Recommendations for Use of Mobile Apps for Children Birth-8

This webinar kicks off the 3 weeks course The Swipe Generation: Best Practices with Mobile Technology for Young Children with Beth Poss, Coordinator at Montgomery County Infants and Toddlers program (MCITP), Maryland. The course is designed to give early childhood educators and parents a broad view of current research on the use of technology for children ages 0-8. In this webinar Beth Poss discusses the implications of using mobile applications as an early learning tool for young children with disabilities.
 

 

 

Transcript: 

- [Voiceover] Welcome everyone. I am Beth Poss and you are here for the kickoff webinar for the CTD three week course, "The Use of Mobile Apps with Children Birth to Eight Years "Teaching the Swipe Generation." This is webinar one. Some of you might be here for this and some of you might be here for the whole shebang. So I'm going to take everybody for a little tour of the Learning Center, the CTD Learning Center, just so that everybody can see what we're gonna be doing above and beyond the webinar. Then we'll get into the webinar. As you can see--

- [Voiceover] I'm gonna mute for now, okay?

- [Voiceover] Okay, so then we can--

- [Voiceover] As you can see, if you need to get a hold of me my email is there, possbeth@gmail.com. You can find me on Twitter @possbeth. All of the apps that I'm gonna be showing today and all of the apps that I am going to be showing over the next three weeks you can find on my Pinterest page. The last slide of the presentation today actually has some other resources as well for a lot of the research and everything. I'm gonna take you guys and I'm gonna ahead and I am going to share my screen with everyone and take everybody into the CTD website for a moment. So we're gonna switch over. Here we go. If everybody hopefully can see what I'm seeing in the Center on Technology and Disability website in the course that you all are taking. Which is week one, "Recommendations for use of mobile apps "with children birth to age eight." And if you scroll down, I gotta go into our tools.

So I went to the tools and if you scroll down you'll see all of the lessons. So we have the webinar today and then week one the lesson has two more components in addition to the webinar. If you're doing the three week course and you want the CEUs and you would click on that. You can see our objectives and the lesson components. It would take you there to links that you would have for our instructional activity that we're gonna be doing. I'm gonna hit "Back", that said a little error. Then some week one discussion questions. So you'll be going into the forum and answering a couple of questions. How to use technology with young children and how you'll apply what you've learned from the webinar in your early learning environments. So that's just a little tour of the CTD website to be able to go into for the follow-up to the webinar.

So I'm gonna switch back over to the webinar now and stop sharing my screen and be back at the PowerPoint. And I believe that if it's not already uploaded to the CTD website that the PowerPoint will also be uploaded. I have a lot of links in the PowerPoint for anybody that wants to be able to download the PowerPoint to be able to gain access to all of those links. I saw this on Facebook recently and it really spoke to me when I was thinking about this webinar and this webinar series, the little image on there. "Today, two year olds can unlock a phone, "open and close their favorite "apps all by themselves. "When I was that age, I was eating dirt." Today's two year olds, three year olds, four year olds are doing a whole lot more with technology than probably any of us were doing. And I'll out myself. I'm 51 so I didn't even dream of any of this technology when I was a two year old. Some of you may be much, much younger and may have grown up with technology but I doubt anybody was doing with technology when they were two what two year olds are doing today. So we're here today to really look at that.

Today, by the end of the session, all of you, hopefully, will be able to understand the recommendations of national policy makers in medical and educational professions. You'll learn the differences between solitary, non-interactive uses of media and social, interactive uses of media. You will learn the difference between technology for enhancement of learning and Assistive Technology within the context of a Universally Designed for Learning early childhood environment. Hopefully you'll learn even a whole lot more than that but that's what we really hope to be able to accomplish today. I would like this to be as interactive as possible so if you type in the chat window I really try to keep my eye on that. If you have questions or if you have something to add, please by all means do so. I know when I was looking at the list of folks, there are some really amazing fabulous educators that signed up for this and I'd love to hear your input.

So are you excited? I am really, really excited. I am excited to share some of the stuff that I've been doing over the last year or two with mobile technology with young children. I currently am a coordinator with Montgomery County public school's Infants and Toddlers program. Over the last two years we started a pilot and now we've moved out of the pilot phase of using iPads, in particular, with our families to model appropriate, developmentally appropriate use of technology. We go out into families' homes and serve children. We're finding that lots of families were using technology in many ways but often not in developmentally appropriate ways with children. Yet it was very integral into their family's lives. So we were really looking at, "How can we help coach "and model appropriate use of technology with families." This is where all of this came out of. What are your thoughts, though? We're gonna talk about the thoughts and guidelines that are out there. But what are your thoughts? Type in the chat window and let me know. Do you think that children under the age of five should have minimal screen time? You might disagree or agree with more than one of these statements. That children two and under should have no screen time. That some screen time is okay, even for infants and toddlers. That it doesn't matter how much screen time young children get.

