1. What’s REALLY Happening withTechnology in Early Childhood Education?Voices from the Field:2012 National Early Childhood Technology Today SurveyLilla Dale McManis, Ph.D. Karen Nemeth, Ed.M. Fran Simon, M.Ed.CS2277Copyright 2013 by ECTC. All rights reserved.
2. Early Childhood TechnologyCollaborative (ECTC)• The Early Childhood Technology Collaborative(ECTC) is a group of three early childhoodtechnologists with lots of questions:• Lilla Dale McManis, Ph.D. from Hatch EarlyLearning,• Karen Nemeth, Ed.M. and• Fran Simon, M.Ed. from Early Childhood TechnologyNetwork
3. Rationale for Study• How technology is used in early childhood educationclassrooms not well understood (Prek-3rd grade)• Current surveys often about home use of technology withyoung children or mix passive with interactivetechnologies• There is a need to hear directly from educators about howthey are using interactive information processingtechnologies with children in the classroom
4. Surveys to Date• Many current surveys focus on home use– Zero to Eight: Children’s Media Use in America– Digital Childhood: Electronic Media and Technology Use AmongInfants, Toddlers, and Preschoolers• Just a handful included or focused on early childhood– Digitally Inclined– Deepening Connections– Tech in the Lives of Teachers• Those with ECE educators asked questions about passive& interactive technologies simultaneously• Additionally, questions very global-rarely moving beyond“do you have”
5. Methodology• Online Survey series– Survey I: Teachers & Administrators– Survey II: Teachers• Spring/summer 2012• Open to anyone in the world• Active = “Information Processing” Technologiessuch as Desk/laptops, IWBs, Tablets, Smartphones,Other Handhelds versus• Passive = “Simple” Technologies such as Televisions,CD Players, Digital cameras
6. Who Responded?• These results are based on the 485 respondents inthe U.S.• There were 116 Administrator respondents• There were 369 Teacher respondents• The demographics are comparable from Survey I andSurvey II were similar and are combined.
7. Demographics of RespondentsThe main demographics are:• Serve Pre-K (2-5 year olds) and/or School Age (K-3rdgrade)• Public School, Head Start, Childcare, Private School• Urban, Rural, Suburban• Serve more children of poverty (50% or more), Servefewer children of poverty (less than 50%)• New educator (less than 5 yrs), Experienced educator(more than 5 years)• Degreed (4 yr or higher), Non-degreed
8. About the RespondentsCommunity Type Poverty Children Served
9. About the RespondentsProgram Type Ages Children Served
10. About the RespondentsDegreed (4 yr & up) Years Experience
11. Why ECE Educators Use Technology?Our first area of interest was around the reasons thatearly childhood educators use technology with thechildren in their program classrooms…..
12. Main Reasons for Using
13. Most Important Uses
14. What Technology is Used?Our next area of interest was in knowing which of theactive technologies are being used in the classroomswith early learners….
15. Types of Technology in Use
16. What Educators Don’t Havebut Would Like for Children
17. How Much Time is Tech Used?Next we explored how much time active technologiesare used in the classroom with the children….
22. Trends• Used regularly but not excessively• Used because children enjoy it & it helps meet goalsof program• More a support than for direct instruction• What’s used follows availability• Differences but not easily discernible pattern betweenbeliefs and practices for amount of time with tech
23. What is the Focus of Activities?We turned our attention next to the types of learningactivities in which the children engage…
24. How Often Tech is UsedLanguage/Literacy Mathematics
25. How Often Tech is UsedScience Social Studies
26. How Often Tech is UsedLogic/Problem Solving Approaches to Learning
27. How Often Tech is UsedArt Music
28. How Often Tech is UsedSocial-Emotional
29. What is the Setting Like?We wanted to know more about the setting in which theuse of technology by the children takes place such asgroupings and the involvement of the teacher….
30. How Children are Grouped
31. How Children are Grouped
32. How Children are Grouped
33. Who is Guiding Activities
34. Who is Guiding Devices
35. Who is Guiding Devices
36. Who is Guiding Devices
37. Trends• Used more for traditional content areas• Rarely used to support social-emotional goals• Groupings (ranging from individual to whole group) varyby device type• Educators “drive” some kinds of tech more than others• But give children lots of opportunities to “drive” too• Do ensure balance between teacher-guided and child-initiated for learning activities themselves
38. How are Goals Monitored?We queried about how technology is used to determinethe extent children are meeting the learning goals oftheir program….
39. Determining Learning
40. How Often in Lesson Plans
41. For Children Needing Extra Support?We wondered about technology being used withchildren who need extra support such as Dual/EnglishLanguage Learners (DLL/ELL) and children with specialneeds….
42. DLL/ELL Learners
43. Tech with DLL/ELL LearnersChosen specifically to meet needsof ELL childrenIn every language spoken in yourgroup now
44. Special Needs Learners
45. Special Needs LearnersDevices usedwith specialneeds children
46. What is the Nature of Content?The survey addressed the content used in earlyeducation classrooms such as sources,obstacles/weaknesses, and money spent….
47. How Often Sources Used
48. $ Spent on Websites Per YearProgram Personal
49. $ Spent on Software Per YearProgram Personal
50. $ Spent on Apps Per YearProgram Personal
51. Obstacles/Weakness of Content
52. Professional Development?We were interested in the professional developmentexperiences of educators on using technology with earlylearners….
53. Types Professional Development
54. Comfort Level Using w/ ChildrenDesk/laptops IWBs 1 = not at all, 5 = completely
55. Comfort Level Using w/ ChildrenTablets 1 = not at all, 5 = completely Multi-touch Tables
56. Trends• Being used to monitor progress• Tech-learning activities not captured regularly in lessonplans• Seems available but low implementation for DLL/ELLchildren and special needs children• Teachers not spending personal dollars to a greatdegree on content• Educators overwhelmingly using free over paid content;cost main concern• Many different kinds of PD availableand most have received• More comfortable with more established tech
57. What’s the Bottom Line?We’re going to close with findings that to us sums it allup….
58. Best Support for Using Tech
59. Q & ASuggested readings• Simon, F. & Nemeth, K. (2012). Digital Decisions: Choosing the RightTechnology Tools for Early Childhood Education. Lewisville, NC:Gryphon Househttp://www.gryphonhouse.com/store/trans/productDetailForm.asp?BookID=10023• McManis, L.D. & Gunnewig, S. (2012). Finding the education ineducational technology with early learners. Young Children, 67(3), 14-25. http://www.naeyc.org/yc/files/yc/file/201205/McManis_YC0512.pdfAcknowledgement• The Early Childhood Technology Collaborative would like to thank PerryMcManis, M.A. Economics, for statistical analyses of the survey dataEvaluation• Please remember to complete your FETC Evaluation: Session CS2277
60. Learn More-Stay Connected• LinkedIn: Early Childhood Technology Network• Twitter: #ecetechchat Every Other Weds. @9pm ET• http://www.ecetech.net/• Facebook @ Hatch Early Childhood• ISTE SIG ELT