Tech in the Early Years
Author Profile: Faith Rogow
Faith Rogow, Ph.D., is co-author of The Teacher’s Guide to Media Literacy: Critical Thinking in a Multimedia World (Corwin, 2012), and is a media literacy education strategist and innovator. She was the founding president of NAMLE, a founding editorial board member of the Journal for Media Literacy Education, a founding advisor to Project Look Sharp and a co-author of NAMLE’s seminal document, “Core Principles of Media Literacy Education in the U.S.” (2007). In 1996 she started Insighters Educational Consulting to “help people learn from media and one another.” Her groundbreaking article “The ABCs of Media Literacy” (Telemedium, Spring 2002) has been widely circulated and she has earned a reputation as one of the few people in the United States advocating for and creating media literacy education that is developmentally appropriate for early childhood. As a professional development specialist she has taught thousands of teachers, students, administrators, child care professionals, and parents to understand and harness the power of media.
Excerpts from Technology and Digital Media in the Early Years: Tools for Teaching and Learning
Some advocates suggest that because children encounter so much media outside of child care or school, early childhood educators should provide balance by avoiding use of screen technologies. Media literacy educators look at that same increase in the use of electronic screens and come to a different conclusion: It is precisely because our culture surrounds us with media that we need to model healthy and productive ways to integrate digital media technologies into our lives.
Developmentally appropriate practice would suggest that with technology, as with everything else, we need to let children know what they can do, not just what they aren’t allowed to do. If we want children to understand that digital media technologies can be used for artmaking, learning, and communication, as well as entertainment, we need to demonstrate those possibilities. And if we want them to think critically about the values that media convey, we need to show them how to ask and find answers to relevant questions. By making technology integration about inquiry rather than inoculation and skill acquisition rather than acquiescence to a sales pitch, media literacy education provides a pedagogical path to those ends.
From Chapter 7, Media Literacy in Early Childhood Education: Inquiry-Based Technology Integration
Rogow, F. (2002) The ABCs of media literacy: What can pre-schoolers learn?Telemedium (48)1, 3-5.
Rogow, F. (2006) Why not just shut it off?: Developing healthy TV habits. In Wolkoff, Schwartzberg, and Meckwood-Yazdpour, eds. Raising Young Children Well, New York: Other Press and North Shore Child & Family Guidance Center.
Rogow, F. (2011) Inquiring minds want to know: Media literacy education for young children. Library Media Connection,29(4), 11-13.
Scheibe, C. and F. Rogow (2012). The teacher’s guide to media literacy: Critical thinking in a multimedia world. Thousand Oaks, CA: Corwin.
Why Counting Screen Time Minutes Isn’t an Educational Strategy, Fred Rogers Center blog, 10/1/2013
Digital Media & Literacy: Practical Pedagogy Behind Successful Technology Integration in ECE, TEC Center archived webinar
Taking Tech Integration to the Next Level, Imagine Learning archived webinar