As I embarked on this journey of 21st Century Literacy, reading the course syllabus had me a bit weak in the knees. I am not a technologically savvy individual. Why? My biggest hurdle is that of time. I know I have the ability to become technologically savvy, but what I lack is the time to explore and play with the new technologies available. Being a single mom of three children, going back to school to obtain a master’s degree, and all the running around and school work that comes with this territory seriously eats up a lot of my time. These life circumstances have taught me to manage my time, but at the end of the day, free-time is limited to nearly nonexistent. There are a vast number of new technologies available and this is an area that guidance and instruction is of need for me. I teach kindergarten. Thinking of using Twitter and blogs in the classroom seemed like an impossible and unreachable goal for these young children. As a result considering the possibilities of digital literacy use in a kindergarten classroom, I was hesitant. Honestly, I didn’t think using digital media in a kindergarten classroom was a realistic possibility. These students are five and six years old. Some are four when they start kindergarten. Using digital media to enhance their literacy skills did not seem like an attainable goal. My knowledge and understanding of the available technologies and the ways in which they can be used was narrow. Well, I proved myself wrong in many ways. I am capable of building my technology skills and becoming proficient with the use of technology. Kindergarten students are capable of engaging in the creative use of digital media to enhance their classroom learning. Here I reflect on this journey of discovering the possibilities of digital literacy in a kindergarten classroom.
My inquiry question, ‘How might digital technology be used with kindergarten students to develop literacy skills and encourage collaboration?’, lead me on my journey. This journey turned out to be one of self-discovery as much as a journey to find answers to my inquiry question. I wanted to know ways that technology could be used beyond just publishing writing, as well as how it could build collaboration between kindergarten students. I scoured the internet looking to see what information was available that supported the use of technology in kindergarten classrooms. There was no shortage of information that supported technology use in a kindergarten classroom. In fact, with my concern of exposing young children to too much media, as per the American Academy of Pediatrics stance on the amount of time children should be exposed to media throughout the day, I thought there would be more information that negated mass media use in the classroom. What I found was a resounding call to action and need for the use of digital technology within the classroom. As I read the International Reading Associations policy statement on New Literacies and 21st Century Technologies, I found that the need for technology instruction is of great importance. Technology has come to the forefront of our lives and now it is making it’s way into the classroom. There is no room to ignore, or push the notion of digital technology to the wayside. The time has come for it to be embraced and embedded into our classrooms. I learned that for technology use to be truly effective it needs to be used in authentic and purposeful ways. Children are immersed in the technological world, and for them to become responsible digital citizens, as well as to flourish in the future, teaching digital citizenship and creating the use of digital technology for collaboration in the classroom and across the globe is necessary. These notions were confirmed in my readings, videos, lectures, and exploration of my course work. Jay Blanchard and Terry Moore presented their findings for the Pearson Foundation in A White Paper titled The Digital World of Young Children: Impact on Emergent Literacy. Blanchard and Moore found positive results on the impact of digital media on emergent literacy. They found that digital media was related to an increase in social interactions and language and literacy learning. The interactions among children were mediated by ‘cultural tools’. These tools were the varying media technologies that children engage with. These new tools promote the emergence of higher mental functioning. This supports Vygostsky’s Social Development Theory in which social interaction plays a critical role in language and literacy development. With 21st Century technology there are new social interaction technologies, such as, smart phones, blogs, IM, Flicker, Facebook, Skype, YouTube, and iChat. When looking at the effects of media on attention Blanchard and Moore found that television programs, such as Sesame Street, were presented with a slower speed for children to process. They also found that young children attend to TV in bursts rather than being fully engaged for the whole of a program. These children's programs are designed to meet this burst of attention. They argue that this enhances a child’s visual selective attention. They do note that adult television is not appropriate and is presented at faster speeds. They found that children who were engaged in viewing this type of television demonstrated a greater need for more immediate visual input and for information to be presented in a faster format. I learned that the CCSS includes digital media literacy and has goals that specifically identify the need for 21st Century skills to be used at the kindergarten level. Students need to develop their digital fluency. Blanchard and Moore identify digital fluency as including developing psycho-motor skills for keyboarding and problem solving skills to navigate google and iPhone apps. Young children are engaged in these skills in their homes. Children are demonstrating a proficiency with new technologies all through their exploration. It is remarkable how these young learners just get to it and explore. No inhibitions get in their way. I found that they are open to digital medias and they are willing and motivated to use them. Through my research I came to find that digital media helps to level the playing field for our students. It becomes a natural scaffold and provides great opportunities for differentiating learning. This is the most important aspect of education…providing the right level of learning for your students, and reaching them at their zone of proximal development. Digital media can help do this. Using e-books, apps, assistive technology, all students can be taught in the classroom regardless of ability and cognitive functioning. We can meet their needs, on their level of learning, and at their pace. Well, now I found I was on to something. My mind was beginning to change as I found more information to support the use of technology in the kindergarten classroom.
