At the McCormick Center, with Dr. Dale McManis

1. Evaluating Educational Technology
in Early Childhood
Handout: http://ow.ly/bdsA2
Leadership Conference May 2012
Lilla Dale McManis, Ph.D. dmcmanis@hatchearlychildhood.com
Copyright 2012

2. Introductions
Tell a little about yourself…
• Your name
• Your organization and role
• Why the topic of this session interests you

3. Road Map
• What is educational
technology?
• What does the research say?
• How can we evaluate it?
• How do we integrate it into the
program/classroom?
• What would you like
technology to look like in your
program?
*Disclaimer: Photos do not imply endorsement.

4. Feelings about technology

5. What is Educational Technology?
.

6. From an Adult Expert
“ Educational technology
is the study & ethical
practice of facilitating
learning & improving
performance by
creating, using &
managing appropriate
technological processes
”
& resources.
Association for Educational
Communications and
Technology, 2008
.

7. • We have facilitating and improving so
we have the teaching aspect.
• With learning and performance we need
end goals.
• Creating, using, and managing lead to
implementation.
• There is an ethical obligation because of
the involvement of children.

8. From an Child Expert
“ I like computers because they
teach me so much and if I had
a friend who didn’t have a
computer, I would tell him the
cat and cow story is my
favorite because it is so funny!
They go to another country
with the cat on the cow!
”
Sebastian, 5 years
Mudpies Child Development Center
Winston-Salem, NC

9. Acceptance Growing
– Dedicated groups
– US DOE Ready to Learn
– Books, Articles, Websites, YouTube
– Teacher preparation programs
– NAEYC/Rogers Center Position Statement
– Conference sessions

10. Groups
.

11. How Children Learn Best
• Experiences that are:
– Meaningful
– Engaging
– Allow children to be successful
– Can result in self-efficacy
• Belief that one has the necessary skills and
competencies to complete challenging and important
tasks

12. Dinosaurs, acorns & my name…

13. What is Developmentally
Appropriate Practice for
Technology?
• Accounts for age &
developmental status
• Promotes progress
• Maintains interest
NAEYC/Rogers Center Tech Position Statement 2012

14. NAEYC /Rogers Center Technology
Position Statement Guiding Principle
Effective uses of technology and media are:
• active
• hands-on
• engaging
• empowering
• give the child control
• provide adaptive scaffolds to ease task
accomplishment
• one of many options to support children’s learning

15. How Not to Use Technology with Children

16. Outcomes-Based Research
The question is no longer
should we have
educational technology?
The question now is how
can
we best use technology
for education?

17. • Many skilled and thoughtful writers have brought this shift to our intention, including Doug
Clements , Julie Sarama, and David Shade.
• We’ve seen their groundbreaking work and then affirmative work by people such as Susan
Haugland, June Wright; who’ve done their own trailblazing work.
• From this we’ve learned that young children on average have reached a developmental
level where they're ready and able to engage with technology.
• They have basic fine motor skills to operate the technology. Cognitively they’ve got the
attention span and emotionally, they show very high interest and motivation for using
technology.
• Research-based is a term that gets a lot of play but often seems to not be explained very
thoroughly.
• Research should be useful in making decisions about how to spend valuable and
sometimes scarce resources, be it time or money.

18. Why has the
Question Changed?
• 30 years of Research
• Positive Outcomes for
Early Learners

19. • Since the early 1980s, a large body of research on
young children using computers has been
established.
• There can be many positive outcomes when young
children use developmentally appropriate
educational technology.
• Let’s look at some of the findings; some based on
more traditional technology like desktop computers
and with a mouse and keyboard, and then what we
know about newer technologies.

