WHAT’S REALLY HAPPENINGWITH TECHNOLOGY INEARLY CHILDHOOD EDUCATION?Voices from the Field:2012 National Early Childhood Tec...
• The Early Childhood Technology Collaborative (ECTC) isa group of three early childhood technologists with lotsof questio...
• How technology is used in early childhood educationclassrooms not well understood (Prek-3rd grade)• Current surveys ofte...
• Many current surveys focus on home use– Zero to Eight: Children’s Media Use in America– Digital Childhood: Electronic Me...
• Online Survey series– Survey I: Teachers & Administrators– Survey II: Teachers• Spring/summer 2012• Open to anyone in th...
• These results are based on the 485 U.S. respondents• There were 116 Administrator respondents• There were 369 Teacher re...
The main demographics are:• Serve Pre-K (2-5 year olds) and/or School Age (K-3rd grade)• Public School, Head Start, Childc...
ABOUT THE RESPONDENTSCommunity Type Poverty Children Served
ABOUT THE RESPONDENTSProgram Type Ages Children Served
ABOUT THE RESPONDENTSDegreed (4 yr & up) Years Experience
Our first area of interest was around the reasons that earlychildhood educators use technology with the children intheir p...
MAIN REASONS FOR USING
MOST IMPORTANT USES
Our next area of interest was in knowing which of the activetechnologies are being used in the classrooms with earlylearne...
TYPES OF TECHNOLOGY IN USE
WHAT EDUCATORS DON’T HAVEBUT WOULD LIKE FOR CHILDREN
Next we explored how much time active technologies areused in the classroom with the children….HOW MUCH TIME IS TECH USED?
HOW MANY DAYS OF THE WEEK
DESK/LAPTOPSFeel Appropriate Actually Spend
IWBSFeel Appropriate Actually Spend
TABLETSFeel Appropriate Actually Spend
• Used regularly but not excessively• Used because children enjoy it & it helps meet goals ofprogram• More a support than ...
We turned our attention next to the types of learningactivities in which the children engage…WHAT IS THE FOCUS OF ACTIVITI...
HOW OFTEN TECH IS USEDLanguage/Literacy Mathematics
HOW OFTEN TECH IS USEDScience Social Studies
HOW OFTEN TECH IS USEDLogic/Problem Solving Approaches to Learning
HOW OFTEN TECH IS USEDArt Music
HOW OFTEN TECH IS USEDSocial-Emotional
OBSTACLES/WEAKNESS OF CONTENT
We wanted to know more about the setting in which theuse of technology by the children takes place….WHAT IS THE SETTING LI...
WHO IS GUIDING ACTIVITIES
WHO IS GUIDING DEVICES
WHO IS GUIDING DEVICES
WHO IS GUIDING DEVICES
• Used more for traditional content areas• Rarely used to support social-emotional goals• Educators “drive” some kinds of ...
We queried about how technology is used to determinethe extent children are meeting the learning goals of theirprogram….HO...
DETERMINING LEARNING
We wondered about technology being used with childrenwho need extra support such as Dual/English LanguageLearners (DLL/ELL...
DLL/ELL LEARNERS
TECH WITH DLL/ELL LEARNERSChosen specifically to meetneeds of ELL childrenIn every language spokenin your group now
SPECIAL NEEDS LEARNERS
SPECIAL NEEDS LEARNERSDevices usedwith specialneeds children
We were interested in the professional developmentexperiences of educators on using technology with earlylearners….PROFESS...
TYPES PROFESSIONAL DEVELOPMENT
COMFORT LEVEL USING W/ CHILDREN1 = NOT AT ALL, 5 = COMPLETELYDesk/laptops IWBs
COMFORT LEVEL USING W/ CHILDREN1 = NOT AT ALL, 5 = COMPLETELYTablets Multi-touch Tables
• Technology is being used to monitor progress• Seems available but low implementation for DLL/ELL childrenand special nee...
