in reading and writing.
Unit 3: Analog and Digital Technology See attached assignment and grading rubric Office of Educational Technology. (n.d.). Guiding principles for use of technology with early learners.
1. Early Learning Standards (t hree standards) Standard #1 Domain: Mathematics Strand: Strand A: Early learning experiences will support children to understand counting and cardinality Learning Progression: Cardinality Indicator: M.48.2 Count up to at least five objects using one -to-one correspondence, using the number name of the last object counted to represent the total number of objects in a set . Source: CTELDS Standard #2 Domain: Mathematics Strand: Strand C: Early learning experiences will support children to understand the attributes and relative properties of objects Learning Progression: Data Indicator: M.48.9 Sort objects into two groups, count, and compare the quantity of the groups formed (e.g., color, size, shape) Source: CTELDS Standard #3 Domain: Social Studies a) Title of the Lesson: Grouping items 1 -5 b) Number of Children in Group: 10 c) Children’s Age Group: 3-4 d) Length of Lesson: 30 minutes Math Learning Experience Plan (LEP) CHS 250 – STEM in the Early Childhood Education Classroom Strand: Strand C: Early learning experiences will support children to develop an understanding of economic systems and resources Learning Progression: Science, Technology and Society Indicator: SS.48.10 Understand the use of tools , including technology, for a variety of purposes Source: CTELDS 2. Key Objectives (three objectives) Objective #1 Children will collect a set of 5 items that belong to a group by an attribute Objective #2 Children will be able to match the number name to the group of items selected Objective #3 Children will create a way to document the collection of items and number name 3. Materials : • Items in the classroom and home environment • Number cards 1 -5 • Number cards with dots for number s 4. Vocabulary (five words ): • set • attributes • similar • collect • items 5. Higher Order Thinking (HOT) Questions (six questions ) Create questions that are based on all six levels of Bloom’s Taxonomy: Understanding, Remembering, Applying, Analyzing, Evaluating, Creating • Show me how we should count these objects with our fingers. • Select the group that has 3 objects. • Can you count from the last object to the first and still get the same number? Can you count an object two times? • Choose the number that c orresponds to the number card. • Can a set or group have objects that have many different attributes? 6. Instructional Procedure A. Introduction • Practice counting items 1 -5 by putting the child’s finger on each item, one by one . • Talk about what an attribute might be (e.g., color, size, function , etc. ). B. Related Activity • Create two sets of cards : cards with numerals 1-5, and cards with dots 1-5 to be used as groupings . • Take a tour of the classroom or home environment. C ount similar items to correspon d with the number and dot cards . • Show collections of similar items, for example a collection of keys. C. Closing • Create a way to share the class activity with families and the whole center/ school a. 7. Home -School Connection : Send home a note describing an activity that parents and families can do with their children in their homes using found objects. 1. Go on a scavenger hunt in your home! 2. Collect a group of similar items or objects that can be grouped by number . F or example : 1 key, 2 paper towel tubes, etc. 3. Discuss with your child the reasons for the grouping and number quantity. 4. Ask families to send in the actual items in a labeled bag or bring in a representation of the group. For example, take a photograph or draw a pic ture with your child.