So let me know, tell me what you think. I really am interested. Then we're gonna take a look at what the experts and authorities out there are saying. I see people, Pam says that some screen time is okay. Shelby says, "Children under two "should have no screen time." Tracy West says "one", so she thinks children under the age of five should have minimal screen time. Joe B says, "All things in moderation." Debbie says, "Some screen time's okay." Kelly says, "I think what they are viewing or doing "with the screen time is more relevant "than how much they're getting." Eric says, "I'm curious what screen time does "for attention and general brain development." And that's why he's hesitant. Ashley says, "I seem to read conflicting articles "by seemingly reputable writers about "what's appropriate for young children." So keep typing in your ideas but I'm gonna go on. We're gonna start looking and talking about some of the policy statements that we can use to guide our youth. And some perceptions and misconceptions from them. The National Association for the Education of Young Children, the American Academy of Pediatrics, Zero to Three organization and the Rand Group are the ones I'm gonna refer to the most as far as statements that we really can use to guide our use. Jackie says, "It's not about the number of times "but the content appropriateness."

If you download the PowerPoint at some point, you can have links to all of these policy statements. Oh, I see a typo in mine; I hate that. "New Guidelines from AAp" should be a capital "p." Sorry about that. So this is so exciting because I did this webinar. Not this webinar, I did a version of this webinar, a condensed of all three that we're doing in a much shorter amount of time, back in July. Since then, the American Academy of Pediatrics has come out to say that they are developing new guidelines. The guidelines from 2011 that people had been working from which had been interpreted pretty strictly as, "No screen time for young children under the age of two." Which was really about passive television watching and video watching not about interactive technology. It was in 2011 before iPads and other mobile technology were being used or widely used at all, the infancy of the iPad and other mobile tablets. So they just recently, just this month, came out with a list of points that are going to go to their new guidelines.

And these point are that parenting has not changed, that role modeling is critical, that we learn from each other, that content matters, curation helps, co-engagement counts, playtime is important, set limits, create tech-free zones and that kids will be kids. I just think this is so exciting because it's finally stepping away from that, "Children under "the age of two should have zero screen time." Which what it meant before was really, minimal exposure to passive television watching not interactive social use of technology. But now they're saying parenting hasn't changed. We should still be good parents but that we can learn from each other and that the content that we use and how we curate that and co-engagement counts. So this is really, really exciting to me and I'm really eager to see the formal statement. There is a link there to their less formal statement, but I think that's critical. National Association of Education of Young Children came out in 2012 with a Policy Statement that they crafted with the Cooney Center and the Fred Rogers Institute. What they really came out and said is that devices, and content and user experience has really been blurred by what they called "multi-touch screens and movement activated technologies." That the tech can respond to a child's movement.

So this group, National Association of Education of Young Children said that with guidance from parents, from educators, these various technology tools can be harnessed for learning and development. But without guidance, usage can be inappropriate or interfere with learning and development. So if you look back at what now the AAP is saying is that co-engagement, playtime, content, we learn from each other, we need guidance. So the NAEYC Policy Statement said that there has to be guidance for early childhood educators. It needs to be interactive versus non-interactive or solitary. We need to really define what we mean by "screen time." Is it passive watching or is it active use? That we really need to look at technology for technology's sake versus using technology as a means to an end. That the importance of Assistive Technology is critical for us to consider when thinking about young children with disabilities. And that we need to ensure that any use of technology and media serves as a way to strengthen adult-child relationships. And that effective uses of technology and media are active, hands-on, engaging and empowering. So we're gonna continue to look at this a little bit more.

When they talk particular about birth to two year olds, NAEYC said that there are appropriate uses of technology for infants and toddlers, including using digital photos, participating in interactions, co-viewing e-books and engaging with some interactive apps. But that we should be cautious and limit the amount of screen time and, as with all activities with young children, ensure that the use of technology and media serves as a way to strengthen adult-child relationships. Makes sense. We shouldn't be putting that device out there as a babysitter to occupy a child for hours on end. But use of it in social, interactive, learning motivated ways can be a good thing. So we know, whether we're a parent or whether we're an educator, that play is central to children's development and learning. And that their interaction with technology and media should mirror their interactions with other play materials. That it should include sensorimotor experiences, make-believe games with rules and we need to give young children the opportunity to explore technology and interactive media in this playful, creative way.

