Lesson 6: The "T" in STEM - Technology in Early Childhood

Attention

Learning Outcomes

Upon completion of this lesson's material, students will be able

  • Describe strategies for encouraging technology exploration in early childhood education.
  • Use observation to inform lesson planning.
  • Create a purposeful technology lesson plan based on children’s interests or goals.
  • Implement lesson plan.
  • Reflect upon lesson planning implementation and use it as an opportunity for growth.

Teaching

Technology is no longer separated from our everyday experiences.  There is not just a computer lab, photography class or a robotics team.  Technology is not just the phone or the TV in our home.  It surrounds us wherever we go.  It is in our environments and daily routine.  Technology is an integral part of the new age and can be a powerful tool when used appropriately. 

You may hear a lot of dispute about the place of technology in early childhood.  Research has been unkind to the technology world in tying it with childhood obesity, behavior issues, irregular sleep patterns, attention problems and more (and to note – the research is accurate).  However, it should be no surprise that children shouldn’t have passive use of non-interactive technology before the age of two, and limited time (two hours of less) before the age of five. But does that mean technology should be cut out all together? 

What exactly is technology and what does that look like in early childhood?

To answer the above question – NO!  Technology does NOT have to be cut out together.  There are many two types of technology.  As mentioned above there are non-interactive technologies (such as television, videos) which does not engage the passive watcher. Then there are interactive technologies.  This includes music to dance to, capturing pictures of discoveries on a nature walk, recording dramatic play experiences, assistive devices for children with disabilities and more.  It isn’t about the technology itself but how you use it. 

Watch the Technology in Early Childhood Education Webcast and read the related Technology and interactive Media Position Statement.  Jot down a few notes on what you believe is most important to know about technology in early childhood.

Did you pick up on the following?

  • Technology is a TOOL.  These tools are used in addition to learning that is already happening NOT in place of.
  • Technology is INTENTIONAL.   This means that technology should not be used to keep the children quiet and occupied.  It also assures that you aren’t just simply saying “Sure!  We meet that technology standard.”   It requires you to think about the purpose of using the technology.  What is the learning outcome for the child?
  • The BALANCE of technology in the classroom needs to be intentional.  As you integrate technology into the classroom make sure that is it only a part of the day but spread throughout.  It is like eating a “well balanced meal”.  You don’t eat all the veggies and dairy for breakfast, all the meat and grain for lunch and save the fruit and fats for dinner. You spread it throughout the day, pair it with it with other important food groups and consume in moderation.
  • The SELECTION, USE, INTEGRATION AND EVALATION of technology assures that it meets Developmentally Appropriate Practice standards.  Does the technology meet the child’s individual needs?   Does it meet the age and developmental level of the children?  Are you considering the social and cultural background of the children and families exposed to the technology?

Assessment

Lesson 6 Quiz

    1. Describe the importance of technology in early childhood and important factors to consider when incorporating technology in a classroom environment. TWO of your points MUST BE DIFFERENT than the points in the lesson plan and referenced from the webinar and/or position statement.
    2. Using Selected Examples of Effective Classroom Practice Involving Technology Tools and Interactive Media and your Developmentally Appropriate Practice text to guide you in addition to the webinar and position statement, describe Developmentally Appropriate strategies and examples of technology in the classroom.

Lesson 6 Assignment

Part 1: Observation and Planning

A key component to your Practicum experience is to engage in the process of observing, planning, implementing and reflecting on lessons.

Below you will find instructions on each step of this process. During the First part of this assignment you will first, complete an observation. At the end of the observation in the space provided you will reflect upon your observation using the prompts below. You will then use this observation process to create a lesson plan. You will be using specific forms that we have created to do this.

Put all of these documents together and submit them to the "Lesson 6 Assignment - Part 1" Drop Box

Part 2: Implementation

In this second part of the assignment you are expected to actually implement the Lesson Plan you created in the first part.

  • Implement the Lesson Plan
    • Be sure to check with your cooperating teacher on a time and day!
    • Also check with the cooperating teacher to be sure this is a fit for teh curriculum.
    • It is possible that you will be observed (or recorded) during one or all of your lesson plans. Be prepared!
  • Complete reflection/analysis using the format provided.

Submit this to the "Lesson 6 Assignment - Part 2" Drop Box

Possible Class Discussion

Read Chapter 15 in Swinging Pendulums and respond to question 2:

Is it ethical for teachers to use developmentally appropriate screen-time activities to cope with children’s

    • Poor behavior
    • A long period of inclement weather
    • Staff illnesses (creating higher teacher-child ratios than all are used it?

Why or why not?

Possible Class Discussion

Do you believe that media policies in early childhood settings should be established? Why or why not? How could the Technology checklist (used in your lesson planning) play a role in early childhood settings?