20. Cognitive Development
• Language
• Literacy
see reviews by Penuel et al. 2009; McCarrick & Xiaoming 2007; Glaubke 2007; Clements & Sarama 2003

21. • We’re going to talk about cognitive, social-emotional, and
higher thinking outcomes first, starting with language and
literacy.
• Preschoolers’ language activity, measured by words spoken
per minute, has been found to be almost twice as high at the
computer than during other other activities, including
playdough, blocks, art, or games (Muhlstein and Croft).
• We certainly aren’t suggesting not doing these activities, but
simply pointing out that language when using a computer can
be higher.
• In story telling, Riding and Tite found that preschoolers told

22. Cognitive Development
• Writing
• Math
see reviews by Penuel et al. 2009; McCarrick & Xiaoming 2007; Glaubke 2007; Clements & Sarama 2003

23. Research confirms that computer-based writing can allow for more fluid ideas. Young
children are freed from mechanical concerns, so they have fewer mechanical errors AND less
worry about making mistakes (Bangert-Drowns; Jones & Pellegrini).
For example, the Moxley et al found 3 year- olds using the computer to write showed steady
improvement in spelling and story writing, including invented spellings, and at age 4 they
outperformed children without computer based writing experiences.
Of course in math related fields like science, engineering and statistics using technology is
integral; and it turns out it can promote learning math for young children.
Concrete experience with 3 dimensional objects is a fundamental approach for teaching
math that shouldn’t change, however Brinkley & Watson found 3-year-olds learned sorting
from a computer task as easily as from a concrete doll task; so it is a comparable approach.
When doing these tasks in a computer format, children learned both to understand and
apply concepts such as symmetry, patterns and spatial order (Wright).
Let’s talk next about Computer Assisted Instruction (CAI) as researched by Clements &
Nastasi; who have found that CAI software can help young children develop competence in
such skills as counting and sorting.

24. Social-Emotional
Development
• Encouragement
• Cooperation
• Collaboration
(see reviews by Penuel et al. 2009; McCarrick & Xiaoming 2007; Glaubke 2007; Clements & Sarama 2003
& Sarama 2003)

25. • Social-emotional is an area that people show a lot of concern about
particularly with regard to isolation; but the research shows there can be a
different story:
• As an illustration Muller & Perlmutter found that children at the computer
spent 9 times as much time talking to peers than when they did puzzles.
• Praise and encouragement of peers is prevalent when at the computer
(Klinzing & Hall).
• And rather than disrupting ongoing play, the computer center has been
found to facilitate positive social interactions such as cooperation and
helping behaviors (King & Alloway; Rhee & Chavnagri).

26. Advanced
Skills
• Motivation
• Higher-Order
Thinking
• Meta-Cognition
(see reviews by Penuel et al. 2009; McCarrick & Xiaoming 2007;
Glaubke 2007; Clements & Sarama 2003

27. • Some worry that when children use computers they won’t learn to think for
themselves. But actually this is one of the areas where technology can really
transform thinking.
• One skill is being able to stay interested in a task long enough to learn it which
Shade found when children used the computer together.
• When children are in control (which is key for these outcomes) there is increased:
• creativity (Escobedo)
• problem-solving skills
• decision-making ability, (Nastasi et al.)
• understanding of cause and effect, (Goodwin, Goodwin, & Garel)
• longer attention span (Haugland)
• There is a lot of discussion, and some reputable findings, that heavy media use is
related to decreased attention span in children. However, we are talking about
interactive experiences where children have control. When children have these
they become engaged and take ownership and their interest increases; and
increased interest is correlated with longer attention spans.

28. Special
Needs
• Social-Emotional
• Fine Motor
• Gross Motor
• Communication
• Cognition
• Self-Help
Hutinger & Johanson 2000

29. We should touch on this area for a few reasons. One is the positive outcomes seen
when special needs learners interact with technology. Another is because a lot of the
cutting edge technology we have - both hardware and adaptive software - has come
from designing for special needs learners.
I want to highlight one study; Huntinger and Johanson found that special needs
preschool children in a computer based program made progress in all developmental
areas, including social-emotional, fine and gross
motor, communication, cognition, and self-help.
When they joined the program, the children were only making an average gain of ½
month per month. However, while participating in the program they were making on
average, gains of 1.8 months per month; the results indicated that the computer made
a unique contribution.
Additionally, looking across 11 common classroom activities, result showed that
computer use was most often followed by desirable behaviors such as
sharing, communicating, taking turns, and focusing and least likely to be followed by
aggression

