Welcome to the InfoSci Platform
Planning In-Person and Virtual Learning Through Translatable Instruction and the Early Childhood Flip: A Science Example

Planning In-Person and Virtual Learning Through Translatable Instruction and the Early Childhood Flip: A Science Example

Dina Rosen, Susan Poage
Copyright: © 2021 |Pages: 23
ISBN13: 9781799868880|ISBN10: 1799868885|ISBN13 Softcover: 9781799868897|EISBN13: 9781799868903
DOI: 10.4018/978-1-7998-6888-0.ch007
Cite Chapter Cite Chapter

MLA

Rosen, Dina, and Susan Poage. "Planning In-Person and Virtual Learning Through Translatable Instruction and the Early Childhood Flip: A Science Example." Handbook of Research on Empowering Early Childhood Educators With Technology, edited by Jade Burris, et al., IGI Global, 2021, pp. 127-149. https://doi.org/10.4018/978-1-7998-6888-0.ch007

APA

Rosen, D. & Poage, S. (2021). Planning In-Person and Virtual Learning Through Translatable Instruction and the Early Childhood Flip: A Science Example. In J. Burris, D. Rosen, & D. Karno (Eds.), Handbook of Research on Empowering Early Childhood Educators With Technology (pp. 127-149). IGI Global. https://doi.org/10.4018/978-1-7998-6888-0.ch007

Chicago

Rosen, Dina, and Susan Poage. "Planning In-Person and Virtual Learning Through Translatable Instruction and the Early Childhood Flip: A Science Example." In Handbook of Research on Empowering Early Childhood Educators With Technology, edited by Jade Burris, Dina Rosen, and Donna Karno, 127-149. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-6888-0.ch007

Export Reference

Mendeley
Favorite

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.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.