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Howard P. Parette Jack J. Hourcade Craig Blum Emily H. Watts Julia B. Stoner Brian W. Wojcik Shannon B. Chrismore 《Early Childhood Education Journal》2013,41(3):171-179
This article presents a preliminary examination of the potential of Technology User Groups as a professional development venue for early childhood education professionals in developing operational and functional competence in using hardware and software components of a Technology toolkit. Technology user groups are composed of varying numbers of participants having an interest in technology, and are led by one or more skilled facilitators who meet with participants across time to help them acquire and demonstrate new technology skill sets. A series of these groups were conducted with seven early education professionals serving young preschool children who were at risk or who had disabilities. The impact of these technology user groups was examined using self-reports subsequent to individual participation. Specific data were collected regarding the types of technologies that had been used, and the types of classroom instructional products that had been created and implemented in classrooms using the technologies. A discussion of the value of technology user groups is presented. 相似文献
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Howard P. Parette Jack J. Hourcade Jenny M. Dinelli Nichole M. Boeckmann 《Early Childhood Education Journal》2009,36(4):355-363
Best practices in emergent literacy instruction for young children acknowledge and facilitate the smooth progression between
children’s early engagement with print materials and subsequent fuller literacy mastery. In so doing, model programs target
five key emergent literacy skills. The rapid rise in the breadth and depth of educational technology, including computer software,
is offering early childhood education professionals new and powerful tools in teaching early literacy. This paper offers a
brief review of best practices in emergent literacy, notes the growth of technology in this instruction, and examines the
potential contributions of one specific software program, Clicker 5, in helping diverse emergent literacy learners acquire and practice initial reading and writing skills. 相似文献
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Howard Phillips Parette Jack J. Hourcade Nichole M. Boeckmann Craig Blum 《Early Childhood Education Journal》2008,36(3):233-239
The increasing availability and use of technology applications for teaching emergent literacy skills in early childhood education settings nationwide requires that early childhood education professionals develop skills with readily available software programs. This paper provides general recommendations in using Microsoft® PowerPoint? to support emergent literacy skill development for young children at-risk or who have disabilities. Specific suggestions are presented in the areas of phonological awareness, alphabetic principles, comprehension, concepts about print, and vocabulary development. 相似文献
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Revelle Glenda Druin Allison Platner Michele Bederson Ben Hourcade Juan Pablo Sherman Lisa 《Journal of Science Education and Technology》2002,11(1):49-57
Journal of Science Education and Technology - This paper reports on the development of a visual search interface (called “SearchKids”) to support children ages 5–10 years in their... 相似文献
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Jack J. Hourcade Howard P. Parette Nichole Boeckmann Craig Blum 《Early Childhood Education Journal》2010,37(6):483-491
This paper outlines the use of a technology toolkit to support emergent literacy curriculum and instruction in early childhood
education settings. Components of the toolkit include hardware and software that can facilitate key emergent literacy skills.
Implementation of the comprehensive technology toolkit enhances the development of these critical literacy skills in learners
at risk of academic difficulties. 相似文献
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Howard P. Parette Nichole M. Boeckmann Jack J. Hourcade 《Early Childhood Education Journal》2008,36(2):161-170
This paper outlines the use of the Writing with Symbols 2000 software to facilitate emergent literacy development. The program’s use of pictures incorporated with text has great potential
to help young children with and without disabilities acquire fundamental literacy concepts about print, phonemic awareness,
alphabetic principle, vocabulary development, and comprehension. The flexibility and features of the software allow early
childhood professionals to create a variety of early literacy tools for the classroom, including worksheets, storybooks, and
interactive activities. 相似文献
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