We’re going to close with findings that to us sums it all up….WHAT’S THE BOTTOM LINE?
BEST SUPPORT FOR USING TECH
Suggested readings• Simon, F. & Nemeth, K. (2012). “Digital Decisions: Choosing the RightTechnology Tools for Early Childh...
• LinkedIn: Early Childhood Technology Network• Twitter: #ecetechchat Every Other Weds. @ 9pm ET• http://www.ecetech.net/•...
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What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results EETC, 2013, by Dale McManis, Karen Nemeth, and Fran Simon

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What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results EETC, 2013, by Dale McManis, Karen Nemeth, and Fran Simon

  1. 1. WHAT’S REALLY HAPPENINGWITH TECHNOLOGY INEARLY 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.Salt Lake City, UT April 2013Copyright 2013 by ECTC. All rights reserved.
  2. 2. • The Early Childhood Technology Collaborative (ECTC) isa group of three early childhood technologists with lotsof questions:• Lilla Dale McManis, Ph.D. from Hatch Early Learning,• Karen Nemeth, Ed.M. and• Fran Simon, M.Ed. from Early Childhood TechnologyNetworkEARLY CHILDHOOD TECHNOLOGYCOLLABORATIVE (ECTC)
  3. 3. • 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 interactive technologies• There is a need to hear directly from educators about howthey are using interactive information processingtechnologies with children in the classroomRATIONALE FOR STUDY
  4. 4. • Many current surveys focus on home use– Zero to Eight: Children’s Media Use in America– Digital Childhood: Electronic Media and Technology Use Among Infants,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 “doyou have”SURVEYS TO DATE
  5. 5. • Online Survey series– Survey I: Teachers & Administrators– Survey II: Teachers• Spring/summer 2012• Open to anyone in the world• Active = “Information Processing” Technologies such asDesk/laptops, IWBs, Tablets, Smartphones, OtherHandhelds versus• Passive = “Simple” Technologies such as Televisions, CDPlayers, Digital CamerasMETHODOLOGY
  6. 6. • These results are based on the 485 U.S. respondents• There were 116 Administrator respondents• There were 369 Teacher respondents• The demographics are comparable from Survey I andSurvey II were similar and are combinedWHO RESPONDED?
  7. 7. The main demographics are:• Serve Pre-K (2-5 year olds) and/or School Age (K-3rd grade)• Public School, Head Start, Childcare, Private School• Urban, Rural, Suburban• Serve more children of poverty (50% or more), Serve fewerchildren of poverty (less than 50%)• New educator (less than 5 yrs), Experienced educator (morethan 5 years)• Degreed (4 yr or higher), Non-degreedDEMOGRAPHICS OF RESPONDENTS
  8. 8. ABOUT THE RESPONDENTSCommunity Type Poverty Children Served
  9. 9. ABOUT THE RESPONDENTSProgram Type Ages Children Served
  10. 10. ABOUT THE RESPONDENTSDegreed (4 yr & up) Years Experience
  11. 11. Our first area of interest was around the reasons that earlychildhood educators use technology with the children intheir program classrooms…..WHY ECE EDUCATORS USE TECHNOLOGY?
  12. 12. MAIN REASONS FOR USING
  13. 13. MOST IMPORTANT USES
  14. 14. Our next area of interest was in knowing which of the activetechnologies are being used in the classrooms with earlylearners….WHAT TECHNOLOGY IS USED?
  15. 15. TYPES OF TECHNOLOGY IN USE
  16. 16. WHAT EDUCATORS DON’T HAVEBUT WOULD LIKE FOR CHILDREN
  17. 17. Next we explored how much time active technologies areused in the classroom with the children….HOW MUCH TIME IS TECH USED?
