The integration of technology and media can enhance early childhood practice. Successful integration of technology and media into early childhood programs involves the use of resources such as computers and the Internet in daily classroom practices. True integration occurs when the use of technology and media becomes routine and transparent-when the focus of a child or educator is on the activity or exploration itself and not on the technology or media being used. Technology integration has been successful when the use of technology and media supports the goals of educators and programs for children provides children with digital tools for learning and communicating and helps improve child outcomes. As the lives of children, parents, families, and educators are infused with technology and media, early childhood classrooms can benefit from the possibilities of extending children’s learning through judicious use of these tools. As part of the overall classroom plan, technology and interactive media should be used in ways that support existing classroom developmental and educational goals rather than in ways that distort or replace them. For example, drawing on a touch screen can add to children’s graphic representational experiences: manipulating colorful acetate shapes on a light table allows children to explore color and shape. By focusing on technology and interactive media as tools-not as ends in and of themselves-teachers can avoid the passive and potentially harmful use of non-interactive, linear screen media that is inappropriate in early childhood settings. Intentionality is a key to developmentally appropriate use. Exciting new resources in today’s technology-rich world represent the next frontier in digital learning for our youngest citizens, leaving it to talented educators and caring adults to determine how best to leverage each new technology as an opportunity for children’s learning in ways that are developmentally appropriate. (Adapted from: https://issuu.com/naeyc/docs/ps_technology_issuu_may2012 ) The author holds an assumption that…

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The integration of technology and media can enhance early childhood practice. Successful integration of technology and media into early childhood programs involves the use of resources such as computers and the Internet in daily classroom practices. True integration occurs when the use of technology and media becomes routine and transparent-when the focus of a child or educator is on the activity or exploration itself and not on the technology or media being used. Technology integration has been successful when the use of technology and media supports the goals of educators and programs for children provides children with digital tools for learning and communicating and helps improve child outcomes.

As the lives of children, parents, families, and educators are infused with technology and media, early childhood classrooms can benefit from the possibilities of extending children’s learning through judicious use of these tools. As part of the overall classroom plan, technology and interactive media should be used in ways that support existing classroom developmental and educational goals rather than in ways that distort or replace them. For example, drawing on a touch screen can add to children’s graphic representational experiences: manipulating colorful acetate shapes on a light table allows children to explore color and shape.

By focusing on technology and interactive media as tools-not as ends in and of themselves-teachers can avoid the passive and potentially harmful use of non-interactive, linear screen media that is inappropriate in early childhood settings. Intentionality is a key to developmentally appropriate use.

Exciting new resources in today’s technology-rich world represent the next frontier in digital learning for our youngest citizens, leaving it to talented educators and caring adults to determine how best to leverage each new technology as an opportunity for children’s learning in ways that are developmentally appropriate.

(Adapted from: https://issuu.com/naeyc/docs/ps_technology_issuu_may2012)

The author holds an assumption that…

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