Teachers face unrealistic expectations to integrate technology into their classrooms despite their ability to use technology lagging behind the availability of technology in schools. Effective professional development for teachers on educational technology includes peer feedback, follow up support, contextually relevant examples, and opportunities to practice. Simply providing technology in classrooms is not enough, as a teacher's readiness and ability to use technology effectively determines the impact of educational technology, not its mere presence.
Technology and Early Childhood Education A TechnologyIntegr.docxjacqueliner9
Technology and Early Childhood Education: A Technology
Integration Professional Development Model for Practicing
Teachers
Jared Keengwe Æ Grace Onchwari
Published online: 3 September 2009
� Springer Science+Business Media, LLC 2009
Abstract Despite the promise of technology in educa-
tion, many practicing teachers are faced with multiple
challenges of effectively integrating technology into their
classroom instruction. Additionally, teachers who are suc-
cessful incorporating educational technology into their
instruction recognize that although technology tools have
the potential to help children, they are not ends in them-
selves. This article describes a Summer Institute project
that the authors facilitated in a medium sized midwest
public university. The summer workshop afforded partici-
pating early childhood education teachers exciting oppor-
tunities to interact with various instructional tools and
technology applications. Further, the practicing teachers
explored various strategies to integrate specific technology
tools into their lessons in a manner consistent with con-
structivist pedagogy. This article is intended to stimulate
reflections on the need to adopt a suitable technology
integration professional development model in early
childhood education classrooms to support young learners.
Keywords Early childhood education � Teachers �
Technology integration � Professional development
Introduction
The integration of educational technology into classroom
instruction to enhance student learning is of increasing
interest to stakeholders such as policymakers, administra-
tors, educators, students, and parents (Keengwe 2007).
Over the past decade, educators have been under pressure
to reform school through technology. Public and political
support for technology use has generated billions of dollars
toward increasing its availability to schools and colleges
(Cuban 2001; Oppenheimer 2003). About 90% of all
children today have used a computer (Debell and Chapman
2003). However, the National Center for Education Sta-
tistics (NCES) reported that only half of the public school
teachers who had computers or the Internet available in the
schools used them for classroom instruction (Judson 2006).
Many parents recognize that technology is important
and its use can improve the quality of work children
complete in and outside school (Kook 1997). Even so,
there are concerns about technology’s potential benefits or
harm to young children. By creating appropriate technol-
ogy-based learning environments and developmentally
appropriate activities for children, teachers can provide a
variety of positive learning experiences for young learners.
However, as Wang and Hoot (2006) note:
Early childhood educators are now moving away
from asking the simple question of whether technol-
ogy is developmentally appropriate for young chil-
dren. Rather, they are more concerned with how
[information and communicati.
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11. “Educators are urged to incorporate technology into instruction, but the effectiveness of educational technology is determined by teachers’ readiness to use it, not by its mere presence in the classroom” (Jones , 2001)
12.
13. References Bergman, A., Pillen, M. & Powers, J. (2010). The Survival Kit For The Elementary School Principal. Corwin, Inc. Thousand Oaks, CA. Jones, C (2001). Tech Support: Preparing Teachers To Use Technology. Retrieved from: http://www.principals.org/portals/0/content/48158.pdf Jones, P., McKinney, M. & Sttrudler, N. (1999) First-year teachers’ use of Technology: Preparation, Expectations and Realities. Journal. of Technology and Teacher Education(2), 115-129. Retrieved from: http://coe.nevada.edu/nstrudler/JTATE99.pdf Nickson, R. & Zodhiates, P. (1988). Technology in Education: Looking Toward 2020. Lawrence Erlbaum Associates Inc. Hillside, NJ. Reilly, B. (2004) Teachers, Not Technicians: Rethinking Technical Expectation for Teachers. Teachers College Record. Vol. 106, (10) 487-512 Shrum, L. & Solomon, G. (2004). Web 2.0: New tools, new schools. International Society for technology in Education. Eugene, Oregon. All Images taken from www.google.ca , using an image search.