Corrine Marie Schmidt explored the importance of technology as a tool to enhance creativity and collaboration. Kindergarten students are now coming in to school with new background knowledge on 21st century technologies. These technologies have a great influence on their lives outside of school. Granted not all children will have the same background knowledge, but they do have the same motivation to learn when it comes to technology. I learned the importance of teachers teaching students how to navigate the new world of digital literacy. To do this, teachers have to become co-learners by modeling the learning process and presenting open-ended questions. It became clear to me that we have to model this notion of inquiry learning and allow students to explore and discover. Schmidt identified how creativity is the goal. We want our learners to learn, but more importantly we want them to create based on their learning. She found that technology effects how students learn, create, and present. Technology mirrors their lives outside of school. At this point in my research and exploration it is evident that technology is constantly changing. We have to keep up with it as best we can and we have a responsibility to teach our students how to use these new technologies so they can thrive in the future. We need to have well designed learning goals that promote purposeful learning.
But how can I best use digital technology in a kindergarten classroom to develop literacy skills and encourage collaboration? The possibilities are many. I learned through experience and research that digital storytelling is a great way to create a purposeful and authentic use of technology in the classroom. I had my daughter who will be starting kindergarten this fall create a digital story. She chose the subject, took photos, and worked on a story to go with the photos. I allowed Aibhy to manipulate iMovie and showed her how to use the features. She did it and she enjoyed it! Digital storytelling is a great way to use technology in a kindergarten classroom. It also levels the playing field for students with delayed fine motor skills and other learning difficulties. The focus is on the creation of the story, not on how to write the words, spelling and punctuation. It’s all about the story! Denyell Suomi began using digital storytelling in her kindergarten classroom. She found that it enhanced her students writing and literacy skills. Suomi identifies that her students became better communicators, enhanced their ability to revise, and understand the role of audience as they worked on their digital stories. Her students also worked collaboratively on digital stories. The creation of digital stories became a motivating and authentic means with which her students could share their stories with families and the school.
I learned that the use of e-books is also a way to enhance literacy skills. Amelia K. Moody, Ph.D. an insightful argument into the benefits of using e-books in kindergarten. Students can develop their phonological awareness, decoding skills, develop their comprehension and processing speeds. E-books provide the opportunity for students to listen to stories more than once. This repetition encourages the development of emergent literacy skills. E-books also provide a natural scaffold for learning and can be used with students of all abilities. Features offered by the use of e-books include text highlighting, text-to-speech, and hypermedia. Finally, Moody points out that e-books are engaging and motivating. They have been found to increase engagement, comprehension and vocabulary, as well as provide a means to close the literacy gap.
iPads are among the most touted technology to be included in a kindergarten classroom. They can be used in so many ways, and as Sue Holt blogs about her use of iPads in a full day kindergarten classroom it becomes evident that they can be used in varying ways. Holt notes that the students are excited to use them and she takes the time to teach how to use the apps, as well as provides rules of use so the students do not abuse their privileges. Staying on task is extremely important. Holt uses the iPads across all subject areas, even using them in place of dry erase boards for handwriting. She provides a list of apps that she uses and ways in which they can enhance learning. Holt does make sure that iPads do not consume all of the day and that the students are involved in hands-on learning using other tools, especially to build fine motor skills. iPads can make learning relevant, challenging, supportive, and are ideal for the kindergarten age group. Karen J. Nelson is a blogger, web developer, and assistant junior kindergarten teacher. Her blog site provides informative and innovative ways to use iPads in the kindergarten classroom. Such topics as art on iPad, QR code learning teen numbers, a gift guide, and five ways to use the camera on your classroom iPad are just some of the topics Nelson has blogged about. If using iPads is on your agenda in a kindergarten classroom, this is a must-have site.
