prek-literacy

=**PreK-3 Learning 2.0:The Central Front of Literacy, 21st Century Skills, and Web 2.0**= =**(Especially in Urban Schools)?**= • Classroom Reform • Learning Reform • Professional Development • Middle School • Elementary School


 * Session Facilitator(s)**: Edwin Wargo
 * Affiliation**: Bridgeton Public Schools/Quarter Mile Lane Elementary

The balancing act of technology's ubiquity in a PreK-3 environment can be challenging especially in urban schools. In upper grades, technology can be more transparent as fundamental literacy skills sharpen. But in the lower grades where students are still working on learning site words, blends, and letters, technology can be a huge stumbling block to learning. Finding the words "play", "edit", "record", or "ok" in even the easiest to use web 2.0 tools can itself become the lesson. The content (subject area) understanding of that lesson can be obscured. Add a slow computer or a sluggish internet connection and content can become easily secondary leaving little time for it. This conversation will use Clayton Christensen’s Disrupting Class, This American’s Life Going Big story on the Harlem Children’s Zone, Chris Lehmann’s blog post Sunday Morning Thoughts--Sustainability, and attendees’ perspectives and experiences as the primary texts. Some questions that will frame our conversation are: Do most of our educational technology conversations miss the PreK-3 group? Do we unintentionally focus too much on certain demographics when talking about web 2.0 and 21st century skills? Is the PreK-3 age group where the digital divide is most impacted? What is literacy’s role in technology? What is technology’s role in literacy? What is literacy in the PreK-3 level in the 21st century? Is a home environment rich in technology akin to a home rich in language and conversation? What strategies can be used to ensure “content” and technology understanding?