2. Where We’re Going Today
• Technology and the early childhood field
• Benefits and challenges of technology in ECE
• Tips for using technology with young children
• Cautions and challenges with technology
• Our project: Using iPads as Tools to support
emergent literacy and family involvement
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3. Technology Itself Is Changing
Quickly
Images from www.apple.com
• 2010: Introduction of the iPad
• A “Game Changer” for ECE?
• Babies using iPads?
• What do you think?
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4. The “Computer Question” Is
Changing
• The “old” question: Should young children use
computers?
• The “new” question: When and how should young
children be introduced to technology?
• Competing recommendations
• AAP: “No screen time for children under age 2”
• NAEYC: “…technology and interactive media are
learning tools that, when used in intentional and
developmentally appropriate ways and in conjunction
with other traditional tools and materials, can
support the development and learning of young
children.”
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5. NAEYC’s Position Statement on
Technology and Young Children
• Technology can be effective if used well
When used intentionally and appropriately,
technology and interactive media are effective
tools to support learning and development
• Teachers must be informed
Intentional use requires early childhood teachers
and administrators to have information and
resources regarding the nature of these tools and
the implications of their use with children
• Limits on technology use are important
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6. Technology with Children:
Benefits
• Familiar tool; part of child’s world
• Authentic way to explore new topics
• Chance to create, share creations, and receive
feedback
• Opportunity to practice meaningful two‐way
communication
• Chance to work together
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7. Technology with Children:
Challenges
• Can be a passive activity
• Sometimes overused
• Developmentally inappropriate uses
• Unequal access to tech tools
• Safety concerns for children online
• Learning curve for teachers using technology
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8. Technology used by young children
should be…
• Developmentally appropriate and hands‐on
• Child‐controlled and adult‐monitored
• Used only when it’s a good tool for the task
• Available as one of many learning materials
• Used for exploration, discovery, creation,
communication, and collaborative learning
• Available to all children
• Supported and guided by skilled and experienced
teachers
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9. Examples of Technology That Could
Be Used with Preschoolers
• iPads and other tablet computers
• Camera
• FaceTime
• Apps
• Digital cameras
• Flip video cameras
• Handheld microscopes
• Mp3 players
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11. Assessing the Quality of Digital Apps
• “Educational” does not equal
developmentally appropriate
• Rubrics to evaluate educational apps
• Types of questions to ask:
• How relevant is the app to the educational goals and
content?
• How can the child interact with the app?
• What kinds of thinking skills does the app promote?
• How well can children use the app independently?
• What types of feedback does the app provide?
• Can app settings be adjusted to meet individual needs?
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12. Assessing the Quality of Digital Apps
Avoid apps that
• Provide only simple drill and practice
• Market a product (overtly or subtly)
• Require quick reaction time
• Give the child with no way out (except to close the app)
• Focus on passive viewing rather than active participation
• Are too difficult for children to use independently
• Contain content inappropriate for the children using them
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13. The iPad Project at the CDL
• Exploratory study of preschoolers’ use of iPads
• Areas of interest
• Emergent literacy and storytelling
• Cooperation and social interaction
• Family involvement using technology
• Questions we are addressing
• How can we help children see iPads as multi‐use tools?
• How can children and families communicate using the
iPad?
• How do teachers learn to facilitate using iPads as a
learning tool? 13
15. Emergent Literacy and Storytelling
Using iPads
• VoiceThread project: Visual Literacy
• Researching classroom questions
• StoryKit project: Using family stories to
strengthen the early childhood learning
community
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17. Family Involvement with Classroom
iPad Use
• Families’ technology exposure and familiarity varies
• Many families are eager for their children to use iPads
• Volunteering to communicate with FaceTime
• Requests to use specific apps their children like
• Teachers must balance family feedback with DAP
• Teachers must educate families about
developmentally appropriate (and inappropriate)
uses
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18. Teachers’ Developmental Process:
Learning to Facilitating iPad Use
• Teachers’ attitudes changed during the
project
• Breakability of iPads
• Familiarity with the tool and possible uses
• Requiring children to work in partners
• Need to discourage children from treating the
experience as “t.v. time”
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19. Future Plans
• Creating and comparing parent‐child stories (using
the same photos)
• Continue family story telling as a way to build
classroom community
• Using FaceTime to encourage language
development and meaningful communication
• Creating community
• Celebrating other cultures
• Connecting children with families
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20. How You Can Get Started Using
Technology with Children
• Start out slowly!
• Begin with specific purposes in mind
• Encourage children’s cooperative use
• Use free online resources
• Capitalize on parents’ interest in technology
• Build technology into your budget
• Apple volume discounts
• Apple computer recycling
• Investigate community resources and donors
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