As I continued to research what was available, I found more and more creative ways to embed technology in a kindergarten classroom. Creativity is what it is all about! Our goal for our students should be not only for them to learn but also to create something new from what they have learned. This is the best measure of a students understanding of the information we teach. Creativity is now the highest form of knowledge on the revised Bloom’s Taxonomy. We must strive to encourage creative thinking and creative collaboration in the classroom. Social media becomes another means to encourage creativity and exploration. Kindergarten teachers are using Twitter to seek information from the world. Students are learning that the responses can come from all over the world, extending their learning about cultures and diversity. Classroom blogs create a platform to share information with a select audience. Teachers may not wish to have their blogs open to the whole web and just the families. Sites are available that can be created to require a password to access the blog.
The more I read, the more I learned that technology can be used broadly within the classroom. My viewpoint of doubting technology’s use in kindergarten has changed immensely. I no longer doubt its use, but have developed an excitement for finding ways to embed it into my classroom. Having the opportunity to explore and use blogging, Twitter, and digital storytelling has opened my eyes to the possibilities for my students. This journey has been an exciting one. As the new school year approaches, and I have learned how to create and manage this website, I am encouraged and excited to introduce more 21st century technology into my classroom. I am curious to see how the dynamics of my teaching change and how my students respond. Now it is time to embark on my next journey…using my new found excitement and the knowledge I have gained to make my classroom a welcome home for 21st Century Technology!
In thinking of kindergarten as our foundation of learning here is a poem by Robert Fulghum that identifies the important skills learned in kindergarten. Now this poem is in need of an update. Digital literacies will have to find it's place in an alternative version of this poem.
"All I Really Need To Know I Learned In Kindergarten"
by Robert Fulghum
Most of what I really need
To know about how to live
And what to do and how to be
I learned in kindergarten.
Wisdom was not at the top
Of the graduate school mountain,
But there in the sandpile at Sunday school.
These are the things I learned:
Share everything.
Play fair.
Don't hit people.
Put things back where you found them.
Clean up your own mess.
Don't take things that aren't yours.
Say you're sorry when you hurt somebody.
Wash your hands before you eat.
Flush.
Warm cookies and cold milk are good for you.
Live a balanced life -
Learn some and think some
And draw and paint and sing and dance
And play and work everyday some.
Take a nap every afternoon.
When you go out into the world,
Watch out for traffic,
Hold hands and stick together.
Be aware of wonder.
References:
Blanchard, J. & Moore, T. (2010). The Digital World of Young Children: Impact on Emergent Literacy (White Paper). Arizona State University, Phoneix, AZ: Pearson Foundation. Retrieved from http://kqed.org/assets/pdf/education/earlylearning/media-symposium/digital-world-children-pearson.pdf?trackurl=true
Brooks, S. (2005). What Five-Year-Olds Can Do With Computers. Education World. Retrieved August 3, 2015 from http://educationworld.com/a_tech/tech/tech209.shtml
Council on Communications and Media. (2010). From the American Academy of Pediatrics Policy Statement Media Education. Pediatrics. Retrieved July 22, 2014 from http://pediatrics.aappublications.org/content/126/5/1012.full?sid=42adea6a-d119-4a03-baec-807f90ab689e
Great Schools Staff. (n.d.). Your child and technology: what your kindergartner needs to know. Great Schools. Retrieved August 2, 2015 from http://greatschools.org/parenting/learningdevlopment/slideshows/5851-kindergarten-technology-learning.gs?page=4
Holt, S. (2011). 1:1 iPad use in Full Day Kindergarten. A Digital Kindergarten. Retrieved July 31, 2015 from http://adigitalkindergarten.com/2011/12/11-ipad-use-in-full-day-kindergarten.html
International Reading Associaton. (n.d.) New Literacies and 21st-Century Technologies: A Position Statement of the International Reading Association. Retrieved July 8, 2015 from http://reading.org/general/aboutIRA/positionstatements/21stcenturyliteracies.aspx
Katz, S. L. (2013). 3 Ways to Maximize Kids’ Learning with Technology. Common Sense Media. Retrieved July 28, 2015 from http://https://commonsensemedia.org/blog/3-ways-to-maximize-kids-learning-with-technology
Moody, A.K. (2010). Using Electronic Books in the Classroom to Enhance Emergent Literacy Skills in Young Children. Journal of Literacy and Technology. Volume 11, Issue # 4. Retrieved from http://pathstoliteracy.org/sites/pathstoliteracy.perkinsdev1.org/files/uploaded-files/JLT_V11'_4_2_Moody.pdf
Nelson, K.J. (n.d.) Technology In Early Childhood: Teaching with technology in preschool and kindergarten classrooms. Technology in Early Childhood. Retrieved August 2, 2015 from technologyinearlychildhood.com
