Esther Ntuli Idaho State University & Lydia Kyei-Blankson Illinois State University

 Assessment is an integral part of instruction in early childhood education  Assessment information is necessary for communicating student progress and determining what students know and can do (Eliason and Jenkins, 2008; McAfee, Leong, and Bodrova, 2006; McLean, Wolery, and Bailey, 2004)  Assessment data helps guide teachers as to the types of teaching materials or tools that students may need in order to bring about optimal gains in learning.

 So far the findings from evaluative research document the potential outcomes that could be realized with the use of educational technology in teaching and learning  What remains unclear is how teachers assess the effects of such technology use on student learning

 To examine early childhood teacher assessment processes regarding what young children know and are able to do when technology is used as an instructional tool and learning resource

 How do early childhood teachers assess student learning with technology?  What challenges do teachers face while assessing the effects of technology integration in early childhood curriculum?

 First Phase-Collection of quantitative data from sample of midwestern early childhood teachers using survey  Second Phase –Collection of qualitative data- from sample of midwestern early childhood teachers using one-hour, face-to-face semi- structured interviews

Findings and Discussion

 Only 20% of study participants conducted assessments with use of technology-enhanced learning activities  Technology use considered play and not learning During center time the kids are pretty much on their own…I let them play games at the computer(s)…usually they take turns to be at the computer. I do not gather assessment data. If they need me or want to show me something “cool” they call me.  Teachers not sure if technology plays a role I am not sure if the Accelerated Reader is helping…I had never gathered assessment data to find out…I think it is a combination of all things we do in the class…

 Most technology do not have assessment programs embedded I do not collect assessment data from the programs that I use…The only thing that I have heard about that you could is Accelerated Reader …we do not have that program here. We have a math program that I have not tried yet.  Teachers lack understanding on how to assess student learning with technology and how to interpret assessment data I do have two children who are on Lexia, I can collect assessment data …the problem is when I look at the print out [assessment data transcript] I have no idea what it means… I have no idea how to interpret it…I could go for classes on institute days but I have not made it yet.

 Teachers lack assessment strategies with technology  Teachers do not understand the assessment data generated from children’s use of technology  Teachers are unable to estimate the progress young children are making by using educational technology in the schools

Teachers may apply three main assessment approaches (McAfee, Leong, and Bodrova, 2006)  Systematic observation-to note if and how tasks are completed  Critical examination of student products- to give vivid evidence of what a child knows and can do  Survey of student responses- to gather information about which teaching materials work for children

 Train teachers to use checklist or activity sheet  Include assessment-related courses in curriculum  Provide teachers with technological and pedagogical knowledge (TPK) through workshops (Mishra & Koehler, 2006)

 Allocate enough funds to this cause such that teachers are able to: 1. acquire and appropriately use technology 2. apply the necessary assessment strategies i

 Eliason, C., & Jenkins, L. (2008). A practical guide to early childhood education curriculum. Prentice Hall  McAfee, O., Leong, D.J., & Bodrova, E. (2006). Basics of assessment: A primer for early childhood educators. Washington, DC: National Association for the Education of Young Children.  McLean, M., Bailey, D., & Wolery, M. (2004). Assessing infants and preschoolers with special needs (3rd ed.). New Jersey, Prentice-Hall.  Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher’s knowledge. Teachers College Record, 108(6),