Anybody disagree with me there? I'm not seeing any "no's" come across my screen, okay. So the Rand Corporation talked about the idea of moving beyond screen time and that there are six considerations that we need to take into account when we look at technologies. So the first one: is it purposely integrated to support learning? Number two: Is it solitary or is it taking place with others? Number three: is the activity sedentary or mobile? Number four: what are the content and features of the media? Number five: are the device's features age appropriate? Number six: What's the total screen time involved? There's actually been some research that was done looking at video conferencing for babies. It showed that infants are able to distinguish between an adult interacting with them in real time in a video chat and a video that's not directed at them, like that passive, the television watching of something. This was shown that they could see changes in the babies' affect when the video chat was out of sync.

So when it didn't match, like what was on the face didn't match with what they were hearing, they were much more likely to tune out and to not be engaged in it. That they were more comforted by their mother's voice and face together via a video chat than just audio, just telephone, alone. When the video chat interactions were facilitated by an adult with them it supported it and it improved their perception of it that that was really what they were seeing was that real person on the other end. So that these can be meaningful for children. Zero to Three, the organization Zero to Three, did some research on two-dimensional versus three-dimensional and what they talked about in that is called the "transfer deficit." What their research showed is that it is easier for young children, this should not be a shocker to anybody, but it's easier for young children to comprehend information from real life experience with people and objects compared with information delivered via a screen. That makes perfect sense. That things that are happening with them in real life make more sense than things happening on a flat screen. This all related to what's called "the transfer deficit." And it's that children who are less than two years old do not have the symbolic thinking skills necessary to understand, independently, that what they see on the screen is a stand in or a symbol for the real thing.

However, what they found is that when you paired those 2D or screen experiences with 3D or real life experiences that it reduced that transfer deficit. That it overcame the barrier of not understanding that what they see on the screen is a stand in for the real thing. To use information they take in from the 2D world, so pairing those experiences with real experiences to transfer it to real world situations. And that when we provide repeated opportunities to pair the 3D and the 2D together, it improves their understanding. So that idea that we shouldn't be just doing tech only experiences with young children, that we have to combine the real experience with the tech experience. Then we're gonna look at some contrasts with that. All of the research says that content matters. That what we use with kids makes a difference. There's tons and tons and tons, if you go on the app store and you searched "early childhood education", "early childhood" or "education apps for young children", you would find hundreds and hundreds and thousands.

So let's talk about what makes an effective early childhood app. These are my synthesis of what I've read from the research and what my feelings are when I use apps with children. I really believe strongly an app that you use with a young child needs to be open-ended to support play and problem-solving. As opposed to there's only one way to do things and the same experience happens every time you use that app. That's not positive. Open-ended apps are positive. An app needs to promote literacy, language and vocabulary development, problem-solving without what I would like to call "drill and kill." It needs to include rich, engaging activities that invite a high degree of interactivity and control by the user. So as opposed to passively just following it along, that that child is really controlling what happens on the screen. An effective early childhood app encourages movement, both finemotor and gross motor as well. It enhanced and encourages interactions with adults or peers rather than promoting just solitary exploration.

I feel really strongly that it needs to be culturally diverse and free or stereotypes. Then it needs to meet a developmental need. With that Zero to Three, going back to that transfer deficit, really need to be able to participate in the screen experience and make it a language rich, interactive activity. And to create that transference from 2D to 3D. To make that connection so that if you're playing with a child on what I think is a really wonderful app, "My Play Home", there's "My Play Home", "My Play School", there's a number of them, don't just play in the kitchen in the "My Play Home" app. Play in the pretend kitchen. Or play in the real kitchen. Point out and label objects in real life that the child's seen on TV or on touch screens. If they're playing on the screen, play with the same things that they've seen on the screen. So whether it's books or a ball or kitchen, any of those things. That's really how you overcome that transfer deficit with kids, with young children. It's really about balancing technology based activities with non-tech activities. So if you're playing with a great app, "Wooden Blocks for Kids", that's the name of the app that you're seeing the image there, you should also be playing with real wooden blocks with kids. It's not one replacing the other but balancing them.

