What is REALLY Happening with Technology in Early Childhood Education: Voices from the Field- Survey Results
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.
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
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
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”
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
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.
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
About the RespondentsCommunity Type Poverty Children Served
About the RespondentsProgram Type Ages Children Served
About the RespondentsDegreed (4 yr & up) Years Experience
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…..
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
What is the Focus of Activities?We turned our attention next to the types of learningactivities in which the children engage…
How Often Tech is UsedLanguage/Literacy Mathematics
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
How are Goals Monitored?We queried about how technology is used to determinethe extent children are meeting the learning goals oftheir program….
Comfort Level Using w/ ChildrenDesk/laptops IWBs 1 = not at all, 5 = completely
Comfort Level Using w/ ChildrenTablets 1 = not at all, 5 = completely Multi-touch Tables
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
What’s the Bottom Line?We’re going to close with findings that to us sums it allup….
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
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