Schmidt, C.M. (n.d.). Developing the 21st Century Skills of Creativity, Collaboration and Information Fluency in a Kindergarten Classroom. Digital Commons. Retrieved July 30, 2015 from http://digitalcommons.hamline.edu/cgi/viewcontent.cgi?article=1152&context=hse_all
My inquiry question, ‘How might digital technology be used with kindergarten students to develop literacy skills and encourage collaboration?’, lead me on my journey. This journey turned out to be one of self-discovery as much as a journey to find answers to my inquiry question. I wanted to know ways that technology could be used beyond just publishing writing, as well as how it could build collaboration between kindergarten students. I scoured the internet looking to see what information was available that supported the use of technology in kindergarten classrooms. There was no shortage of information that supported technology use in a kindergarten classroom. In fact, with my concern of exposing young children to too much media, as per the American Academy of Pediatrics stance on the amount of time children should be exposed to media throughout the day, I thought there would be more information that negated mass media use in the classroom. What I found was a resounding call to action and need for the use of digital technology within the classroom. As I read the International Reading Associations policy statement on New Literacies and 21st Century Technologies, I found that the need for technology instruction is of great importance. Technology has come to the forefront of our lives and now it is making it’s way into the classroom. There is no room to ignore, or push the notion of digital technology to the wayside. The time has come for it to be embraced and embedded into our classrooms. I learned that for technology use to be truly effective it needs to be used in authentic and purposeful ways. Children are immersed in the technological world, and for them to become responsible digital citizens, as well as to flourish in the future, teaching digital citizenship and creating the use of digital technology for collaboration in the classroom and across the globe is necessary. These notions were confirmed in my readings, videos, lectures, and exploration of my course work. Jay Blanchard and Terry Moore presented their findings for the Pearson Foundation in A White Paper titled The Digital World of Young Children: Impact on Emergent Literacy. Blanchard and Moore found positive results on the impact of digital media on emergent literacy. They found that digital media was related to an increase in social interactions and language and literacy learning. The interactions among children were mediated by ‘cultural tools’. These tools were the varying media technologies that children engage with. These new tools promote the emergence of higher mental functioning. This supports Vygostsky’s Social Development Theory in which social interaction plays a critical role in language and literacy development. With 21st Century technology there are new social interaction technologies, such as, smart phones, blogs, IM, Flicker, Facebook, Skype, YouTube, and iChat. When looking at the effects of media on attention Blanchard and Moore found that television programs, such as Sesame Street, were presented with a slower speed for children to process. They also found that young children attend to TV in bursts rather than being fully engaged for the whole of a program. These children's programs are designed to meet this burst of attention. They argue that this enhances a child’s visual selective attention. They do note that adult television is not appropriate and is presented at faster speeds. They found that children who were engaged in viewing this type of television demonstrated a greater need for more immediate visual input and for information to be presented in a faster format. I learned that the CCSS includes digital media literacy and has goals that specifically identify the need for 21st Century skills to be used at the kindergarten level. Students need to develop their digital fluency. Blanchard and Moore identify digital fluency as including developing psycho-motor skills for keyboarding and problem solving skills to navigate google and iPhone apps. Young children are engaged in these skills in their homes. Children are demonstrating a proficiency with new technologies all through their exploration. It is remarkable how these young learners just get to it and explore. No inhibitions get in their way. I found that they are open to digital medias and they are willing and motivated to use them. Through my research I came to find that digital media helps to level the playing field for our students. It becomes a natural scaffold and provides great opportunities for differentiating learning. This is the most important aspect of education…providing the right level of learning for your students, and reaching them at their zone of proximal development. Digital media can help do this. Using e-books, apps, assistive technology, all students can be taught in the classroom regardless of ability and cognitive functioning. We can meet their needs, on their level of learning, and at their pace. Well, now I found I was on to something. My mind was beginning to change as I found more information to support the use of technology in the kindergarten classroom.