30. ELL/Dual Language Learners
• Positive attitudes toward learning
• Motivates learners to develop
strategies for successful learning
• Results in improved sentence
structure and breadth of content
• Strengthens the development of
auditory skills
Waxman & Tellez 2002

31. Where are we going?

32. Getting on the Right Path
“The goal of education in the 21st century is not simply
the mastery of content knowledge or use of new
technologies. It is the mastery of the learning process.”
UDL Guidelines 2011

33. Affordances
• Touch responsive
• Interactivity
• Customization
• Child-friendly

34. Types of Interactive Technology

35. Survey Says….
National survey of almost 500 teacher and
administrator respondents…
• Almost all have desktops/laptops
• Half have IWBs
• A third have tablets
Learn more and complete/share surveys @
http://www.ecetech.net/about/early-childhood-
technology-collaborative/

36. Touchscreen Computers
iStartSmart Efficacy Study showed statistically significant
literacy/language & math outcomes for children (2012).
Improvement in Standardized Test Scores
10
9
8
7
Difference score*
6
5
Control (n=70)
4
iSS (n=55)
3
2
1
0
TOPEL Bracken
Standardized Test

37. Interactive Whiteboards
Children
collaborate
more &
spend more
time
engaged
Wood 2001

38. • Wood in conducted a study on almost 30 preschools in the UK
that had IWBs.
• She found that children who wouldn’t normally choose to
work on the computer were doing so with the IWB.
• Their teachers observed these young children could do the
activities without needing the fine-motor skills required to
operate a mouse.
• The study also found that where IWBs were installed at the
right height for preschool aged children teachers noted
greater collaboration and sharing of the task than at a desktop
computer .

39. Children make
gains in math &
reading
• children spend more time engaged
Zittle 2004;
Swan, Schenker & Kratcoski 2008
Wood, 2001

40. • This paper reports the results of a study to compare learning effects from
two groups of Navajo elementary students participating in the TECHShare
project.
• Students were 3rd and 4th grade Navajo children participating in a
multimedia-enhanced geometry lesson on the topic of three-dimensional
cubes.
• The comparison group in this study received instruction using the lesson
at desktop computers, while the experimental group received the identical
lesson with their teacher using a Smartboard in lieu of individual
computers.
• The results of a pre-post assessment of cube knowledge achievement
suggest that using the Smartboard technology was more effective for this
group of students than desktop computer workstations. Observational
data and post-experimental interviews with teachers suggest that
students in the Smartboard condition also demonstrated more
“spontaneous” group interaction and collaborative behaviors.

41. 82% Ready to Read &
92% School Ready in Math
Children make
gains in math
& reading
McManis et al., 2010

42. TeachSmart Learning System
• An efficacy study with 8 public school Title I
preschool classrooms who used the TeachSmart
Learning System found significant increases in
children’s language/literacy and math scores on
external standardized measures.
McManis, L.D., S.B. Gunnewig, & M.H. McManis. 2010. Exploring the
Contribution of a Content-Infused Interactive Whiteboard for School
Readiness. Winston-Salem, NC: Hatch Early Childhood. ED528703.
www.eric.ed.gov/PDFS/ED528703.pdf

43. Mobile Technologies • Children learn
to use them
quickly
• Encourages
independence
• Explore more
complex and
abstract
concepts
Michael Cohen Group & USDOE 2011;
Couse & Chen 2010; Shuler 2009

44. • Mobile technology has gotten the most attention and has made its way most
quickly into classrooms; particularly in the form of tablets.
• Lay articles, blogs, and groups are dominated by mobile technology talk and the
conversation has already moved from “should we use this technology” to “how
can I use this technology?”
• This is an area where the research has yet to catch up; but there are a couple of
studies that have looked at using these devices with young children whose results
are worth noting.
• In a study with stylus driven tablets children were able to transfer from one model
to another with a year in between with no trouble (Couse & Chen).
• In a study with touchscreen tablet (Michael Cohen Group), children learned to use
the technology and the apps quickly. Children showed the ability to interact with
the educational technology independently. They persisted even with glitches such
as slow response. They exhibited confidence and freedom in experimenting with
different options.
• Our usability field testing shows this as well.
http://blog.hatchearlychildhood.com/field-test-istartsmart-mobile/

45. • Enhances
mastery of
concepts
• Vocabulary
• Phonological
awareness
Chiong & Shuler 2010;
Horowitz, Sosenko & Hoffman
2006; Bebell, Dorris & Muir
2012
.