So that kids get those opportunities to learn all the great, important problem solving, vocabulary, mathematic and language skills that come with playing with blocks or whatever the app is focused on. So let's look at some different apps and how we can use technology to promote language, literacy and problem-solving. I'm gonna show you one of my favorite apps. It's called "Faces Four Kids" and there's a video here which I think is really great but I think I'm gonna go ahead and try to flip over to my iPad and share this app with you. This is one of those what I like to call really "all-purpose" apps. It is totally open-ended. It really meets all the criteria. There's cultural diversity in it. It can get into language, problem-solving. I'm gonna pull it up first on my computer, I mean on my iPad. Let me find the right iPad. That's the problem when you've got so many apps that you've got more than one iPad to pull them up on. Come back. I am going to share my screen so that you guys will see, whoops come back here. I'm gonna share my screen so you guys can see what is coming on.

Okay, so hopefully everybody can see my iPad right now with the the face there so we could see that there's a wide variety of faces that might appeal to children to be able to play with. Then I can turn my wheel and I can find some different eyes and we could talk about where do the eyes go. There's not a right answer. I could put the eyes wherever I want them on the screen. I'll try to put them in the right place but it would be really funny if I put them down there. Then I could keep choosing different eyes. There's lots of different eyes for me to choose from. All different shapes and sizes and colors. But I could turn the wheel and I could find a nose. Again, I could be silly with where my nose goes because this is open-ended. I don't have to have the "right" answer. I can turn this and I can find a mouth. I can keep going and I could put some hair on his head. Maybe we can give him some eyebrows, too. Hmmm, I don't know. I don't know if I want him to have a mustache. Let's see. We'll keep going. I could change the color of his shirt because maybe he's wearing a red shirt today. Oh and I think maybe he needs some heart sunglasses there as well. So you can see we could really get into some nice play concepts. Language, we could switch it around. We could get into a discussion, like, "I don't know. "Which ones do you want? "Do you want the purple flower sunglasses? "Or do you want the red heart sunglasses?" We could really get in and play with that.

You can see how that really can be just a delightful app that really meets that criteria I was talking about. I'm gonna stop sharing my screen and flip back to the PowerPoint. I'm just waiting for the PowerPoint to come back on the screen. Just waiting for the PowerPoint to come back on the screen. Okay, there it goes. Okay, so again, "Faces Four Kids" meets all of my criteria there. It's fine motor more than gross motor but it might encourage a kid to go and find their sunglasses. Or to get out a drawing pad and to do something like that. Or to go and find, "I want to go get the hat that matches "the hat that we put on that face for that child." So again it really goes to that. We keep talking about movement with kids. There are some great apps out there. Apps are not necessarily all about being sedentary. There's some wonderful apps. "Dexteria Jr." is a great app for working on letter formation and getting feedback on that. Then a real open-ended app like "Drawing Pad" which allows just a whole host of different activities within it. I will pull that up, too. "Moves Like Me" and "Yogaverse" are wonderful apps that encourage gross motor movement. "Moves Like Me" encourages the child to copy what the movement of a funny character on the screen is doing. "Yogaverse" is a Yoga app for children which encourages them to get into different Yoga positions at a very child-like level. It really is able to encourage that motor movement for kids. I'm gonna switch over, whoops. I'm going to switch over to my iPad. Which is being non-cooperative at the moment. Okay, oh there we go. All right, so I'm going to go back. Oh, come back. Come back screen. I've just lost my screen. Hang on a second. There we go. I'm going to go and I'm gonna share my screen again with you.

Cindy asked, "Is the PowerPoint available?" Yes, it is available in the Learning Center for you to download. I'm going to flip over to my screen. Okay, so you can see now I've got my drawing pad. It's great it starts off withjust plain paper and you've got a drawer that you can pull out. You've got all these different, I'm just swiping with my finger, all these different tools that I can get into. I could decide I wanted to use a paintbrush and I have all these different colors that I can choose and widths of brushes that I can use to paint with. I can go and see all different colors that I have. If I hit my "Home" button I can go back to the different tools so I could choose crayons instead. I could choose stamps. I love the stamps that they have in here, including the fact that you can put at the top you can put your own pictures in and use them as stamps and stickers or as backgrounds. I could stamp vehicles and move them around on the screen. You can see I could then choose to lock them or not. There's just so many great, different stamps and stickers to choose from, in addition to all the drawing tools. Nice for kids who might have some fine motor needs and maybe are not as successful in typical drawing activities as others. So again, just a great, wonderful open-ended app for kids to use with just a really wide range of different tools in there. I'm gonna go flip back to the PowerPoint. Anna-Maria said that the PowerPoint is available in the bottom right pod on the screen. I see it over there so you can download it when we're done or to be able to hook into that. I just need my PowerPoint back up. And here it comes. Again, looking at that gross and fine motor. Technology to promote self-regulation.