Corrine Marie Schmidt explored the importance of technology as a tool to enhance creativity and collaboration. Kindergarten students are now coming in to school with new background knowledge on 21st century technologies. These technologies have a great influence on their lives outside of school. Granted not all children will have the same background knowledge, but they do have the same motivation to learn when it comes to technology. I learned the importance of teachers teaching students how to navigate the new world of digital literacy. To do this, teachers have to become co-learners by modeling the learning process and presenting open-ended questions. It became clear to me that we have to model this notion of inquiry learning and allow students to explore and discover. Schmidt identified how creativity is the goal. We want our learners to learn, but more importantly we want them to create based on their learning. She found that technology effects how students learn, create, and present. Technology mirrors their lives outside of school. At this point in my research and exploration it is evident that technology is constantly changing. We have to keep up with it as best we can and we have a responsibility to teach our students how to use these new technologies so they can thrive in the future. We need to have well designed learning goals that promote purposeful learning.
But how can I best use digital technology in a kindergarten classroom to develop literacy skills and encourage collaboration? The possibilities are many. I learned through experience and research that digital storytelling is a great way to create a purposeful and authentic use of technology in the classroom. I had my daughter who will be starting kindergarten this fall create a digital story. She chose the subject, took photos, and worked on a story to go with the photos. I allowed Aibhy to manipulate iMovie and showed her how to use the features. She did it and she enjoyed it! Digital storytelling is a great way to use technology in a kindergarten classroom. It also levels the playing field for students with delayed fine motor skills and other learning difficulties. The focus is on the creation of the story, not on how to write the words, spelling and punctuation. It’s all about the story! Denyell Suomi began using digital storytelling in her kindergarten classroom. She found that it enhanced her students writing and literacy skills. Suomi identifies that her students became better communicators, enhanced their ability to revise, and understand the role of audience as they worked on their digital stories. Her students also worked collaboratively on digital stories. The creation of digital stories became a motivating and authentic means with which her students could share their stories with families and the school.
I learned that the use of e-books is also a way to enhance literacy skills. Amelia K. Moody, Ph.D. an insightful argument into the benefits of using e-books in kindergarten. Students can develop their phonological awareness, decoding skills, develop their comprehension and processing speeds. E-books provide the opportunity for students to listen to stories more than once. This repetition encourages the development of emergent literacy skills. E-books also provide a natural scaffold for learning and can be used with students of all abilities. Features offered by the use of e-books include text highlighting, text-to-speech, and hypermedia. Finally, Moody points out that e-books are engaging and motivating. They have been found to increase engagement, comprehension and vocabulary, as well as provide a means to close the literacy gap.
iPads are among the most touted technology to be included in a kindergarten classroom. They can be used in so many ways, and as Sue Holt blogs about her use of iPads in a full day kindergarten classroom it becomes evident that they can be used in varying ways. Holt notes that the students are excited to use them and she takes the time to teach how to use the apps, as well as provides rules of use so the students do not abuse their privileges. Staying on task is extremely important. Holt uses the iPads across all subject areas, even using them in place of dry erase boards for handwriting. She provides a list of apps that she uses and ways in which they can enhance learning. Holt does make sure that iPads do not consume all of the day and that the students are involved in hands-on learning using other tools, especially to build fine motor skills. iPads can make learning relevant, challenging, supportive, and are ideal for the kindergarten age group. Karen J. Nelson is a blogger, web developer, and assistant junior kindergarten teacher. Her blog site provides informative and innovative ways to use iPads in the kindergarten classroom. Such topics as art on iPad, QR code learning teen numbers, a gift guide, and five ways to use the camera on your classroom iPad are just some of the topics Nelson has blogged about. If using iPads is on your agenda in a kindergarten classroom, this is a must-have site.
As I continued to research what was available, I found more and more creative ways to embed technology in a kindergarten classroom. Creativity is what it is all about! Our goal for our students should be not only for them to learn but also to create something new from what they have learned. This is the best measure of a students understanding of the information we teach. Creativity is now the highest form of knowledge on the revised Bloom’s Taxonomy. We must strive to encourage creative thinking and creative collaboration in the classroom. Social media becomes another means to encourage creativity and exploration. Kindergarten teachers are using Twitter to seek information from the world. Students are learning that the responses can come from all over the world, extending their learning about cultures and diversity. Classroom blogs create a platform to share information with a select audience. Teachers may not wish to have their blogs open to the whole web and just the families. Sites are available that can be created to require a password to access the blog.