46. • Even more promising is that they showed an increased mastery of
concepts as well as having the capability to explore concepts that were
more complex and more abstract.
• A quick comment about abstract concepts and preschoolers because there
is sometimes a line drawn about not exposing or expecting younger
children to understand abstract concepts-meaning not connected directly
to some concrete experience:
– The Neo (or new) Piagetian movement has found that some of Piaget’s theory
still holds; and one area where it does not is the age at which children can
understand more abstract (or logical to use the theories terminology)
concepts.
– When young children have an opportunity to interact with information more
familiar to them they do show more competence than Piaget’s original theory
proposed.

47. Multi-touch Tables
• Can handle a large number of touches simultaneously
• Offers a 360° birds-eye view
• Promotes cooperative/collaborative learning
• Most of the research is with older children. If there are not
enough ‘assets’, this can hurt cooperative and collaborative
learning just as it does in any non-tech setting.

48. Selecting
Appropriate • Goals
• Technology
Educational • Content
Technology

49. Food for Thought
“ Just spending moneyplan will have
computers without a
on
a low probability of increasing
achievement…
”
Clements & Sarama, 2003

50. Building Blocks for Good Educational
Technology for Early Learners
• Based on theory
– Child development
– Learning
– Teaching
• Based on good design principles
– Child-friendly
– Promotes progress
– Supports teaching
• Based on meaningful and relevant outcomes
– Knowledge
– Skills
– Self-efficacy

51. Driving Theory
• Piaget—Cognitive Developmental Theory:
Children actively construct knowledge.
• Vygotsky—Sociocultural Theory: Modeling &
language essential for children’s learning.
• Skinner—Behaviorism: Children learn based
on environmental actions and reactions.
• Bandura—Social Learning Theory: Children’s
learning occurs socially through
observation, imitation, and modeling.

52. Children using tablets & taking the cake….

53. Key Steps to Evaluating Ed Tech
1. Establish learning goals for the children
2. Indentify the hardware or device(s) you have
or would like to have
3. Analyze features and content of the software
in meeting learning goals
4. Plan how the educational technology
will be integrated into the curriculum

55. Learning Goals
• Approaches to
Learning
• Cognitive
• Social-Emotional

56. Hardware/Devices
Much wider variety of types of technology and
content available:
– Desktops/laptops
– Interactive whiteboards
– Tablets
– Tables
– eReaders, smartpens,
iPod touch, digital cameras
(Rideout 2011; Gutnik et al. 2010)

57. Educational
#

58. Is this content learning versus
winning?
• You will want to ensure
valuable instructional time
is not used for “gaming”.
This is not to say that
concepts are never
presented in a game-like
fashion, which is
appropriate for young
learners, but this is as
opposed to playing games
on a computer for
entertainment, with no
specific appropriate
learning goals.

59. Research & Standards Based
Ensure that the skills the
software is designed to
teach or enhance are
deemed necessary by
research (and/or the
curriculum, framework
and/or standards of your
program).

60. Teaching & Feedback
• Correct developmental course
• Effective teaching paths
Software should follow an effective teaching
path while providing a learning sequence that
is obvious, process-oriented, and correct. A
teaching component should be provided
before asking children to make responses. For
example, the names of the letters are taught
before asking children to identify them.

