Developmentally Appropriate Technology

1. Developmentally Appropriate Technology A Brief Overview

2. What is Developmentally Appropriate Technology? • Developmentally Appropriate Technology refers to the idea of the use of technology in educational settings, ranging from early childhood to high school. • The term describes how necessary and helpful certain technologies can be for certain age groups. • If a technology is developmentally appropriate, then it will be helpful and educational in purpose for the age group in which it is being used.

3. How can we use Developmentally Appropriate Technologies in Education? • Technological advances in many ways have impacted many of our daily lives, which can and should include education • A growing number of educational critics believe that including technology in education will best prepare our young generations for the future. • Also, many of these critics argue that it must be developmentally appropriate technology, there is some argument on what that means for what age groups.

4. How Developmentally Appropriate Technologies can be Good for Use in Classrooms • In “Missing the Boat with Technology Usage in Early Childhood Settings,” the authors argue that not enough developmentally appropriate technology is used in early childhood classrooms, and if that were to be increased, we would see a improvements in early childhood education overall. • However, the authors also argue that teachers are not yet prepared for this kind of jump, and there needs to be much improvement, especially in early childhood, if developmentally appropriate technology can take hold. • It is important to note that much of the research in Developmentally Appropriate Technologies is in early childhood education, as this is a point that many feel it could be most useful

5. More Positives of Using Developmentally Appropriate Technology • In “Tots to Tweens: Age-Appropriate Technology Programming for Kids,” librarian Madeline Walton-Hadlock (2008) discusses some of the upsides to developmentally appropriate technology. • She points out that, “Technology is exciting for children, and it may draw new young people to the library…[and] Technology can enhance learning by engaging children in problem solving, team work, decision making, and the development of fine motor skills and coordination,” (p. 52).

6. Fears or Criticisms of Using Developmentally Appropriate Technology • Walton-Hadlock also goes on to discuss the fears of some parents, educators, and health experts that children can be overexposed to technology: • “Parents and educators often worry that too much technology will lead to problems such as poor socialization, short attention spans, and even childhood obesity. Most experts agree that a child’s exposure to technology should be meaningful, involve collaboration with other people, include time limits, and more- over should not be a substitute for out- side play, exposure to print, and personal interactions. While different families may develop their own limits, the Center on Media and Child Health recommends no more than two hours of screen expo- sure per day for any child over the age of two, (p. 54).”

7. What Should We Know as Educators? • As educators, we need to be aware of how pervasive technology is in our students’ lives. • We should make sure that all students are well versed in technology, and we should use students’ previous knowledge to increase their educational experiences. • These articles point out how early technological interventions can be extremely helpful, especially in early childhood educational settings. The writings also point out that developmentally appropriate practices, such as computer games, can help kids engage further in their education (Walton-Hadlock, 2008). • As teachers, we have the responsibility to make sure it is developmentally appropriate, but also limited in use, so that students can get the best educational experience possible.