YOUNG CHILDREN | MAY 2012 Finding the Education in Educational Technology with Early Learners Lilla Dale McManis and Susan B. Gunnewig View Interactive PDF Download PDF As many educators and parents have observed, today’s children are exposed to advanced technology at an early age, with tablets, e-readers, and smartphones being some prevalent choices (Gutnik et al. 2011; Rideout 2011). Experiences with technology can pave the way for unprecedented learning opportunities. However, without an education component, technology cannot reach its full potential for supporting children’s learning and development. In early childhood programs, the education component often means adults being nearby, interacting with children and providing opportunities for peer-to-peer learning to encourage children to gain the skills they need for succeeding in school. While the literature establishes the use of educational technology and positive outcomes for children (see reviews by Glaubke 2007; McCarrick & Li 2007; Penuel et al. 2009), it also indicates that technology needs to (1) be developmentally appropriate for children, (2) include tools to help teachers implement the technology successfully, and (3) be integrated into the classroom and curriculum (see Clements & Sarama 2003; Glaubke 2007; NAEYC & Fred Rogers Center 2012). In this article, we will discuss these criteria and provide a practical plan, examples, and a tool for evaluating, using, and integrating educational technology in early childhood programs.... continue reading
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| "Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8" is a joint position statement of NAEYC and the Fred Rogers Center for Early Learning and Children's Media. | ||||
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