Samples Technology Instructional Methods And Technology

Instructional Methods And Technology

628 words 3 page(s)

The action plan involved the use of technology tools, systems, and digital applications to improve learning instruction methods at Jump for Joy Childcare.

Planning
Strengths in the planning process
The incorporation of technology ensures that all students/children are included in learning processes regardless of whether they have behavioural or developmental as well as other disabilities. The planning process also ensured that children who needed special attention were considered in the allocation of resources towards their development.

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The plan had accountability measures in place. That is, factors such as evaluation, intervention, and caregiving strategies were incorporated into the action plan. An accountability partner, Barbara Lattimore, was chosen to ensure Jump for Joy Childcare was in good hands as far Early Childhood Education and improvement in learning were concerned.

With Barbara Lattimore, Jump for Joy Childcare has an able and experienced as well as accredited childhood development professional.

Weaknesses in the planning process
There was no provision to identify the abilities of the children beforehand. As such, it was assumed that all the students have similar abilities when exposed to the ClassDojo application. Evaluation from the application after sometime exposed these differences and it meant that educators had to be keener in their activities to ensure they cater for all children equally to ensure no one was left behind.

Changes to be made to the planning process next time
Parents are to be consulted beforehand on any disabilities or special needs that their children have so that when the application is administered, it can be customized to the needs of each child at Jump for Joy Childcare.

Implementation
What went well in the plan implementation
Class Dojo, the program chosen for the action plan was readily available given that it is free. That means even parents were able to install it on their devices at home and review what their children were learning. This was one of the things that went well. Additionally, the fact that the application has no restrictions, teachers were able to use it all through the year.

Things that did not go well in the implementation of the plan
Not all children learn at the same pace. As such, the special needs students need special activities and attention from parents and educators alike. That means more time spent with them as compared to other children. Even so, the application allows educators and parents to identify these differences early enough so that they can be engaged as early as possible.

Adjustment of the implementation plan to improve it for a new cycle
Given that the application allows continuous learning and feedback, when the children get older, they should be exposed to material and activities that equally challenges their learning processes as they develop.

Effectiveness
How effectiveness was monitored for the plan
Evaluative measures like the facilitation of the successful completion of activities were assessed in two-month intervals. In cases where there were flaws and faults, there were reviews as well as refinement of instructions and activities as needed.

Following the implementation of the ClassDojo app, the behaviour of the children was monitored over 6 to 12 months. The application has that feature; enabling capturing of feedback as well as notes on the performance of the children each day. The goal is to ensure that children are motivated to engage their peers and to interact with them. Those who do not still have a support system to assist them through their behavioural problems; to help them learn. All children are encouraged throughout the activities in the application to ensure they grow as individuals in a group setting.

    References
  • Donohue, C. (2003). Technology in early childhood education. Child Care Information Exchange, 154, 17-22.
  • Gardner, F., & Shaw, D. S. (2008). Behavioral problems of infancy and preschool children (0–5). Rutter’s child and adolescent psychiatry, 882-893.