This video from the field features children collaborating to figure out how to take pictures of each other so that they can appear in our “Photo Friends” game. Add a dash of teacher facilitation and a thoughtfully designed game for math learning, and we have a very potent combination for learning with technology.
Deft teacher facilitation is absolutely critical to taking full advantage of technology in a Pre-K classroom. Three children plus three iPads equals an individualized, social learning experience for these children.
This child is playing our Lemonade Stand game for the first time. This was a HIGHLY debated game mechanic – using the accelerometer – kids lifting and shaking the tablet not only caused concern about damage but also that the mental energy consumed by learning the game mechanics would displace mathematical thinking. The “cognitive load” of learning and switching between multiple advanced game mechanics does not appear to be getting the way of his math learning.
Most of today’s tablet software falls short of delivering what preschool teachers and students need… Unfortunately, many children, especially those most at-risk for poor math performance, are not exposed to the relationships between these simple skills and their mathematical meanings.”
The groundbreaking work being done by the NGPM team was recently featured on the SRI International blog. SRI, under the leadership of blog author Phil Vahey, is one of our research partners in this monumental endeavor of ours, who along with EDC will soon be taking our games and activities out into classrooms across the country to test them out. We can’t wait to see what they find out!
Picked up the paper lately? Or – more likely – have you taken a look at the online edition of The New York Times on your smartphone or tablet lately? If so, you may have seen the Education Issue of the Science section that ran on September 2, 2013, featuring groundbreaking work and research in science and math education, including – you guessed it! – Next Gen Math! Journalist Lisa Guernsey, who joined us in on one of our visits to our preschool partner sites during our prototype development phase, writes that “scientific research on the educational value of apps is nearly nonexistent. The NextGen project is trying to change that.”
Having our fifteen minutes of fame in The New York Times is, of course, a dream for us. But even more exciting is the fact that is just the beginning of the conversation about technology and curriculum in early education centers. We’re hoping that our focus on the student, the teacher, and the learning will steer the conversation in the right direction from the get-go.
Read the full article, and let us know what you think about apps in the preschool classroom!
As long as we keep children at the heart of this and learning at the center, and we continue to evolve our practices in collaboration with partners – preschool partners, research partners – I think we can have confidence that we will build out a new age for public media, for learning with technology.”
Summer is winding down, but our team is still going full-force getting our apps and activities classroom-ready. We took a moment to sit down with executive producer Christine Zanchi and one of our research leads, Phil Vahey, to get their thoughts on how NGPM is contributing to the field of technology and early learning. Take a look!
Remember NGPM @ SXSWedu 2013?
Help us get to SXSWedu 2014, one of the largest education innovation conferences in the country! We noticed last year there weren’t a lot of people talking about tech in preschool and we want to change that! Help us spread the word about research-based learning design, productive failure through game play, and collaborative technology experiences by casting your vote for our panel before Friday, September 9.