Wright State University

1. WELCOME to Chicago - the Windy City - for the world's biggest early education conference.

3. BY Colleen Finegan Early Childhood / Early Childhood Special Education Wright State University www.ed.wright.edu

6. The future is here

7. The future is here Video Games http://www.nap.edu/readingroom/books/techgap/navigate.cgi

8. The future is here Integrated Learning Systems

9. and here Virtual Reality Networked - for cooperative interaction http://www.nap.edu/readingroom/books/techgap/navigate.cgi

10. And here! Interactive Programs http://www.nap.edu/readingroom/books/techgap/navigate.cgi

11. And here! Assistive Technology http://search.nap.edu/html/techgap/equity.html

12. And here! Interactive Videodisk- based programs Simulations

13. And here! Hands-on Interactive Learning

14. And here! ….Cooperative Activities ….Open-ended Creative Problem Solving http://www.nap.edu/readingroom/books/techgap/navigate.cgi ….Reward structures .…Role-playing

15. The Educational Market for Software

16. The future is here: • "The Internet Is becoming a staple in U.S. Education” (IDC, 2000) • “Technology plays a significant role in all aspects of American life today and this role will only increase in the future” (NAEYC 1996)

17. Research shows that: • Many parents believe that • technology can only • benefit • their children. • (The Milken Exchange,1999 -http://www.mff.org)

18. Research shows that: • 87% of parents believe that: • technology would a • strong impact on learning • and make a significant difference in the quality of their children's education. • (The Milken Exchange,1999 -http://www.mff.org)

19. Research shows that: • Households with students are more likely to have internet access than those without students. • Students are helping families to justify the investment in both PCs and access to the Web (IDC, 2000)

20. Research shows that: • ”More than 76% of U.S. PC households with students are accessing the Internet, and almost 70% [of these} are using it to complete school work" (http://www.idc.com)

21. Education has not followed suite: • Although Teacher preparation programs require courses in the basic use and in theintegration of technology into the curriculum. • Although many more teachers are computer literate, they often still fail to bring Computer technology into their classrooms • (Haugland, 1997b).

22. Research shows that: Many teacher preparation programs” arenot providing the kind of training and exposure teachers need…to be proficient and comfortable Can Computer technology with their teaching". (Milken Exchange & ISTE, 1999)

23. ISTE developed technology standards for pre-service and in-service teachers, and for students at various ages and stages.(http://www.iste.org/standards/index.html). Addressing and meeting these standards is required by NCATE

24. General computer literacy and information management is fast becoming a part of our daily lives. “The integration of computers is now part of our personal, educational, employment and social technological progress” (http://www.compuchild.com/).

25. Although it is clear that technology has become a fundamental force in the educational field-- Whenshould children be introduced to computers as an educational medium? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

26. Although it is clear that technology has become a fundamental force in the educational field-- Is technology, and learning through technologicalappropriatefor everyone? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

27. In particular, is it a safe and effective way for our young learners to learn? What might theyNOTlearn as a result of acquiring skills in computer technology? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

28. The debate continues….. SHOULD YOUNG CHILDREN USE COMPUTERS OR NOT? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

29. ..."to become productive adults in an increasingly computer-oriented society, children should have the opportunity to become comfortable with computers early in their lives”… (Haugland, 2000)

30. However, many educational experts feel that computers should not be used by children under three years of age. Under 3, most youngsters are in the sensorimotorstage of development, learning through the senses and by movement. (Haugland, 1999)

31. The way that the computer is used can benefitthe child, have no effect whatsoever, or actually be detrimental tothe child's academic and personal growth”. (NAEYC, 1996b; Shade & Watson, 1990).

32. Like crayons, blocks, or other learning resources, computers are neither good nor bad. The effect of computers depends upon how they are utilized. (Haugland, 1992)

33. Adults need to make wise choices regarding appropriate experiences for young children. (Haugland, 1992)

34. Unbridled computer usage,(as unregulated use of other multi-media tools) is not an educationally sound practice

35. Various aspects of using technology need to be taken into consideration, which are correlated with the wise use of technology as a learning tool…...

36. It is not WHETHER computers are used with young children, but HOW computer are used.

37. How computers are used is dependent on several factors: • the knowledge of the teacher in general. • the computer expertise of the teacher. • technical and curricular support available.

38. How computers are used is dependent on several factors: • the softwareavailable. • the way the computer and software are used. • the classroom environment.

39. the knowledge / expertise of the teacher It is well recognized that the teacher is central to the successful integration of computer usage be Developmentally Appropriate?.

40. the knowledge / expertise of the teacher Teachers need to be provided the time to experiment with the technology on their own. Time restraints and scheduling conflicts often leave little time to investigate the possibilities offered their students.

41. the knowledge / expertise of the teacher When a teacher has used a specific program, “it is much easier to begin to think and plan how it can be used effectively to enhance a particular interest, theme, or activity” (Kneas, 1999)

42. the computer expertise of the teacher The teacher needs to be very computer literate through pre-service and in-service training

43. technical support Often enthusiastic educators will begin to lose their interest in and commitment to technology when computers and multi-media devices do not operate efficiently and as they should.

44. technical support Administration and staff need to develop a support system and provide technical and informational assistance for teachers.

45. curricular support Teachers must possess effective knowledge of how to make technology developmentally and individually appropriate for young children.

46. Appropriate software The characteristics of the software may significantly impact children's development in specific areas. (Quigley, 1996)

47. Appropriate software The use of some computer software programs will raise IQ levels, others, particularly drill and skill programs, may slow development and even stifle creativity in children. (Quigley, 1996)

48. Appropriate software Consider the child's ability on the computer itself. Don’t overestimate a child's ability to comprehend the material contained in the program based on the ability to manipulate the mouse or click on icons (Elkind, 1996).

49. Appropriate software Developmental software must provide enough flexibility to “match the child’s current level of understanding and skills, while growing with the child”. (Haugland, 1997)

50. Appropriate software Teachers should obtain software which engages children in “creative play, mastery learning, problem solving, andconversation”. NAEYC, 1996