Planning in-person and virtual learning through translatable instruction and the early childhood flip: A science example
Document Type
Article
Publication Date
6-18-2021
Abstract
In-person instruction is best for young children. While in-person instruction is best for young children, COVID-19 has shown educators that distance education is a viable option and might be an unavoidable reality. In this chapter, educators are identified as Teacher Nomads who need to be ready to shift instructional modes and use remote learning technology tools as important components of their brick- and-mortar classrooms. The authors develop the concept of the Early Childhood Flip. Key components of this developmentally appropriate remote instruction include visuals that mimic the classroom, a balance of on-screen and off-screen time, activities that build relationships and collaboration, edutainment and game-like elements, and engaging introductions by the teacher to motivate students in technology-driven independent remote work. The authors also introduce an approach to planning called Translatable Instruction, a design process that guides educators to mindfully balance in-person and virtual instructional tools to meet learning outcomes.
Publication Title
Handbook of Research on Empowering Early Childhood Educators With Technology
First Page Number
127
Last Page Number
149
DOI
10.4018/978-1-7998-6888-0.ch007
Recommended Citation
Rosen, Dina and Poage, Susan, "Planning in-person and virtual learning through translatable instruction and the early childhood flip: A science example" (2021). Kean Publications. 955.
https://digitalcommons.kean.edu/keanpublications/955