Elementary Computer Teacher at Seoul International School in South Korea Héctor Guillén Current graduate student in the Instructional Technology Program at CSUSB Former teacher of Dual- Immersion (English-Spanish), ESL, and Mainstream primary programs in California

Developmentally Appropriate Technology Use Héctor Guillén ETEC 542 When and How do You Introduce Technology

“Technological capability is dependent on the ability to take action, to intervene in the made world, and to create new or improved products or systems. The children who are given more support to find out how things work, to make things work, and to create and to express themselves, the better chance there is for their technological capability to prosper.” (Stables, 1997, p. 51) Therefore, the number and variety of supported childhood experiences is directly related to the development of technological capability. Consequently, children who are not afforded these crucial experiences, as a result of many factors including socio-economic, cultural, or philosophical reasons, can have their technological capability curtailed. Given the fact that society believes no child should be left behind, and that federal mandates have been implemented to insure that all students are provided with some equity in supported learning experiences, it would therefore make sense that the development of technological capability would be an essential component of a child’s curriculum. Literature Review

However, at what point in a child’s development is it beneficial to integrate technology into the aforementioned childhood experiences?

“In the pre-school years, the child’s lack of concern for external constraints allows for a free exploration of both their material and conceptual world. Curiosity as to how things work leads to a determination to make things work. Consequently, opportunities to develop problem solving skills are provided.” (Stables, 1997, p. 51) Play is considered a vital part of a child’s development and is therefore a critical component in developing technological capability. It is through making, playing, and exploring that children develop intellectually. Therefore, when technology is introduced into the pre-school or kindergarten curriculum it should be one of many activity choices for students to explore and play with, and should not be used for creating products. Computer use for most children under age three does not have meaning for the child. (Stables, 1997) Literature Review

How should technology be introduced into a child’s curriculum?

“Young children have needs that are real and different from those of older children and adolescents. Children from birth to age eight are learning rapidly, using all of their senses and their entire bodies to take in sensations and experience the world around them. During this period of their lives they learn through their play and exploration across five essential developmental dimensions.” (Van Scoter, Ellis, Railsback, 2001, p. 3) The dimensions Van Scoter, Ellis and Railsback speak of include: Social and Emotional Development; Language Development; Physical Well-Being and Motor Development; Cognition and General Knowledge; and Approaches Toward Learning. Therefore, technology should be introduced into the curriculum in a way that provides a variety of experiences, which will augment the development of any one of the five developmental dimensions. However, the use of technology should not replace the relationships that develop from human interaction or those experiences that create human connections such as the bonding that occurs between parents and their children. Literature Review

In what way can technology support the five developmental dimensions?

Research on the use of technology with children is substantial and a large portion of that research focuses on the use of computers. This is because computers can offer interactions and representations not possible or to dangerous in the real world. (Van Scoter, Ellis, Railsback, 2001) Social and Emotional Development is supported when students share computers or work in collaborative groups thereby facilitating student interaction and the sharing of thoughts and ideas. Language Development is a major strength of computers as sharing workstations and working in collaborative groups requires longer and more complex discussions, which leads to language fluency. Motor Development skills (or lack of) do not affect a students ability to play with text, as they construct words and sentences, because the use of a keyboard prevents the student from being distracted by the fine motor skills necessary for letter formation. Cognition and General Knowledge are supported by software that allows students to manipulate their virtual environment and discover the resulting effects. Approaches Toward Learning are afforded by technology’s ability to offer a variety of ways to learn thereby tapping into each students unique learning style. Literature Review

How do you determine what technologies to use?

“In the end, technology must fill a need, whether academic or administrative. The technology must be easy to use; it must be engaging and flexible; and it must provide results.” (Baule, 2001, p.18) User-Friendly Ease of use is a key component of using technology successfully within an educational setting. It should not be a barrier, which in turn prevents student learning. Engaging Learners must stay on-task in order to benefit from the concepts being presented. Therefore, the technology being used must engage the learner. Fills A Need When instruction is perceived as serving a “real purpose” then the student is more likely to stay on-task, which results in genuine learning. When the technology being used is perceived as a vital dimension of that instruction then it will be more easily utilized by the student. Literature Review

“In the end, technology must fill a need, whether academic or administrative. The technology must be easy to use; it must be engaging and flexible; and it must provide results.” (Baule, 2001, p.18) Flexible The technology being used should accommodate the unique learning styles that are inherent in a schools studentbody. Results Oriented The technology being used has to be accountable. In other words, there must be a way to measure the success of its implementation either through test scores, increased application and knowledge, an increased ability to manage self-learning or through any other significant measure. Literature Review

Children must be given support to find out how things work, to make things work, and to create and to express themselves in order to develop technological capability. Technology can be integrated into a child’s development as early as preschool when they are learning through play. Technology should support the advancement of the five developmental dimensions. Technology that is user-friendly, engaging, flexible, fills a need, and is results oriented will produce successful educational outcomes. Presentation Summary

Baule, S. M. (2007). The components of successful technologies. Retrieved October 6, 2007, from Wilson Web. Labbo, L. D. (2006). Literacy pedagogy and computer technologies: Toward solving the puzzle of current and future classroom practices. Australian Journal Of Language And Literacy, Vol. 29, No. 3, pp Passerini, K. (2007). Performance and behavioral outcomes in technology-supported learning: The role of Interactive multimedia. Retrieved October 6, 2007, from Wilson Web. Stables, K. (1997). Critical issues to consider when introducing technology education into the curriculum of young learners. Journal of Technology Education, Vol. 8, No. 2, Spring Van Scoter, J., Ellis, D., & Railsback, J. (2001). Technology in early childhood education: Finding the balance. Retrieved October 16, 2007, from Northwest Regional Educational Laboratory. References