The document provides an overview of a presentation on best practices for integrating technology in early childhood education according to a new position statement from NAEYC and FRC. The presentation covers planning technology use, evaluating digital products, using technology meaningfully in the classroom, setting appropriate time limits, promoting digital citizenship, requiring ongoing research and professional development, and strategies for classroom implementation.

1. Just what does the new
position statement say and
how does it apply to my
program?
Common Sense Choices
About Technology
in
Early Childhood Settings
NAEYC Professional Development Institute
6.10.2012
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2. Slides
http://slidesha.re/CSeceTech
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3. Agenda Who? When?
• Planning to integrate technology
• Evaluating digital products
• Using technology meaningfully…
What? Why?
Within the context of the
NAEYC/FRC Joint Position
Where? How?
Statement on Technology Use
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4. Who? When?
What? Why?
Where? How?
The keys to
DAP
Technology
Practice
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5. New NAEYC & FRC Tech Position
Statement
+
=
Technology & Interactive Media as Tools in Early
Childhood Programs Simon and Nemeth. All Children from Birth
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5
through Age 8
reserved.

6. Our ECE Technology Bible
http://www.naeyc.org/content/technology-and-young-
6
children
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7. Technology can be an effective tool
to support learning and
development when used
intentionally and appropriately
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8. Takeaway
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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9. 2
To use tech intentionally, you need to
know about the tool itself and the
implications for young children
using that tool
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10. Takeaway
Adults need technology “play time”
AND formal professional
development to understand the
implications of the tools.
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reserved.

11. Tech should only
3 be used with
children younger
than 2 if it
supports
responsive
interactions
between
caregivers and
children
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12. Takeaway
Tech for infants and toddlers:
Laptime and floortime with the
youngest children might include
technology, but in very limited doses
and ONLY with an adult.
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17. Limitations
should be placed
on screen time
and tech use
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18. Takeaway
Time limits: Guidelines and
expectations should consider
variables like age, objectives, and
type of interaction.
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19. How Much Time?
Recommendations from
Digital Decisions
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23. Be attentive to digital citizenship
and equitable access
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23

24. Takeaway
Digital literacy learning should be
woven into the fabric of the day, not
time set aside for “computer time”.
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25. http://bit.ly/DigilitECTeach
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26. Takeaway
Equity: Include technology that
enhances dual language learning,
represents diversity, and allows
access for children with disabilities.
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27. Copyright, Simon and Nemeth 27

28. Ongoing research and professional
development are needed
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29. Takeaway
Investments in technology tools are
wasted without investments in
professional development.
Research will inform ongoing
investments (or not!)
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30. Who? When?
What? Why?
Where? How?
Evaluating
products and
tools
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31. “Technology tools are neutral”
Chip Donohue
People have to do something to make
something happen
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32. We could tell you, but
we won’t
Tools to help you make decisions on your own!
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33. 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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34. Be selective
It’s not rocket
science! You do it
every day!
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35. 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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reserved.

36. From Digital Decisions
36
Copyright, Simon and Nemeth. All rights reserved http://bit.ly/commonsenseTECH

37. Decisions about using software:
Level 1- 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 my project/theme/study?
• Does it work with the curriculum?
• What is my role using this software?
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38. Decisions about using software:
Level 2 – 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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39. Decisions about using software:
Level 3 – Usability and instructional
design
Is the software:
• Flashy, distracting, overwhelming or just
enough appealing graphics and sounds to
engage, but not distract?
• Free of ads or enticements for children?
• Deemed safe by trusted resources?
• Easy for children to navigate independently?
• Provide feedback to guide children?
• Interactive with meaning or just fun?
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40. PLAY TIME!!
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41. Who? When?
What? Why?
Where? How?
Best practice
in the
classroom
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42. Daily Routines
• Plan technology use along with ordinary
day-to-day, project to project planning
• Examine the group’s learning objectives
and make choices that fit
• Examine each child’s 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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43. Make it as natural as possible:
Put technology throughout the room
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44. Opportunities to foster relationships with
children and adults
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45. Make sure adults
are available to
support learning
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46. Opportunities for Autonomy
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47. Integrate technology
throughout choices
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48. Integrate technology throughout
the day
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49. Integrate technology throughout
special events
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51. Integrate technology
when children go home
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52. Set up internal & external support networks
http://bit.ly/ECEtechResources
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53. Join the Digital Decisions
Virtual Book Network
on
To join and receive your
personalized discount code
your summer with a FREE online go to
book club to read and discuss
Digital Decisions with the authors ECEtech.net/booknet
• Guided discussions It’s free to join!
• Live “webinar style” online
chats
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54. Take the Early Childhood Technology Today
Teacher’s Voice Survey
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55. Connect with us!
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