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Istation Success in the Prekindergarten Community

Studies show that children who attend prekindergarten programs are better prepared for kindergarten than children who do not. During their time at school, pre-K students develop and hone fundamental social and fine motor skills. This is particularly true for students who come from disadvantaged homes and/or are dual-language learners. Studies continue to show the benefits and influence on future success that come from building foundational academic and social skills as early as age 3.

A Station Rotation Model for Early Learners

Kindergarten and 1st grade learners use Istation for 20 to 45 minutes a day at KIPP Unity Primary School in Houston, Texas. The school’s use of the program doesn’t stop there. Teachers at Unity Primary routinely check Istation reports and use them to guide instruction or provide feedback to students regarding their reading and writing growth. This school has learned that Istation is a great tool to help with early learners’ academic growth every day.

The Long-Term Impact of HEB’s Prekindergarten Program

Prekindergarten programs can have a lasting impact on students’ learning as they continue on to later grade levels. This topic has many advocates as well as many opponents. The prekindergarten program coordinator at Hurst-Euless-Bedford (HEB) ISD, Shea Stanfield-Mcgarrah, Ed.D., advocates prekindergarten makes a meaningful positive impact on student achievement in later grades. She has led a study to evaluate the effectiveness of HEB ISD’s prekindergarten program, following students from pre-K to the 6th grade.

Georgia Superintendent Sees Istation in Action!

(From left) Josh Hill, Istation Account Executive; Kathleen Bender, Academic Coach; Debbie Broadnax, Powder Springs principal; Georgia School Superintendent Richard Woods; Dr. Mary Elizabeth Davis, Chief Academic Officer; Robin Lattizori, Assistant Superintendent of Cobb County Elementary Schools

Integrate Technology with Purpose

Early childhood educators are continually trying to find the balance between developmentally appropriate practices and the academic benchmarks and rigor identified by the No Child Left Behind Act and the induction of the Common Core State Standards (NCLB: U.S. Department of Education 2001; CCSS: National Governors Association Center for Best Practices 2010). Tablets used during play certainly have the potential to help meet these demands.

When’s a Good Time for Technology?

Today’s four- and five-year-olds have never known a world without laptops, smartphones, and tablets. Even the casual observer can see that technology is a natural part of life for today’s young children. Whether at the grocery store, mall, or restaurant, we see children interacting with e-book readers, smartphones, and tablets. Today’s children are born into a society that revolves around our modern technology devices.

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