1. Effective Use of Technology in the ECE Classroom
Presented by Julie Boutwell
Vice President, Regional Director of Education
The Children’s Workshop
October 21, 2017

2. Let’s begin with A digital Icebreaker Demo!
Let’s play Draw and Dash! Here’s how it works:
We need a brave volunteer.
Open the Paint or Sketchbook app on your tablet.
Listen to the “Favorite Category” pick.
Spend one minute drawing a picture that represents your favorite.
Show off your artistic skills, and find someone with the same favorite.
Go to that person and introduce yourself!

3. Before we move on…
How could you use the Paint or Sketchbook app in your classroom?
Is there an ideal age group for this app?
What developmental skills/domains could you target using this app?
Why would you choose this app over crayons and paper?
Do you see any drawbacks to using Paint or Sketchbook in your classroom?

4. Meet Henry (4 years old)

5. Henry’s favorite app

6. Are these videos educational?
Let's take a look!

7. Today’s objectives:
Identify the different types of technology that early childhood educators use;
Understand state regulations and best practice recommendations related to technology use;
Explore relevant research;
Use this research to summarize advantages and disadvantages of classroom technology use;
Interact with technology and analyze its efficacy and educational value; and
Begin to develop an action plan for integrating technology into your classroom in a more meaningful way.

8. Types of classroom technology

9. Non-interactive media
Content facilitates active engagement and creativity.
Encourages social interaction between children and adults.
Includes software programs, apps, broadcast and streaming media, some children’s television programming, e- books, the Internet, etc.
Leads to passive viewing and screen-time overexposure.
Limits social-interaction, promotes “zoning out”.
Includes certain television programs, videos, DVDs, and streaming media.

10. What does the research say?
Technology has transformed the way we work, play, and interact with others and with the world around us.
“The pace of change is so rapid that society is experiencing a disruption almost as significant as when there was a shift from oral language to print literacy, and again when the printing press expanded access to books and the printed word” (NAEYC & the Fred Rogers Center for Early Learning and Children’s Media at St. Vincent College, 2012).
Our challenge is to create a balance: maximize digital learning opportunities while managing screen time and usage.

11. The impact, in numbers
The average 8- to 10-year old spends nearly 8 hours per day engaged in media usage; older children average more than 11 hours per day.
Media use is the leading activity for children and teenagers, other than sleeping.
On average, children watch more than 4 hours of television per day; nearly one third of this television programming is viewed on computers, iPads, or cell phones.
84% of children and teenagers have internet access.
Two-thirds of children and teenagers report that their parents have no rules about time spent with media.
From American Academy of Pediatrics (2013). Policy Statement: Children, Adolescents, and the Media.

12. What about teachers?
The National Early Childhood Technology Today Survey (McManis, Nemeth, & Simon, 2013) collected data from 485 respondents in the U.S. (~ 25% administrators; ~ 75% teachers).

14. Visit www.ecetech.net/surveys for more information.

15. Let’s take a moment to brainstorm
At your tables, think about the advantages and disadvantages of classroom media and technology use.
Use the information that we have discussed so far.
Write down your ideas on the Benefits and Drawbacks worksheet.
We will share out at the end!

16. Suggested drawbacks Increased risk of childhood obesity
Exposure to inappropriate media
Negative impact on sleep patterns
Increase in behavioral issues
Focus and attention difficulties
Negative impact on social-emotional and language development

17. Are there benefits?
Watch and see!

18. Our challenge is to create a balance: maximize digital learning opportunities while managing screen time and usage.

19. State regulations (MA)
EEC Regulations for Child Care do not specifically address the issues of screen time and technology usage in the classroom.
However, they do emphasize the importance of creating an intentional, well-rounded curriculum that addresses all learning domains.
This is much more difficult, if not impossible, to accomplish if teachers are relying too heavily on screens.

20. Department of Early Education and Care (EEC)
Eliminate or minimize the amount of time a toddler watches television or other passive media. The 2001 AAP policy statement on Children, Adolescents and Television recommends, “Discourage television viewing for children younger than 2 years, and encourage more interactive activities that will promote proper brain development, such as talking, playing, singing and reading together.”
Television and videos are NOT developmentally appropriate for infants and toddlers. In fact, extensive use of such media without accompanying conversation with an adult (common in U.S. homes) can slow down language development. Infants and toddlers learn language through back-and-forth, responsive interaction.

