The Correct Way to Use Technology in the Early Childhood Classroom

Authors

  • Tara Parker The University of Toledo

Keywords:

DATU

Abstract

Technology use in the education setting is an ongoing controversy and there are mixed reviews on its positivity and negativity of exposure and use in early childhood classrooms. Because technology is prevalent in society today, exposure at young ages is important for children to succeed. Instead of asking if technology should be used in early childhood classrooms, we should model the correct way to use it there. The use of technology in the early childhood classroom should include tools and experiences used to prepare students for formal classroom instruction and the development of their different domains of learning. It will additionally help facilitate scaffolding and extension of learning while supporting connections between school and home.

            Keyword: DATU

 

References

Donahue, C., & Schomburg, R. (2017). Technology and interactive media in early childhood programs: What we’ve learned from five years of research, policy, and practice. Young Children, 72–78.

Eutsler, L., Mitchell, C., Stamm, B., & Kogut, A. (2020). The influence of mobile technologies on preschool and elementary children’s literacy achievement: A systematic review spanning 2007–2019. Educational Technology Research and Development, 68(4), 1739–1768.

Fantozzi, V. B. (2018). Play and technology: An important intersection for developing literacy. Young Children, 88–93.

Fowler, A. (2017). Practicing technology explorations in the early childhood classroom: Practical advice for administrators. Technology in the Classroom, 90–93.

Hirschy, S. T. (2016). Developmentally appropriate technology integration. In C. Donahue (Ed.), Family engagement in the digital age: Early childhood educators as media mentors (Chapter 2). Routledge.

Kaynar, N., Sadik, O., & Boichuk, E. (2020). Technology in early childhood education: Electronic books for improving students’ literacy skills. TechTrends, 64(6), 911–921.

Kewalaramani, S., Palaiologou, I., & Dardanou, M. (2020). Children’s engineering design thinking processes: The magic of the robots and the power of blocks (electronics). Eurasia Journal of Mathematics, 16(3), 1–14.

Leung, S. K. Y., Choi, K. W. Y., & Yuen, M. (2019). Video art as digital play for young children. British Journal of Educational Technology, 51(2), 531–554.

McDonald, A. (2020). Balancing the use of digital technologies for developmentally appropriate learning. Educating Young Children, 26(2), 19–22.

National Association for the Education of Young Children, NAEYC. (2022, October 30). Developmentally appropriate practice (DAP) position statement. https://www.naeyc.org/resources/position-statements/dap/contents

NAEYC & Fred Rogers Center for Early Learning and Children’s Media. (2012). “Technology and interactive media as tools in early childhood programs serving children from birth through age 8.” Joint Position statement. Washington DC: NAEYC; Latrobe, PA: Fred Rogers Center at St. Vincent College. www.naeyc.org/content/technology-and-young-children.

Quesenberry, A. C., Mustian, A. L., & Clarke-Bischke, C. (2016). Tuning in: Strategies for incorporating technology into social skills instruction in preschool and kindergarten. Young Children, 74–80.

Shifflet, R., Mattoon, C., & Bates, A. (2020). Using tablets in a prekindergarten classroom to foster phonological awareness. International Research in Early Childhood Education, 10(1), 1–20.

Sweetser, P., Johnson, D., Ozdowska, A., & Wyeth, P. (2012). Active versus passive screen time for young children. Australasian Journal of Early Childhood, 37(4), 94–98. https://doi.org/10.1177/183693911203700413

Teichert, L., Anderson, A., Anderson, J., Hare, J., & McTavish, M. (2021). Access and use of digital technologies in early childhood: A review of mixed messages in popular media. Language and Literacy, 23(3), 106-129.

Xie, K., Vongkulluksn, V.W., Justice, L. M, & Logan, J.A. (2019). Technology acceptance in context. Preschool teachers’ integration of a technology-based early language and literacy curriculum. Journal of Early Childhood Teacher Education, 40(3), 275-295.

Downloads

Published

2023-12-15

How to Cite

Parker, T. (2023). The Correct Way to Use Technology in the Early Childhood Classroom. Learning to Teach Language Arts, Mathematics, Science, and Social Studies Through Research and Practice, 12(1). Retrieved from https://openjournals.utoledo.edu/index.php/learningtoteach/article/view/787