61. Age
Appropriate
• Subject Matter
• Skill Level
• Interest & Appeal
• Pre-readers
• Free of Bias

62. • You will want to ensure it meets the developmental needs of the children
using it. For example, the software should introduce counting before
addition. Important too is to consider if the software will be used by
children older or younger than the intended range and how they may
react-from frustration to boredom.
• Having the learning experience set in a theme or context that children can
relate to will help ensure it is appropriate and maintains their interest
(school, park, farm, etc.).
• For early learners, clear visuals that represent ideas and audio/speech
need to be in place. This is also very useful and important when the
software is being used by ELL children.
• The software should not use violence but rather positive social values to
convey information. Fair and equal representation of diversity should be
present among its characters and settings; including
gender, race/ethnicity, physical capabilities, family structure, and roles.

63. Interest & Appeal

64. Survey Says! Teacher or Child Led?
We asked teachers to consider a typical week for a child
in their classroom and describe their use of technology.
• A third indicate a balance of half teacher-
directed/guided and half child-initiated
learning activities
• About equal numbers of a quarter each indicate they
fall on the side of mostly child-initiated, with some
time for teacher-directed/guided learning activities
• or the side of mostly teacher-directed/guided, with
some time for child-initiated learning activities

65. Child
Friendly

66. • Children must be able to use software effectively and without undue frustration.
Therefore, while it is expected that children need time to determine how the
software works, continually getting stuck or confused within a program is not
conducive to learning or to encouraging a positive feeling about using technology
to learn. Understandable and logical instructions integrated with verbal
support, visual prompts, and/or by the children being able to access a help
function or a tutorial are necessary with any software.
• You will want to ensure that the software is designed to allow children to re-
process the information around the concepts and skills and have another
opportunity should this be needed. The software should be open to trial and error
to allow children to explore freely and learn how the program works as well as the
concepts being presented. However, equally important is that the software be
intuitive enough to determine when a child is repeatedly not experiencing success
and help the child move to another activity.
• Once teachers have modeled use of the software, children should be able to use it
with minimal assistance. Independence should not be taken to mean individual at
all times. Children working in teacher-led activities or in pairs can also be a
powerful time of learning, particularly for additional language and social skills
development. Keep in mind the younger children may need a few more learning
sessions than older children.

67. Enjoyable &
Engaging

68. • The number and/or increasing complexity of the activities should be substantial enough that
the software has staying power and can be utilized throughout a school year.
• Use of rewards is appropriate if used to make learning goals clear and concrete while
supporting the development of skills, as well as positive approaches to learning
(e.g., curiosity, sustained attention and self-regulation, flexible thinking and creativity, and
persistence). You will want to ensure the software makes the association for the children
between the external reward, such as a star or the chance to view a video clip, and the
internal reward such as “you did a great job…you worked hard and figured that out… you
helped your friend” so that the child wants to engage with the activities because they seek
the positive feelings associated with earning an external reward.
• For a typical preschooler attention span is generally from 5 to 15 minutes, and depends on
the individual child and how interesting the task is to that child. Too many
graphics, overpowering music, and/or a great deal of movement can decrease a young child’s
attention span.
• Ensure that the software uses representation of objects and situations that are
realistic, concrete, and reflect the real world from a child’s perspective. For example, pictures
of real children, animals set in their accurate environment. Visuals should be whimsical and
playful when designed for early learners. Color, scale, music, and animation can help to
accomplish this goal.

69. Assessment & Progress Monitoring

70. • The most valuable role for progress monitoring of any sort is to inform a
teacher’s instruction at the individual child level. The progress
monitoring/assessment feature might include automatic
reporting, checklists and observation tools and/or digital portfolios. It
should tell the teacher both what the child has done and their level of
success. A useful additional feature is an option to see small groups
and/or at the classroom/program level.
• To become a part of the instructional cycle means the progress
monitoring-assessment feature must be easy to use and then to interpret.
• You will want to consider how automatic you need these to be. The ability
to share with parents can motivate and support them in increasing
engagement with their children at home.