So, again, that Yoga, visual schedule apps. There's just a whole range of 'em. The one that you're seeing the image there is a Sesame Street app that is really adorable and delightful. It's called "Breathe." I'm actually gonna show though. It's called "Breathe, Think, Do with Sesame Street." But I'm actually gonna show you. I'm gonna show you one that I used actually... I actually used it with my own staff today. We were a little stressed out about some changes that are happening in our program. It is an app that is called, "Settle Your Glitter." I'm gonna go again and I'm gonna share my screen with you. We're gonna take a look at "Settle My Glitter." I love it because it gets to how kids might be feeling emotionally. It's very simple. It's not overwhelming. Maybe the child is feeling a little bit silly. It asks them to push "Next." You can see how this would really not only work on those emotions but really work on interactions and reflecting. So are you feeling really silly, or a little bit silly or not at all? Well, maybe we'll just go for a little bit silly. Then we shake our iPad to get it started. So I'm gonna shake it to get it started and then it says, "Let's try some mindful breathing." I'm looking for my glitter to come out. There should be some glitter there. I wonder if the glitter's not showing up because I'm sharing it on my iPad. There should be a whole bunch of glitter in that ball.

We breathe in and out with our little pufferfish guy and the glitter would be settling. I don't know why the glitter's not showing up right there but it prompts the child to breathe in and out to get into that mindful breathing. Take away from whatever it was that was upsetting or making them silly or making them worried or making them scared until the glitter settles in the ball. We're not seeing any glitter right now but that's okay. We can live with that. So that is called, "Settle My Glitter." I love it because it's really nice and simple. Usually the glitter's right there so I'm not sure why. We'll wait for that to come back. The PowerPoint to come back. "What was the name of that last app?" Was called, "Settle Your Glitter." "Settle Your Glitter." I don't know why the glitter wasn't showing. It worked wonderfully with 60 adults that I had to work with this morning so it's not just for kids. Which is great. The Sesame Street Monster one is called, "Breathe, Think, Do with Sesame Street." It prompts kids through a whole series of, let me flip back, it prompts kids through a whole series of things to help the monster was having a hard day. He couldn't tie his shoes and he got really frustrated. It takes them through a whole set of routines that kids can do to help them settle down and problem solve. So it's almost like it's a social story with Sesame Street characters.

Let's talk a little bit about Universal Design for Learning. If you're familiar with Universal Design for Learning go ahead and type something in. CD Dougherty, "Will we receive a list "of all the apps you're using?" All the apps that I am showing today, next week and the week after are all on my Pinterest page. There was a link for it on the front of the screen and there'll actually be a link at the very end. So they're all in there and I'll pull up that Pinterest page before we finish today to show you how I organize things within that to help you find what you're looking for. So we'll take a look at that. Joe B., is that my friend, Joseph Batamati? He says, "Yes." M Plankers, "Love UDL." Joe B. says, "Yes." Eric, "Heard it mentioned but not familiar." Good, well we're gonna tell you about it. "UDL rocks." Cindy says, "Yes." While you all are typing in, it seems like we've got some people that know it a lot. Some people might have heard about it but don't really know. We're gonna put it in the context of early childhood for you today in any case. Universal Design for Learning is a framework for guiding educational practice. It provides flexibility in the ways that information's presented, in the ways that we are providing options for students to respond or demonstrate their knowledge and skills and in the ways that students are engaged. In addition, it reduces barriers in instruction, provides appropriate accommodations, supports and challenges and maintains high achievement expectations for all children, including students with disabilities and students who are limited English proficient. So it's really a way of setting up a learning environment.

