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
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.
• 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)
• 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
• 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
• 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
• 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?
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
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 program classrooms…..WHY ECE EDUCATORS USE TECHNOLOGY?
• 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
We turned our attention next to the types of learningactivities in which the children engage…WHAT IS THE FOCUS OF ACTIVITIES?
HOW OFTEN TECH IS USEDLanguage/Literacy Mathematics
• 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
We queried about how technology is used to determinethe extent children are meeting the learning goals of theirprogram….HOW ARE GOALS MONITORED?
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 needs children• Many different kinds of PD available and most have received• More comfortable with more established techTRENDS
We’re going to close with findings that to us sums it all up….WHAT’S THE BOTTOM LINE?
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
• 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