1. Experiencing Technology
in Early Childhood
Learning
Jacqueline I. de Terán
August 2015

2. Getting to know each other
Lettuce 11-7 Purple 4 1966

3. Can technology help children learn or live the experience?
Will children be able to acquire language or learn about linguistics and
grammar?

4. Technology

5. Ensure an educational purpose
Encourage creativity
Increase child's intrinsic motivation to learn
Choose variety of programs that include free
play and programmed learning.

6. Encourage collaboration
Light & Butterworth 1992 "activities requiring
'joint attention' which involve children learning to
share provide a better cognitive challenge for
young children"
Douse & Mugny 1984 "provide opportunities for
cognitive conflict as children make efforts to reach
consensus"

7. Encourage collaboration
Forman 1989 "finding potential solutions
together in the creative course of problem-
solving
Siraj-Blatchford 2002 "apparatus encourages
social interaction, with children sharing more
visual attention and making increased eye-
contact

8. Integrate other aspects of curriculum
Play and project work
1. Relevant to children
2. Meaningful context for real purposes
3. Real technological artifacts
4. Understanding purposes and uses
5. Engage and interact with virtual and audio artifacts
and environments
6. Develop an awareness of symbols and ability to
manipulate them

9. Emergent literacy and numeracy
What does technology enable children to do
that they couldn't do otherwise?

10. Ensure the child is in control
Imaginative responses
Open problem-solving
Develop any sense of real achievement
Complex real life dilemmas: Babyz by
Mindscape www.babyz.net

11. Choose applications that are
transparent
Clearly defined and intuitive functions
● Drag and drop
● Click

12. Avoid applications containing
violence or stereotyping
Computers can empower all young children to be more independent, but research
shows that issues of equality are key. A number of studies have shown that:
girls often use computers less often than boys
the presence of a computers in a setting does not ensure access
teachers, while concerned about equity, often hold attitudes which hinder access,
for
example use of the computer may be granted as a reward, or its use may be
restricted to
drill-and-practice tasks for less able children
children from low-income families often have less access and/or lower-quality
access to
computers in the home (see, for example, Thouvenelle et al. 1994).

13. Be aware of health and safety issues
Computer use is integrated with other activities as a tool,
Imaginative role play, modelling or painting, children will benefit from greater
movement and exercise away from the computer. Use of the computer should not
be at the expense of outdoor opportunities and experiences which promote
developing essential gross motor skills through running, climbing, jumping, swinging
and using wheeled toys.
Some ICT applications can encourage playing and being outdoors. Metal detectors
have already been mentioned. Identifying ICT in the outdoor environment when out
walking or using programmable toys outside can help but is no substitute for the
running and climbing that practitioners should ensure goes on throughout childhood
(though it’s always possible for some young children to be taking digital pictures of
their friends as they run and climb).

14. Enhancing the qualities of teaching
Opportunities
Building ICT capabilities
F2F
Virtual Learning
E-learning
Blended Learning

15. Integrating Learning Environments
School teachers, peers
Home parents, siblings

16. Acquisition
Learning Outcomes
Connecting Outcomes
● parents
● family
● community
Professional Learning Outcomes

17. Curriculum
Holistic
Social-Cultural
Authentic Learning Contexts

18. XXI Century Pedagogy
Methodologies/Approaches
Montessori
Regio Emilio
Constructivism
Whole language

19. Teaching & Learning
through Technology
Enhances children's learning
Helping services connect with their communities
Improve the quality of teaching
Realizing HOW technologies are used

20. Enhancing children's learning
Opportunities for learning & social connections
Affordances high-order thinking, cognitive enquiry,
improved literacy and numeracy
● Strengthens oral language
● Conversations with teachers and peers
● Gain teacher insight interest & learning style
● Engaging in storytelling
● ESense of wonderment

21. Connections with Communities
Meaningful relationships between teachers and
families
Quality care and education
Pictures and videos of places, objects and
people
Professional global conversations

22. Enhancing the quality of teaching
Time for teachers to learn and engage with new
technologies
"Learning to let go of control of the equipment"
Reflective practice
"Commitment to,lifelong learning"

23. Qualitative Gains
Deeper pedagogical knowledge
Substantial increases in teacher confidence
and competence in relation to ICTs
Increased use of ICTs for variety of curriculum
purposes
Significantly increased levels of integration of
ICTs into children's learning programs

24. A much greater focus on the children
themselves using ICTs for learning
More critically reflective practice as teachers
Knowing how to access and generate
knowledge is everything

25. Developmentally Appropriate
Technology in Early Childhood
Parental Involvement
Make informed

26. Parent Involvement
To involve parents, they should:
use digital, still and video pictures on a TV or
computer in the classroom or entrance,
recording trips, the day’s activities, curriculum
presentations, and any special events
use digital pictures in the records
ask parents to trial new software
use closed circuit televisions to enable parents

27. Useful Websites
BBC CBeebies: http://www.bbc.co.uk/cbeebies/
• BBC Games: http://www.bbc.co.uk/cbbc/games/index.shtml
• Berit’s Best Sites: http://www.beritsbest.com/
• Enchanted Learning Online:
http://www.enchantedlearning.com/categories/preschool.shtml
• Kids @ National Geographic: http://www.nationalgeographic.com/kids/
• Kids Domain: www.kidsdomain.com
• Kid’s Wave: http://www.safesurf.com/safesurfing/
• Microsoft Kids Website: http://www.kids.msn.com/
• Peter Rabbit: http://www.peterrabbit.com/
• PBS Kids: http://pbskids.org/
• Thomas the tank Engine: http://www.hitentertainment.com/thomasandfriends/uk/
• Winnie the Pooh: http://www.worldkids.net/pooh/welcome.html
• Yahooligans: The Web Guide For Kids: http://yahooligans.yahoo.com/