And I really say "learning environment" and not just a classroom because when we're talking early childhood there are many different types of learning environments, and in school for school-aged kids for that matter too, that really provides flexibility, that provides choice to support all learners. Let's look about it in the context. Okay, so there's three principles. The first is that there is multiple and flexible means of representation or how we present information. The second is that there's multiple and flexible means of action and expression of learning by children or students. So how kids let us know what they know. And that there's multiple and flexible means of engaging and maintaining the engagement of the learner. That's the three big ideas behind it. When we talk about the goal of UDL it's really to build purposeful, motivated, resourceful, knowledgeable, and strategic goal directed learners. It's really, really important that educators have in their heads that there is not one best way to learn. That there is not one best way to demonstrate attainment of proficiency of a standard. That there is not one best way to motivate or to engage. So whether it is traditional sitting on your lap and reading a board book or whether it's digital reading, there's not a right or wrong way provided that we are using those tools, whether it's that print book or that technology, in an appropriate way that that child can be engaged with. That's really UDL in a nutshell. When we talk about it in an early childhood setting, I think instinctively or naturally early childhood tends to be UDL but it doesn't mean that we can't make it more UDL. Providing choice in materials used with students both in teacher lead instruction and used independently by students.

If the activity is to, let's say, you've just read, "I Went Walking" and you're gonna paint a pig. You're gonna have a pig as an art activity afterwards. There should be a choice of those materials. Not every child is going to be engaged by sponge painting or finger painting, the brown paint mud on the pink pig cutout. Another child might do better with Play-Doh or another child might do better finger painting. One child might do better with sponges. One child might prefer to use Magic Markers. There's choice, that there's different ways. Or it might be that, hmmm, the pig is of no interest but they'd really like to make that duck or that cat or the dog from the book. So there's a choice in the materials. That we enhance and extend opportunities for communication in the interaction. So we provide more than one way for the child to become engaged and interact in the activity. Whether it's using signs or using their words or using a voice output system or using pictures, that's there's more than one way that a child can interact. That we provide play based resources that can be accessed by the widest range of children possible including those with physical, sensory, developmental disabilities, self-regulation challenges, English Language Learners, or just late bloomers. That promotion of best practices with young children we do that by providing multi-sensory, engaging learning experiences that meet varied developmental needs.

So when we talk about that, those might be the places that we bring technology in. Because maybe that child with the physical disability can't turn the pages of a book as easily. So maybe we have an e-book, a regular book and maybe we also have books that have the old fashioned page fluffers and board books. We provide lots of options with that. For our play, it might be that we've got the block corner but we also have the blocks on the iPad. Different ways of providing that. We wouldn't just provide it with technology because that wouldn't be multi-sensory. That wouldn't be accessing by the widest range of children possible. From UDL we can move into Assistive Technology. They're not synonymous but they are complimentary. So when we are looking for making our learning environment as flexible as possible, with as much options as possible, we may include technology that then for some children becomes Assistive Technology because they need that in order to participate and address their developmental needs.

There are some misperceptions and misconceptions around Assistive Technology that sometimes create limited recommendations for AT or AAC, Augmentative and Alternative Communication, in young children. People wouldn't necessarily debate that they might need it as they get older but that perspective that, a couple of different things, that children with disabilities have to have an understanding of cause and effect or other cognitive skills before they can effectively use an AT device. There's a number of studies that talk about that challenge. There is no prerequisite for use of AT or use of an AAC tool. We can introduce it before certain skills are demonstrated because we are going to presume competence with children. The second misconception's that out there is that providers, and often parents as well, believe that using Assistive Technology, whether it's a voice output device, picture symbols, any other type of Assistive Technology that a child might need, means that they're giving up on the child being able to independently learn to perform a particular skill independently. There's multiple studies out there that show that it does not impede their ability to develop speech or to develop other skills. It is often, instead, a bridge to those skills. I think sometimes I think that when we talk about AAC as "alternative" communication that it really needs to be "bridge" to communication instead of an alternative means of communication. That it can be a bridge. For many children it can be a bridge to oral language.

So those are just misperceptions. I'm probably preaching to the choir here but wanted to make sure that that was out there and that we can help combat those misconeptions for young children. That we need to provide children early on with rich opportunities to support their developmental needs. I'm glad, Hildy, that you like that bridge to communication. It's one I use alot, that is that we're not replacing it. We're not stopping it. We are going to bridge to it. There are a lot of apps out there as Assistive Technology. I think a majority of the apps, and next week we're gonna talk a lot more about Augmentative Communication apps with kids, but a lot of the apps that are out there as Assistive Technology are focused on communication with young children. But there's also ones that are access to literacy, access to play. Sometimes things that are not even billed as "Assistive Technology" become Assistive Technology for children. Again, we'll look at some more in greater detail when we look at math in a couple of weeks and literacy and language next week.