  18. 18. HOW MANY DAYS OF THE WEEK
  19. 19. DESK/LAPTOPSFeel Appropriate Actually Spend
  20. 20. IWBSFeel Appropriate Actually Spend
  21. 21. TABLETSFeel Appropriate Actually Spend
  22. 22. • Used regularly but not excessively• Used because children enjoy it & it helps meet goals ofprogram• More a support than for direct instruction• What’s used follows availability• Differences between beliefs and practices for amount oftime with techTRENDS
  23. 23. We turned our attention next to the types of learningactivities in which the children engage…WHAT IS THE FOCUS OF ACTIVITIES?
  24. 24. HOW OFTEN TECH IS USEDLanguage/Literacy Mathematics
  25. 25. HOW OFTEN TECH IS USEDScience Social Studies
  26. 26. HOW OFTEN TECH IS USEDLogic/Problem Solving Approaches to Learning
  27. 27. HOW OFTEN TECH IS USEDArt Music
  28. 28. HOW OFTEN TECH IS USEDSocial-Emotional
  29. 29. OBSTACLES/WEAKNESS OF CONTENT
  30. 30. We wanted to know more about the setting in which theuse of technology by the children takes place….WHAT IS THE SETTING LIKE?
  31. 31. WHO IS GUIDING ACTIVITIES
  32. 32. WHO IS GUIDING DEVICES
  33. 33. WHO IS GUIDING DEVICES
  34. 34. WHO IS GUIDING DEVICES
  35. 35. • Used more for traditional content areas• Rarely used to support social-emotional goals• Educators “drive” some kinds of tech more than others• But give children lots of opportunities to “drive” too• They do ensure balance between teacher-guided and child-initiated for learning activities themselvesTRENDS
  36. 36. We queried about how technology is used to determinethe extent children are meeting the learning goals of theirprogram….HOW ARE GOALS MONITORED?
  37. 37. DETERMINING LEARNING
  38. 38. We wondered about technology being used with childrenwho need extra support such as Dual/English LanguageLearners (DLL/ELL) and children with special needs….FOR CHILDRENNEEDING EXTRA SUPPORT?
  39. 39. DLL/ELL LEARNERS
  40. 40. TECH WITH DLL/ELL LEARNERSChosen specifically to meetneeds of ELL childrenIn every language spokenin your group now
  41. 41. SPECIAL NEEDS LEARNERS
  42. 42. SPECIAL NEEDS LEARNERSDevices usedwith specialneeds children
  43. 43. We were interested in the professional developmentexperiences of educators on using technology with earlylearners….PROFESSIONAL DEVELOPMENT?
  44. 44. TYPES PROFESSIONAL DEVELOPMENT
  45. 45. COMFORT LEVEL USING W/ CHILDREN1 = NOT AT ALL, 5 = COMPLETELYDesk/laptops IWBs
  46. 46. COMFORT LEVEL USING W/ CHILDREN1 = NOT AT ALL, 5 = COMPLETELYTablets Multi-touch Tables
  47. 47. • Technology is being used to monitor progress• Seems available but low implementation for DLL/ELL childrenand special needs children• Many different kinds of PD available and most have received• More comfortable with more established techTRENDS
  48. 48. We’re going to close with findings that to us sums it all up….WHAT’S THE BOTTOM LINE?
  49. 49. BEST SUPPORT FOR USING TECH
  50. 50. Suggested readings• Simon, F. & Nemeth, K. (2012). “Digital Decisions: Choosing the RightTechnology Tools for Early Childhood Education.” Lewisville, NC: GryphonHousehttp://www.gryphonhouse.com/store/trans/productDetailForm.asp?BookID=10023• McManis, L.D. & Gunnewig, S. (2012). “Finding the education in educationaltechnology 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 data.Q & A
  51. 51. • LinkedIn: Early Childhood Technology Network• Twitter: #ecetechchat Every Other Weds. @ 9pm ET• http://www.ecetech.net/• NAEYC Technology & Young Children Interest Forum• ISTE SIG ELTLEARN MORE-STAY CONNECTED

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