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What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
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What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results

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By Dale McManis, Karen Nemeth, and Fran Simon at FETC, 2013

By Dale McManis, Karen Nemeth, and Fran Simon at FETC, 2013

Published in: Education, Technology
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  • 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….
  • 18. How Many Days of the Week
  • 19. Desk/LaptopsBelieve Appropriate Actually Spend
  • 20. IWBsBelieve Appropriate Actually Spend
  • 21. TabletsBelieve Appropriate Actually Spend
  • 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

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