Also then the use of visual supports and visual schedules. A lot of people might be familiar with, this is just one of many AAC apps that's available is the "Go Talk Now." I'm actually not gonna pull this up right now. We'll look at some of this more in detail. "Go Talk Now" is just one of many AAC apps that's available. It's for communication, for that bridging communication. It's very customizable but it could also be used for literacy curriculum. It is switch accessible; dual, single, has auditory prompts. This is just the picture of a real simple board that you might use with a young child. You might have a more complex board as well. One of the things that I like about the "Go Talk Now", you see the little strip where it says "core vocabulary." That's always available and you can customize that for whatever you want. I put on there "more", "stop", "want" and "go." The idea that that's vocabulary that could be used in any situation and then I could put some more content based vocabulary such as "bubbles" or "pretzels" or "swing" behind that. So that they could be saying, "I want more bubbles." Or, "Stop bubbles." Or, "Go swing." Or, "Go bubbles." Maybe they mean, "Go bubbles" like, "Go away." Or they mean, "Go bubbles" like, "Go get the bubbles." Just one of the AAC apps that's out there and we'll look at a few more and we'll talk next week about the challenges that are presented by the prevalence of AAC apps that parents have such easy access to.

And the challenges of balancing professional expertise with the fabulous ease of parents being able to get things without enormous expense. Visual schedules. AAC apps or communication apps are often for children being able to express language but visual schedules are a way to make auditory language more meaningful. That reception into the child. The FTVS is the "First Then Visual Schedule" app. It's a great little app. It's not free. The apps that I'm showing they range from free to the "Go Talk Now" is probably the most expensive app on there which a single license for the "Go Talk" app runs about 70 dollars but when you have multiple purchases of it it goes down. The "First Then Visual Schedule" app is about 14 dollars. I'm just looking at my time. I don't want to go over so if I have some time I'll pull that back up. The nice thing is it allows you to present a visual schedule in multiple ways. Kids can check it off with the little check mark there. They can use it in the box. They can swipe it to put it in a virtual envelope. You can include audio choice boards within it. Videos to show kids the step. It's just a really, really rich app. A little trick I had was I actually made a visual schedule of how to program in it to create a visual schedule as a visual schedule for my staff that were using it. If that makes any sense. So I made a visual schedule for them for the steps to using ""First Then Visual Schedule." That was the way that they learned to use the app. That was fun, practical. Let's talk a little bit about, well, you know what? I have a couple minutes so I am gonna flip over and show you "First Then Visual Schedule."

Let me switch to the right iPad. "First Then Visual Schedule" and pull up my... if my screen wants to cooperate with being able to pull up my iPad. My fingers aren't swipe-- Ah, there we go. Okay, so I'm going to share my screen with you guys one last time today. Actually I'm gonna lie because I'm gonna pull up my Pinterest page, too. So I'm gonna share it with you one other time after this. You should be seeing my screen right now and we're gonna go into "First Then Visual Schedule." You can see that's a getting dressed one. This happens to be one of the ones that's pre-programmed on there, which is fine. So you could see I could just go through where we're gonna put your shirt on, then we're gonna put your underwear on. I could look at it that way. I could switch to just one picture and then the next. So first we do this and then we do this and then we can continue to scroll down. I could move it over to that traditional envelope there, the way we've done things low-tech. Let's see if I un-check my... I've done everything. I've got all my clothes on so I have nothing to move over. You see how we can move those over. So that's "First Then Visual Schedule" and again, you can have auditory, you can have videos included in it. You can also print them and they email as PDFs so it's nice you can easily create things that you can share low-tech as well with families, which is great.

While I have you on here I'm going to go onto Pinterest and show you that. So I had said that my Pinterest page is linked a couple of places. I'm just gonna continue. Oh please. It's asking me to log in. Of course. Drives me crazy that you can't just go in and see it. Let's try this one more time before I... When you try to do something fast you always type wrong. Something's not happy with me. Okay, I'm gonna try to get out of having to look at it, to log in. Okay, we'll just worry about that later because it's not being happy with me being happy logging into my own account. All right, I'm gonna skip back over that. All of my boards are linked with hashtags so if you're familiar with hashtags, I'm gonna go back to the PowerPoint. If you're familiar-- "The horror of Pinterest." I know why can't they just let me look at that? I'll give you my backstory to this. I recently had my phone stolen so I switched all my passwords and obviously I hadn't logged onto it. I do it mostly from another computer. I hadn't logged onto it since a week ago, or two weeks ago, when I had my phone stolen. Now it's not being happy with me putting in my password. But thank you, Tracy.

