Technology and
Early Childhood Education

A WebQuest for ECE Students

Introduction

Welcome. This modified WebQuest has been developed to help you explore the issue of technology use with young children. This is not designed to be an exhaustive quest, instead it was conceived of as chance for you to explore a webquest task while providing you with pertinent information.

Objective

By the end of their time using this WebQuest, students will be able to demonstrate their understanding of the range of philosophical issues, pedagogical techniques and empirical data that surround technology use with young children by contributing to a discussion of this content and/or by using these materials in subsequent professional work.

Task

Your task for this WebQuest is threefold. First to identify and make a list of specific critiques of the use of technology in ECE and corresponding responses to those critiques. Second, to review the research examining computer use by young children and to develop a table of issues critical to the appropriate implementation of educational technologies with young children. Third, as part of this table develop a set of general guidelines as well as specific techniques appropriate for applying digital technologies to support the learning of young children.

Process

In 2000 The Alliance For Childhood published a highly critical examination of the use of computers by young children. Please read the executive summary of that report and identify three critiques they have of computer use by young children. While you are reading note the arguments that are used to refute the "claims about computers and children". Can you identify the assumptions that are being made about the manner in which computers are being used by children? Next, examine the responses to the article with particular attention to the analysis of their critiques and the alternative assumptions about the nature of pedagogical applications for computers.
Fool's Gold - http://www.allianceforchildhood.net/projects/computers/computers_reports_fools_gold_exec.htm
Response to Fool's Gold - http://www.aace.org/pubs/etr/issue4/clements.cfm
Response to Fool's Gold - http://www.doug-johnson.com/dougwri/foolsgold.html
Response to Fool's Gold - http://www.wiu.edu/users/mimacp/wiu/articles/gold.html
In 2006 the Alliance for Childhood published a second report entitled "Tech Tonic. Towards a New Literacy of Technology". This report noted the increasing amount of time that children were spending in front of screens. It questions whether there is any evidence of long-term benefits and "growing indications of harm" from the "high tech lifestyle".
http://www.allianceforchildhood.net/projects/computers/pdf_files/tech_tonic.pdf
Considerable research has now examined the issue of technological tools by young children. Examining the links provided below, identify the key issues around which the use of technology can be either positive or detrimental.
Overview of the Research - http://www.netc.org/earlyconnections/researchoverview.html
What the Research Tells Us - http://www.nwrel.org/request/june01/child.html#research
Technology & Young Children: Research - http://www.techandyoungchildren.org/research.html
First Experiences - http://www.project2061.org/tools/earlychild/experience/clements.htm
What EC Educators Need to Know - http://www.cjlt.ca/content/vol28.1/specht_etal.html
Computers and other technological tools can be used with young children to promote their development. After reviewing the links below, please develop a list of general guidelines as well as specific techniques appropriate for applying digital technologies to support the learning of young children.
Technology in the Curriculum - http://www.nwrel.org/request/june01/technology.html
Technology & Young Children: Best Practices - http://www.techandyoungchildren.org/techInfo.html
Video Camera as Tool for the Mind - http://ecrp.uiuc.edu/v1n2/forman.html
Using Tech to enhance Early Experiences - http://www.ataccess.org/resources/fpic/techearlyen.html
Further Resources
NAEYC's Position Statement - http://www.naeyc.org/about/positions/PSTECH98.asp
Technology in ECE, Finding the balance - http://www.nwrel.org/request/june01/
Technology and Young Children - http://www.techandyoungchildren.org/
Technology in ECE - http://www.netc.org/earlyconnections/index.html
National Educational Technology Standards - http://cnets.iste.org/
Iowa EC Fact Sheet -http://www.state.ia.us/educate/ecese/is/ecn/primaryse/tppse05l.htm
Early Years, Tech in ECE Programs - http://www.naeyc.org/resources/eyly/1996/09a.htm
Tech in ECE Classrooms - http://teacher.scholastic.com/professional/bruceperry/using_technology.htm
Eric Digest - http://www.ericdigests.org/2000-4/young.htm
Blackbox in the Sandbox - http://www.aace.org/pubs/etr/issue3/skeele.cfm

Evaluation

Beginning

Developing

Accomplished

Exemplary

Critiques of Computer use by Young Children and Corresponding Responses

Learner's list identifies less than three specific critiques and less than three assumptions about computer use.

Learner's list identifies three specific critiques and three assumptions about computer use, and is able to provide corresponding responses to each.

Learner's list identifies three specific critiques and three assumptions about computer use, and is able to provide corresponding responses to each based on research and ECE pedagogy.

Learner's list identifies more than three specific critiques and three assumptions about computer use, and is able to provide corresponding responses to each based on research and ECE pedagogy.

Constructs Table of Issues Critical to Appropriate Implementation of Technology with Young Children

Learner's table demonstrates an emergent understanding of essential implementation issues. Some issues are missed, and there is a need for deeper understanding.

Learner's table demonstrates a developing understanding of essential implementation issues. Some issues are missed, or there is a need for deeper understanding.

Learner's table demonstrate a solid understanding of essential implementational issues. At least 5 issues are listed with an explanation of each.

Learner's table demonstrate a comperhensive understanding of essential implementational issues. At least 5 issues are listed with an excellent explanation of each.

Develops a set of General Guidelines and Specific Techniques Critical to Appropriate Technology use with Young Children.

Learner's table demonstrates an emergent understanding of general guidelines and specific techniques. There is a lack of breadth and depth of both guidelines and techniques.

Learner's table demonstrates a fundamental understanding of general guidelines and specific techniques. Table could include either a wider range of ideas, or demonstrate a greater understanding of these ideas.

Learner's table demonstrates an accomplished understanding of general guidelines and specific techniques. Guidelines cover all aspects of the curriculum and demonstrate a functional understanding of their application.

Learner's table demonstrates a comprehensive understanding of general guidelines and specific techniques. Guidelines and techniques cover all aspects of curriculum and demonstrate great depth of understanding.

Conclusion

Before you finish this WebQuest, please reflect for a moment on the implications of these materials for the manner in which you might employ educational technologies in your future classrooms.

One final note. This is not a typical full WebQuest. For further information on this approach, we encourage you go to the WebQuest home page at SDSU. A summary of resources can also be found on the Wise Uses Conference page.

Credits & References

Van Scoter, J., Ellis, D. M., & Railsback, J. (2001) Technology in Early Childhood Education: Finding the Balance. p. 25. NWREL

This template downloaded from The WebQuest Page. Please go to the Design Patterns page if you would like to view the latest version of this template and training materials.

"We all benefit by being generous with our work. Permission is hereby granted for other educators to copy this WebQuest, update or otherwise modify it, and post it elsewhere provided that the original author's name is retained along with a link back to the original URL of this WebQuest. On the line after the original author's name, you may add Modified by (your name) on (date). If you do modify it, please let me know and provide the new URL."

Last updated on (4/13/04). Based on a template from The WebQuest Page

Page last updated on Monday, February 2, 2009

Technology and Early Childhood Education