The more I read, the more I learned that technology can be used broadly within the classroom. My viewpoint of doubting technology’s use in kindergarten has changed immensely. I no longer doubt its use, but have developed an excitement for finding ways to embed it into my classroom. Having the opportunity to explore and use blogging, Twitter, and digital storytelling has opened my eyes to the possibilities for my students. This journey has been an exciting one. As the new school year approaches, and I have learned how to create and manage this website, I am encouraged and excited to introduce more 21st century technology into my classroom. I am curious to see how the dynamics of my teaching change and how my students respond. Now it is time to embark on my next journey…using my new found excitement and the knowledge I have gained to make my classroom a welcome home for 21st Century Technology!
In thinking of kindergarten as our foundation of learning here is a poem by Robert Fulghum that identifies the important skills learned in kindergarten. Now this poem is in need of an update. Digital literacies will have to find it's place in an alternative version of this poem.
"All I Really Need To Know I Learned In Kindergarten"
by Robert Fulghum
Most of what I really need
To know about how to live
And what to do and how to be
I learned in kindergarten.
Wisdom was not at the top
Of the graduate school mountain,
But there in the sandpile at Sunday school.
These are the things I learned:
Share everything.
Play fair.
Don't hit people.
Put things back where you found them.
Clean up your own mess.
Don't take things that aren't yours.
Say you're sorry when you hurt somebody.
Wash your hands before you eat.
Flush.
Warm cookies and cold milk are good for you.
Live a balanced life -
Learn some and think some
And draw and paint and sing and dance
And play and work everyday some.
Take a nap every afternoon.
When you go out into the world,
Watch out for traffic,
Hold hands and stick together.
Be aware of wonder.
References:
Blanchard, J. & Moore, T. (2010). The Digital World of Young Children: Impact on Emergent Literacy (White Paper). Arizona State University, Phoneix, AZ: Pearson Foundation. Retrieved from http://kqed.org/assets/pdf/education/earlylearning/media-symposium/digital-world-children-pearson.pdf?trackurl=true
Brooks, S. (2005). What Five-Year-Olds Can Do With Computers. Education World. Retrieved August 3, 2015 from http://educationworld.com/a_tech/tech/tech209.shtml
Council on Communications and Media. (2010). From the American Academy of Pediatrics Policy Statement Media Education. Pediatrics. Retrieved July 22, 2014 from http://pediatrics.aappublications.org/content/126/5/1012.full?sid=42adea6a-d119-4a03-baec-807f90ab689e
Great Schools Staff. (n.d.). Your child and technology: what your kindergartner needs to know. Great Schools. Retrieved August 2, 2015 from http://greatschools.org/parenting/learningdevlopment/slideshows/5851-kindergarten-technology-learning.gs?page=4
Holt, S. (2011). 1:1 iPad use in Full Day Kindergarten. A Digital Kindergarten. Retrieved July 31, 2015 from http://adigitalkindergarten.com/2011/12/11-ipad-use-in-full-day-kindergarten.html
International Reading Associaton. (n.d.) New Literacies and 21st-Century Technologies: A Position Statement of the International Reading Association. Retrieved July 8, 2015 from http://reading.org/general/aboutIRA/positionstatements/21stcenturyliteracies.aspx
Katz, S. L. (2013). 3 Ways to Maximize Kids’ Learning with Technology. Common Sense Media. Retrieved July 28, 2015 from http://https://commonsensemedia.org/blog/3-ways-to-maximize-kids-learning-with-technology
Moody, A.K. (2010). Using Electronic Books in the Classroom to Enhance Emergent Literacy Skills in Young Children. Journal of Literacy and Technology. Volume 11, Issue # 4. Retrieved from http://pathstoliteracy.org/sites/pathstoliteracy.perkinsdev1.org/files/uploaded-files/JLT_V11'_4_2_Moody.pdf
Nelson, K.J. (n.d.) Technology In Early Childhood: Teaching with technology in preschool and kindergarten classrooms. Technology in Early Childhood. Retrieved August 2, 2015 from technologyinearlychildhood.com
Schmidt, C.M. (n.d.). Developing the 21st Century Skills of Creativity, Collaboration and Information Fluency in a Kindergarten Classroom. Digital Commons. Retrieved July 30, 2015 from http://digitalcommons.hamline.edu/cgi/viewcontent.cgi?article=1152&context=hse_all