This document summarizes a presentation about using technology in early childhood education while staying true to developmentally appropriate practice (DAP). It discusses how teachers and parents are gatekeepers for technology use and children. It recommends intentionally planning technology as an additional material rather than computer time. Equity, time limits, and professional development on implications are also covered. The presentation emphasizes making technology a natural part of the daily routine and selectively choosing tools that enhance learning.

1. How are we going
to use tech and
stay true to DAP?
Making Digital Decisions:
Technology and DAP
VAECE Conference
2.14.2013
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2. Me
Fran Simon, M.Ed.
2
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3. You Make the Choices
Be a critical consumer.
You, the teachers, and
the parents are the
gatekeepers who
stand between
technology and children.
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4. Tech tools
* old & new *
* analog & digital *
* low & hi-tech *
4
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5. NAEYC/FRC Joint Position Statement on
Technology in ECE CLASSROOMS
http://www.naeyc.org/content/technology-and-young-children
5
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6. You don’t have to use technology.
If you do use tech tools
intentionally, you will find they are
not always the best choice.
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7. Consider
technology tools
as additional
materials that
allow children to
“DO” and
teachers to
FACILITATE.
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8. Intentional Daily Routines
• Plan technology use as just
another option like books,
crayons, blocks etc.
• Examine learning objectives
and make choices that fit
• Work with children to review
their choices in all areas of
the room throughout the
week
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9. The “E” Word
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10. Adults need
technology “play
time” AND formal
professional
development to
understand the
implications of
the tools
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11. Research will inform ongoing
practice and investments (or
not!)
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12. http://bit.ly/DigilitECTeach
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13. Investments in technology tools are
wasted without investments in
professional development.
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14. Digital literacy learning
should be woven into the
fabric of the day, not
time set aside for
“computer time”.
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15. Equity: Include technology that
enhances dual language learning,
represents diversity, and allows
access for children with disabilities.
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16. Time limits: Guidelines and
expectations should consider variables
like age, objectives, and type of
interaction.
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17. How Much Time?
Recommendations from
Digital Decisions
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18. Tech for infants and
toddlers: Laptime and
floortime with the
youngest children
might include
technology, but in very
limited cases, for a few
minutes at a time and
ONLY with an adult.
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19. Decisions…
Decisions … Decisions …
Decisions … Decisions … Decisions …
Decisions … Decisions … Decisions
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20. Be selective
It’s not rocket
science! You do it
every day!
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21. From Digital Decisions
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@ Copyright, Fran Simon. All rights reserved. http://bit.ly/commonsenseTECH

22. Decisions about using software:
Basic pedagogical decisions
• What are the objectives?
• Is this the right tool for the objective?
• Does it extend other activities?
• Is it interactive?
• Is the interaction meaningful?
• Does it fit in with the
project/theme/study?
• Does it work with the curriculum?
reserved. • What is my role using this software?
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23. Make it as natural as possible:
Put technology throughout the room
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24. Opportunities to foster relationships with
children and adults
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25. Make sure adults
are available to
support learning
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26. Opportunities for Autonomy
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27. Integrate technology throughout
the day
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28. Integrate technology throughout
special events
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29. Integrate technology
when children go home
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30. We could tell you, but
we won’t
Tools to help you make decisions on your own!
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31. Bad news – most Early Learning
apps, websites, and software…
• have moderate entertainment
• have low production value
• have low educational value
• are redundant
• are rote/skill based
according to Simon & Nemeth
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32. Apps and websites that:
• fit your philosophy
• fit the needs and interests of the children
• provide feedback, not praise
• offer challenges through “leveled” experiences
• offer more than rote direct instruction
• offer a range of experiences
•offer high interactivity
• value learning over entertainment
• do not include commercial temptations or
inappropriate content
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33. Don’t fall for “app mania”
• Technology is not always the
best choice
• Apps designed for children are
not always the best choice
• Mobile devices are not always Think out of
the best choice the mobile box
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34. What can you do with
tech tools designed for adults?
• Word? • PowerPoint?
• Skype? • VoiceThread?
• Evernote? • Excel?
• Webcam? • Camera?
• Video? • Mp3 Player?
• Search engines? • Projector?
• Document Projector? • Email?
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35. @ Copyright, Fran Simon. All rights 35
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36. Decisions about using software:
A question of balance
Is the software for:
• A large group, small group, or for
individual children?
• Teacher-directed or child-initiated
activities?
• Open-ended or skill-focused?
• Short periods of time or deeper
exploration?
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37. Decisions about using software:
Usability and instructional design
Is the software:
• Flashy, distracting, overwhelming?
• Free of ads?
• Deemed safe by trusted resources?
• Easy for children to navigate ?
• Provide feedback to guide children?
(Not praise)
• Interactive with meaning or just fun?
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38. • Objectives • Free of ads?
• Deemed safe by trusted
• Group size/Individual?
resources?
• Teacher-directed or child- • Easy for children to navigate ?
initiated? • Provide feedback to guide
• Open-ended or skill- children? (Not praise)
focused? • Interactive
• meaningful?
• Short periods of time or
deeper exploration?
• Enough graphics and
sounds to engage, but not
distract?
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39. Click Toca Boca Tea Party
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40. • Objectives • Free of ads?
• Deemed safe by trusted
• Group size/Individual?
resources?
• Teacher-directed or child- • Easy for children to navigate ?
initiated? • Provide feedback to guide
• Open-ended or skill-focused? children? (Not praise)
• Interactive
• Short periods of time or • meaningful?
deeper exploration?
• Enough graphics and sounds
to engage, but not distract?
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41. Smack Talk
Click
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42. • Objectives • Free of ads?
• Deemed safe by trusted
• Group size/Individual?
resources?
• Teacher-directed or child- • Easy for children to navigate ?
initiated? • Provide feedback to guide
• Open-ended or skill- children? (Not praise)
focused? • Interactive
• meaningful?
• Short periods of time or
deeper exploration?
• Enough graphics and
sounds to engage, but not
distract?
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reserved.

43. Cookie Doodle and My Story
Click Click
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reserved.

44. • Objectives • Free of ads?
• Deemed safe by trusted
• Group size/Individual?
resources?
• Teacher-directed or child- • Easy for children to navigate ?
initiated? • Provide feedback to guide
• Open-ended or skill-focused? children? (Not praise)
• Interactive
• Short periods of time or • meaningful?
deeper exploration?
• Enough graphics and sounds
to engage, but not distract?
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reserved.

45. Resources…
Resources … Resources …
Resources … Resources … Resources …
Resources … Resources … Resources
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46. Fred Rogers
Center
Apps
Click
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47. Resources
Click
*
Review site
Technology position
statement and fantastic
resources to support it.
Resources for ECE teachers
and administrators
Resources for ECE teachers
and administrators
Fred Rogers Center’s Early
* Learning Environment
Resources and tips for
teachers
A website and newsletter
summarizes products and
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trends in children’s media
reserved.

48. Resources
Click
Information for teachers about
* reading and literacy activities
American Library Association –
* Listing of great sites for children
and teachers
International Reading Library-
free ebooks from around the
world
Songs, ryhmes and traditions
from around the world.
Free ebooks to read online
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49. Get in there…
* Check out other classrooms
and programs…
* View videos and webinars…
* Get a Technology buddy…
To learn it
* Get buy-in…
* Plan…
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50. Twitter Chat
#ECEtechCHAT
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51. Fran@ECEtech.net
#ECETECHCHAT
Early Childhood Technology Network
ECEtech.net
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52. Connect with me!
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