21. Department of Early Education and Care (EEC)
Ideas for Learning Experiences
use computers and age-appropriate software as writing tools (e.g. preschool word processing programs that allow children to produce enlarged print, hear what they have written, use the mouse to draw, or make scribbles to accompany their drawings).
play with a toy piano, typewriter, or computer keyboard.

23. Position Statement: NAEYC & Fred Rogers Center
Technology and interactive media are here to stay.
There are concerns about whether young children should have access to technology and screen media in early childhood programs.
All screens are not created equal.
There is conflicting evidence on the value of technology in children’s development.
The appeal of technology can lead to inappropriate uses in early childhood settings.
Issues of equity and access remain unresolved.

24. Recommendations
Select, use, integrate, and evaluate technology and interactive media tools in intentional and developmentally appropriate ways. Pay attention to the appropriateness and quality of the content, the child’s experience, and the opportunities for co-engagement.
Provide a balance of activities in programs for young children. Recognize that technology and interactive media can be valuable tools when used intentionally with children to extend and support active, hands-on, creative, and authentic engagement with those around them and with their world.
Prohibit the passive use of television, videos, DVDs, and other non-interactive technologies and media in early childhood programs for children younger than 2, and discourage passive and non-interactive uses with children ages 2-5.

25. recommendations
Limit use of technology and interactive media in programs for children younger than 2 to those that appropriately support responsive interactions between caregivers and children and that strengthen adult-child relationships.
Carefully consider the screen time recommendations from public health organizations. Remember that screen time includes time spent using technology at school and at home.
Provide leadership in ensuring equitable access to technology and interactive media experiences for the children in their care and for parents and families.

26. Let’s see this in action!

27. Let’s see this in action!

28. Let’s see this in action!

29. The Early Childhood Educational Technology Evaluation Toolkit
Tablets and Apps
Many advantages: readily available, relatively inexpensive, portable.
Teachers need to exercise caution – there is a lot of inappropriate content out there!
Hatch Early Learning created a tool in 2011 that can help:
The Early Childhood Educational Technology Evaluation Toolkit

30. Let’s Take a closer look
McManis & Parks (2011) outline 4 keys steps to successfully evaluating educational technology:
Establish learning goals for the children.
Identify the hardware or device(s) you have or would like to have.
Analyze features and content of the software/program in meeting learning goals.
Plan how the educational technology will be integrated into the curriculum.

31. Educational value Is the content based on research and/or standards?
Massachusetts Frameworks, NAEYC Standards, etc.
Does the software follow the correct developmental course and effective teaching paths?
Letter names introduced before the children are asked to identify letters.
Children learn geometric shapes before they use them to make patterns.

32. Engagement Are the activities presented in a play-like fashion?
Children can make choices, create scenarios, and use their imaginations.
Games may be used, but should not emphasize winning over learning.
Are rewards used appropriately?
Internal vs. external (emphasis should be on internal rewards).

33. Child-friendly Are there multiple opportunities for success?
Children should be able to reprocess and re-answer, if necessary.
Is there a built-in mechanism to help children who are repeatedly not experiencing success?
Can children use the software independently?
After teacher-modeling, children should be able to use the software with minimal help.
Are instructions or other help provided?

34. Interactivity
Does the program respond to and/or can it be customized to the child?
Can the teacher set a predetermined level?
Does the program move the student through a series of levels?
Can the teacher move the student through levels manually?
Does the program allow for creation of new activities?
Is creativity emphasized?
For example, can a child draw his/her own pet, or are all pets pre- loaded?

35. Progress monitoring Is there a progress-monitoring feature?
Collects information about how children are interacting with the content, then shows how children are moving toward competency.
How are the results presented, and are they easily used?
Are reports provided at the class, group, and/or individual level?
Are skills broken down and presented over time?
Is this information available in a parent-friendly format?

36. Let’s practice!

37. We will share out at the end!
Your assignment
Working in pairs, use your technology tool to explore educational apps.
Fill out the evaluation worksheet for each one you use.
Think about how you would use this app in your school (if at all!).
We will share out at the end!

38. Questions for reflection
What did you think of the evaluation tool? Was it helpful? Would you modify it?
Which of the apps would you use in your classroom? Why or why not?
Is it possible to have a low-scoring app that you would still use? Is it possible to have a high-scoring app that you wouldn’t?

39. Tying it all together
How will you use technology in your classroom going forward, if at all?