Dale Mcmanis, Karen Nemeth, and Fran Simon shared the results of their 2012 survey in which they asked teachers and administrators to share how they are using technology in their programs.
What's REALLY Happening with Technology in Early Childhood Programs?
1. What’s REALLY Happening with Technology
in Early Childhood Programs?
December 5, 2013
*Dale McManis, Ph.D.
Research Director
Hatch Early Learning
*Karen Nemeth, Ed.M.
Co-Author
Digital Decisions: Choosing the Right
Technology for Early Childhood Education
*Fran Simon, M.Ed.
Co-Author
Digital Decisions: Choosing the Right
Technology for Early Childhood Education
*Co-Founders of the Early Childhood
Technology Collaborative
www.hatchearlylearning.com | #HatchExperts
3. Today’s Speakers
*Dale McManis, Ph.D.
Research Director
Hatch Early Learning
What’s REALLY Happening
with Technology in Early
*Karen Nemeth, Ed.M.
Co-Author
Digital Decisions: Choosing the Right
Technology for Early Childhood Education
Childhood Programs?
*Fran Simon, M.Ed.
Co-Author
Digital Decisions: Choosing the Right
Technology for Early Childhood Education
* Co-Founders: Early Childhood Technology Collaborative
#HatchExperts | www.HatchEarlyLearning.com
4. What’s REALLY
Happening with
Technology in Early
Childhood Programs?
Results from a national
research survey of the
Early Childhood Technology
Collaborative
Lilla Dale McManis, Ph.D.
Karen Nemeth, Ed.M.
Fran Simon, M.Ed.
A Webinar for Hatch
Early Learning
December 5, 2013
1
6. Rationale
• Lack of research about ECE tech
• Differentiate home use and classroom use
• Sort out conclusions about passive tech
use vs. interactive technologies
• Need to hear directly from EC educators
3
11. Primary Reasons (Admins & Teachers)
Expected by Parents
16%
Adms 25%; Tchs 11%
Required by Program
22%
Adms 22%; Tchs 21%
Helps Meet Goals of Program
51%
Adms 47%; Tchs 54%
Children Enjoy It
76%
Adms 69%; Tchs 80%
?
8
12. Most Important Uses (Teachers)
Assessment a few times a year
Ongoing progress monitoring
34%
40%
Extension of concepts/skills
67.3%
Indirectly teaching concepts/skills
Directly teaching concepts/skills
53.2%
35.3%
Indirectly supporting the introduction of
concepts/skills
Directly introducing concepts/skills
Learning skills on how to use the technology
Other: 2.6%
66.7%
39.7%
66%
9
24. The Results
• Used regularly but not excessively
• Used because children enjoy it & it helps meet
goals of program
• More a support than for direct instruction
• What’s used follows
availability
• Differences between
beliefs and practices for
amount of time
21
36. The Results
• Used more for traditional content areas
• Rarely used to support social-emotional goals
• Educators “drive” some kinds of tech more
than others
• Also allow child-initiated
• Balance: teacher-guided
and child-initiated
33
47. The Results
• Technology is being used to monitor
progress
• Low implementation for DLL/ELL children
and special needs children
• Many different kinds
of PD available
• Most turned to peers to
learn
44
55. Coming in Spring 2014
Cathy Grace, Ph.D. - Gilmore Foundation
Lili Levinowitz, Ph.D. - Rowan Univ. & Music Together
Nicola Yelland, Ph.D. - Victoria University
STEM in Early Education Roundtable
Stay tuned for dates and
registration information!
#HatchExperts | www.HatchEarlyLearning.com