73. Survey Says! Tech for Progress Monitoring
• Eighty percent of teachers report using
technology for progress monitoring/child
assessment
• Followed closely by three quarters of
administrators reporting technology used for
this purpose
http://blog.hatchearlychildhood.com/early-childhood-educators-speak-out-about-
technology/

74. Additional
Features

75. a. Customizing software to individual children’s learning needs
can greatly increase usability. Teachers can set a
predetermined level, or the software only makes the
appropriate level or type of activities available.
b. Another possibility is that teachers can move the children
through levels manually as they are ready. This can be
particularly important for meeting the needs of special
learners.
c. Allowing for the creation of new activities can increase
usability, interest, and higher order thinking. It also allows
children to understand technology is truly a tool that can be
used for their own learning goals.

78. Your Turn to Evaluate
• Think about a software program/content you
are familiar with being used by young children.
•Complete the Evaluation Tool.
•What score did it receive?
•Did it rate as you expected?
•Differently?

79. How can
YOU
integrate
educational
technology
into the
classroom?

80. • This is a very active area of research and takes us back to the
shift in the question from ‘should we use technology with
young learners?’ to ‘how best can we do so?’.
• Incorporating educational technology is a complex procedure
where the sum of the parts are greater than the individual
components themselves.
• It becoming infused and interwoven means it has to become a
natural part of the educational experience.

81. Survey Says: Time w/Technology
• Looking at these types of technologies, teachers most
frequently indicate the children use them for 1 hour or
for 30 minutes or less per day.
• Half of both teachers and administrators say that
technology is used 5 days a week in the classrooms in
their programs.
• On the flip side, less than ten percent of teachers and
less than five percent of administrators report
children use technology less than every week.

82. Target the
results you
want

83. • Perhaps the best way to get started is to be intentional about your goals.
• Don’t so much think about how to fit technology into the curriculum, rather what
you would like to see as a result of using it.
• Our children will:
– get exposure to literacy skills in ways that will help them advance
– have opportunities to learn about cooperation and sharing
– save and revisit their projects over time
• Our teachers will:
– be able to save children’s work in digital formats and more easily share and dialogue with
parents, colleagues, and administrators
– to collaborate with each other on planning and saving activities and lessons
– our children and teachers will gain in confidence about using technology
– our children and teachers will have fun!
• It’s critical that these goals are connected with the ways the technology can meet
them and fully set in; going all the way to being included in areas such as the
lesson plan. The research is showing that if there isn't a deep
connection, integration probably won’t happen.

84. Make it about connections between
teacher and peers
.

85. • Using educational technology, just like any other tool, is about
the children connecting with the teacher and with one
another.
• That’s why Plowman et al. use the term ‘guided interaction’.
• There are many ways to conceptualize supported learning
within the Vygotskian tradition, including:
– scaffolding (Wood, Bruner & Ross)
– assisted performance (Tharp & Gallimore)
• Guided interaction implies an emphasis on the mediation of
learning, but differs in its focus on technology-mediated
learning.

86. We love ice cream….

87. Integration
is Essential

88. • Despite increased access to technology for children and teachers, an area
of substantial difficulty is effectively integrating these technologies into
programs.
• Research confirms the classroom teacher is the critical factor in the full
development and use of technology (U.S. Office of Technology
Assessment; Trotter).
• While teachers want to learn to use educational technology
effectively, the lack of time, access, and support are barriers (Guhlin).
• Several studies and reports find that a lack of professional development
for technology use is one of the most serious obstacles to fully integrating
technology into the curriculum (Fatemi; U.S. Panel on Educational
Technology)

89. Teacher
Training = Increased
1) Interactions
2) Constructivist Ideas
3) Scaffolding
Shute & Miksad
1997, Barbuto et al 2003

90. I would like to share with you a model project by Barbuto et al. over 3 years
with 46 early educators in 16 preschool classrooms in 8 schools:
• Featured in-depth technology workshops & monthly onsite follow-up visits.
• It intended to lead participants from basic computer operations to software
evaluation and selection; with the end goal of integration of technology
within the curriculum.
• They found that teachers began to apply constructivist ideas, modified and
improved their interactions with children. In particular, they implemented
scaffolding.
• As children’s competence and confidence grew, teachers’ statements to
children acknowledged a trust in their budding capabilities: “I know you can
figure that out by yourself”, “Can you remember how you did it
yesterday?”.
• Teachers rearranged classrooms, re-invented learning centers, pulled the
computer away from a bank against the wall and the teachers themselves
had more positive attitudes and greater technology expertise.