With Pinterest, for example the "First Then Visual Schedule" would be hashtagged with "self-regulation" and "communication." The boards are organized in that way. We'll pull that up again when we have a chance. I just like to ask, "What are your thoughts now?" Because did you know that you could, I'm speaking out of turn. Did you know that you could use hashtags in Pinterest? And then when you click on that hashtag, everything that's organized around that hashtag comes up just like in Twitter. Isn't that cool? So what are your thoughts now? About mobile technology? Yes, and my user name on Pinterest is possbeth. You could search for me and follow certain boards and I'll show you in a minute you can link directly to my board. But yes, I am possbeth on Pinterest, Ashley. So what are your thoughts about the use of mobile technology? I hope, regardless of what you were thinking before, that you're thinking that hey, maybe mobile technology and apps that can be used in meaningful ways even with youngest learners. And that while screen time and media should not dominate a young child's play, it can be used effectively to promote language development, play, interactions with peers and adults and the development of critical preschool skills. But what do you think? Type in the chat window and let me know. If you were really anti-screen time do you think that there now might be some ways that you could use it? If you thought it didn't matter at all because technology's cool and why shouldn't kids be able to use it? Do you think maybe about being a little more critical?

So Eric's "still curious of some of the research "regarding brain development "but I'm encouraged by the recommendations." The technology is absolutely changing the wiring of brains, Eric. But it's really that it's just one more tool in our arsenal of things that we can use. Used appropriately and not overwhelmingly only with kids it's great. Ashley says she's got a grant for iPads. That's awesome. In the lives of people, now toddlers, it makes no sense. That title, "The Swipe Generation", it actually came from a book that I read, a novel that I read, where it was in the future and they called young children "swipers" because that's how they interacted with everything. We are now raising the swipe generation. Having kids being able to use technology at a younger age might set them up for better use later. "Quality time is important," Kathleen says. Absolutely and it's quality time with technology or without technology is critical for that. I'm gonna advance the slide, just a minute.

So if you are participating in the course for CEUs, in the discussion section of the course you're gonna respond to the following questions. How do you use technology currently with young children? How will you apply what you learn from the webinar in your early learning environment? The second piece of the course for the CEU's is an instructional activity. We looked at some early learning policy statements and technology guidelines and I would like you to craft an early learning policy statement. Including three to five sentences that sum up your classroom philosophy for use of technology, a list of recommendations and a short paragraph detailing your plan for sharing and dissemination of this philosophy. So that's what you're gonna do if you're taking this for CEUs. So if you'd like to meet me in person, I would love to meet you in person. If you're gonna be at ATIA in Orlando in February, I am doing a pre-conference workshop on "Universal Design for 21st Century Learning." We'll be looking at everything from early learning tools all the way up. So really expanding.

That's a full day pre-conference I'm doing with Chris Bugaj. Then I'm doing a number of regular conference sessions. I'll do one on "Twitter 101" so if you have no idea what finding me on Twitter means, that's the one to come to. "Twitter 201" is for, you've done Twitter and now you wanna do more. I'm going to be doing a face-to-face version of "Teaching the Swipe Generation." I am gonna have some really cool giveaways with that. I'm really excited. Then I'm gonna be a part of "PD Smackdown!" Please come see me in February at ATIA. Oh, Joe is going to ATIA. Yay! You're welcome, Kelly. There is more that we've got next week. On Tuesday, October 27th, we're gonna be focusing on language and literacy. Then on Monday, November 2nd, we're gonna be looking at play and problem solving. All of the articles and policy statements and everything are also available on my Diigo where I am also possbeth. If you put in "swipe generation" as the tag it will come up. Or on my Pinterest page which I will make sure I am logged into next week to be able to type. I hope I get to see everybody next week. Thank you, Joe. The Twitter session is really fun. I do that also with Chris Bugaj, both of the Twitter sessions. They will be fun. We try to keep them lively and interactive. I apply movement to what I do face-to-face, as well as on iPads with young children. Thanks everybody for participating and for sitting in with us today. I hope I see you guys next week. I hope I get to see all of your wonderful policy statements and discussion questions online. I will see you virtually or in person some time soon. Thank you, thank you. If anybody has any great apps or ideas to share please, please let me know. Either in the chat window or find me on Twitter or email me at possbeth@gmail.com. Jackie or Anna, I'll let you guys take over.