Early Childhood

Technology Chapter 8
is another opportunity to study their learning styles and
approaches to problem solving.
Computers also provide special needs children
with many learning opportunities. Multiple input
devices can facilitate use of the computer by children
who are physically challenged. Such devices allow
communication that might otherwise be severely limited.
A variety of assistive technologies, such as simple
switches, head pointers, touch-sensitive screens and
voice activation devices, are available to early childhood
classrooms. When adaptations like these are needed it is
important to consult with appropriate special education
personnel and provide training for the child, parents
and teachers so that the benefits can be fully realized
(Howard, et. al, 1996).
Educational Software
Software selection is key in the use of computers to
maximize learning. The effectiveness of technology
also depends on the characteristics and abilities of the
learners, and the ways that teachers implement this tool.
All decisions, including choice of software, must focus
on appropriateness and benefits to children, rather than
on just keeping the children busy or entertained.
Children generally prefer animated and
interactive programs that allow them to make events
happen and give them a sense of control. Computers
can provide numerous opportunities for success. Most
good software programs encourage learners to keep
trying, providing supports and clues until they get it
right. Many quality software programs have bilingual
options, including those that allow children to listen
to a story in one language and then in another. Highquality
programs and games challenge problem-solving
abilities and encourage the use of logic. While images on
the screen are symbolic and cannot be manipulated in
the same way as blocks or clay, they are more interactive
than images in books and can be changed, moved about
on the screen or made to speak (Davidson and Wright,
1994; Davis and Shade, 1994; NAEYC, 1996).
Educational software selection criteria include:
• Is the program flexible? Can it adjust to the
various ability levels of children?
• Are the instructions clear enough to allow
children to work independently?
• Does the program allow children to make
decisions and act on the results?
• Does the program require children to be
able to read?
• Can children set the pace of activities?
• Will the software encourage collaboration
and sharing?
• Does the program offer children a
multisensory experience?
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• Will it be fun and engaging?
• Will children experience success and receive
feedback in a relatively short period?
• Does the program encourage exploration
and experimentation (Haugland and Wright,
1997)?
BEST PRACTICES
It is recommended that early childhood teachers and
administrators consider the following best practices in
the field of technology.
“What is concrete to the child may have more
to do with what is meaningful and manipulable
than with its physical nature” (Clements,
Nastasi and Swaminathan, 1993).
Teachers
• Choose software carefully; spend time
observing and using programs prior to
purchase.
• Collaborate with colleagues to become more
comfortable with the computer as a tool for
children and for professional tasks.
• Access training whenever possible to increase
knowledge and awareness of the computer
as another tool in the classroom.
• Inform parents about the available programs
and their children’s favorites.
• Make sure all children have access to the
computer regardless of gender, ability or
race.
• Support children who are less familiar with
the technology by working with them at the
computer or pairing them with peers who
are strong role models.
• Encourage children who prefer to spend all of
their time at the computer to find enjoyment
and satisfaction from other centers, such as
blocks, dramatic play and investigation.
• Observe children at the computer to study
their learning styles, abilities to problemsolve
and approaches to new tasks.
Administrators
• Include computer training and support for
teachers and staff members in professional
development plans and the budget.
• Encourage teachers to use the computer to
assist with record keeping and research for
children’s projects.