92. Takes time to
fully support
children’s
learning
Sheingold & Hadley, 1990

93. • Consider this quote from Kinnaman: “Training must be
ongoing and systematic if teachers are to properly complete
the ‘learning cycle’ of technology-related professional
development” .
• To acquire and transfer the knowledge and skills necessary to
effectively integrate technology into their classrooms teachers
must have substantial time. This can range from 30 hours to
several years to fully support higher-order thinking
skills, decision making and collaboration in students
(Sheingold & Hadley).

94. Congratulations!
You’re been selected as the consultant to design
an educational technology program for two new
centers/schools with common decision-makers.
– Each has two preschool classrooms.
– One has a smaller budget and one has a larger
budget. IT costs are coming from a separate
budget.
– What will you purchase and for what
purpose/use?
– Prepare a 3 minute pitch for the decision-makers…

95. Summary
• Research supports young children can benefit
from using educational technology
• But it must be of high quality and
developmentally appropriate
• There are key aspects that must be considered
• Evaluating in a thoughtful, intentional, and
regular manner will help practitioners make
the best decisions for early learners

96. Q&A

97. Evaluating Educational Technology
• eBook with Tool &
References, Webinar &
Journal article
http://www.hatchearlychildho
od.com/pages/evaluating-
technology-for-early-learners
http://www.hatchearlychildho
od.com/pages/webinar-sept-
2011-evaluating-early-learning-
technology
http://www.naeyc.org/yc/artic
le/finding-education-in-
educational-technology

98. Good Places for Social Connections
• http://www.ecetech.net/
• LinkedIn: Early Childhood Technology Network
• Twitter: #ecetechchat
– Every Weds. night @ 9 EST
• Hatch blog: http://blog.hatchearlychildhood.com/
• Facebook:
https://www.facebook.com/HatchEarlyChildhood
• Twitter: HatchEarlyLearning@hatchearlychild
• Twitter: LillaDaleMcManis@DrLDMcManis

99. Main Sources
• Clements, D.H. & Sarama, J. (2003). Strip Mining for Gold: Research and Policy in
Educational Technology—A Response to “Fool’s Gold”. AACE Journal, 11(1), 7-69.
Norfolk, VA: AACE.
• International Society for Technology in Education. (2008). National Educational
Technology Standards for Teachers. http://www.iste.org/standards/nets-for-
teachers/nets-for-teachers-2008.aspx
• McCarrick, K., & Xiaoming, L. (2007). Buried treasure: The impact of computer use on
young children’s social, cognitive, language development and motivation. AACE
Journal, 15 (1), 73-95.
• McManis, L.D., & Gunnewig, S. (2012). Finding the Education in Educational Technology
with Early Learners. Young Children, 67 (3), 14-24.
• National Association for the Education of Young Children. (2012). Technology Tools and
Interactive Media in Early Childhood Programs Serving Children from Birth through Age
8.”. http://www.naeyc.org/files/naeyc/file/positions/Draft Technology in Early
Childhood Programs 4-29-2011.pdf
• Public Broadcasting Service and Grunwald Associates. (2011). Deepening Connections:
Teachers Increasingly Rely on Media and Technology. Report of the Public Broadcasting
Service. Arlington, VA: Public Broadcasting Service.
www.pbs.org/teachers/grunwald/pbs-grunwald-2010.pdf

100. Where we will bePlease turn in your
We’d like to next…..
stay in Conference
touch….. Connections Card!
• National Head Start Association Conference April
18 in Nashville
– Using Technology to Support Social-Emotional
Development in Young Children
• McCormick Center for Early Childhood Leadership
Connections Conference May 10-12 in Chicago
– Evaluating Educational Technology in Early Childhood
• International Society for Technology in Education
(ISTE) Conference June 25 in San Diego
– School Readiness: Outcomes and Approaches