Dec. 27, 2020
We’re living more of our lives on the internet and in front of screens than ever before. Every day, mobile technology more closely resembles
“Relevant learning outcomes must be well defined in cognitive and non-cognitive domains, and continually assessed as an integral part of the teaching and learning process. Quality education includes the development of those skills, values, attitudes, and knowledge that enable citizens to lead healthy and fulfilled lives, make informed decisions, and respond to local and global challenges.” – Incheon Declaration for Education, 2016
Ignite by Hatch™ decided to truly take this into account. Many EdTech products take a narrowed focus on one or a few content areas but lack coverage more broadly. This means families and educators often have to find several different products to meet the needs of their children and might get overwhelmed with the number of products required to truly support a kindergarten ready 5-year-old. Learning in the home can be even more powerful when it is connected to what is happening in the classroom. Hatch created Ignite with that connection in mind.
Children’s kindergarten readiness is highly impacted by the home learning environment, which is why Ignite offers each child access to their learning pathways from any location. The Ignite experience allows children to learn at school or at home, allowing continuity of access to individualized learning. Research on instruction using technology has shown that technology-assisted instruction can enhance long-term retention of information, especially when platforms were able to be used on-the-move rather than restricted to the classroom (Hao et al., 2021).
Learning products are created to make educators’ lives easier by providing children with digital learning experiences that focus on whole-child development, supplying educators with objective data, and supporting each child and their individual learning goals. This is all with the hopeful goal of increasing preschooler’s opportunity to be ready for kindergarten.
American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK-12 teaching and learning. Retrieved from http://www.apa.org/ed/schools/cpse/top-twenty-principles.pdf
Hao, T., Wang, Z., & Ardasheva, Y. (2021). Technology-assisted vocabulary learning for EFL learners: A meta-analysis. Journal of Research on Educational Effectiveness, 14(3), 645-667. https://www.tandfonline.com/doi/abs/10.1080/19345747.2021.1917028
Maimaran, M. (2017). To increase engagement, offer less: The effect of assortment size on children's engagement. Judgment & Decision Making, 12(3). https://journal.sjdm.org/17/17227/jdm17227.pdf
Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12.
Vlach, H. A., Sandhofer, C. M., & Kornell, N. (2008). The spacing effect in children’s memory and category induction. Cognition, 109(1), 163-167. doi:10.1016/j.cognition.2008.07.013
Educators continue working to close learning gaps resulting from school interruptions as they celebrate children’s growth along the way.