What's REALLY Happening with Technology in Early Childhood Programs?
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The document discusses a national research survey on the integration of technology in early childhood programs, highlighting the types of technology used, reasons for its use, and obstacles faced by educators. Key findings suggest that technology is primarily used to enhance learning experiences and support program goals, though there are disparities between availability and usage. The report emphasizes the need for further professional development and tailored strategies for engaging diverse learners, including those with special needs.
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
- 2. #ecetech #edtech #HatchExperts @FSSimon @KarenNemethEdM @DrLDMcManis @ECEtech @HatchEarlyChild live tweet with us! 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
- 5. Our Study On Tech Use in ECE Overview 2
- 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
- 7. Who Responded? •485 in the U.S. •116 Administrators •369 Teachers 4
- 8. About the Respondents Community Type Poverty Children Served 5
- 9. About the Respondents Program Type Ages Children Served 6
- 10. Why ECE Educators Use Technology 7
- 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
- 13. Why don’t some programs use tech? 10
- 14. Obstacles to using educational technology content (teachers) 22% 27% 43% 65% 11
- 16. Types of tools to which Educators have access 100% 90% 80% Adms 95%; Tchs 94% 70% Adms 35%; Tchs 54% 60% 50% Adms 30%; Tchs 44% 40% Adms 21%; Tchs 17% 30% Adms 19%; Tchs 14% 20% Adms 7%; Tchs 5% 10% 0% Desk/laptops IWBs Tablets Other Handhelds Smartphones Tables 13
- 17. What Administrators Don’t Have but Would Like 48.1% 18.6% 54.3% 37.2% 54.3% 45.8% 26.4% 13.2% 14
- 18. What Teachers Don’t Have but Would Like 45.2% 21.5% 55.7% 34.5% 53.5% Admins: 55.8% 38.6% Teachers are less interested 25% 15.4% 15
- 20. How Many Days of the Week Adms 54%; Tchs 55% Adms 3%; Tchs 8% Adms 5%; Tchs 7% Adms 12%; Tchs 15% Adms 13%; Adms 11%; Tchs 11% Tchs 5% 17
- 21. Desk/Laptops (teachers) Feel Appropriate Actually Spend 18
- 22. IWBs (teachers) Feel Appropriate Actually Spend 19
- 23. Tablets (teachers) Feel Appropriate Actually Spend 20
- 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
- 26. Frequency by Content Literacy Mathematics 40 40 Tchs 33% Adms 41% 35 35 30 15 10 Tchs 21% Adms 13% 25 Tchs 22% Adms 10% 20 Tchs 22% Adms 31% 30 Tchs 27% Adms 18% Tchs 15% Adms 23% 25 Tchs 34% Adms 41% 20 15 Tchs 2% Adms 2% 10 5 Tchs 14% Adms 5% Tchs 9% Adms 4% 5 0 0 1 (never) 2 3 4 5 (each time) 1 (never) 2 3 4 5 (each time) 23
- 27. Frequency by Content Science Tchs 29% Adms 30% 35 Social Studies 40 Tchs 31% Adms 26% 30 35 30 25 20 Tchs 13% Adms 21% Tchs 35% Adms 32% Tchs 18% Adms 9% 25 Tchs 24% Adms 25% Tchs 21% Adms 20% 20 Tchs 12% Adms 8% 15 Tchs 10% Adms 3% 10 5 15 10 Tchs 8% Adms 3% 5 0 0 1 (never) 2 3 4 5 (each time) 1 (never) 2 3 4 5 (each time) 24
- 28. Frequency by Content Art Music 40 30 Tchs 37% Adms 36% 35 30 Tchs 30% Adms 24% 25 Tchs 26% Adms 28% Tchs 18% Adms 25% Tchs 25% Adms 20% Tchs 20% Adms 11% 20 Tchs 21% Adms 14% 25 20 15 Tchs 8% Adms 12% 15 10 Tchs 11% Adms 7% 10 Tchs 4% Adms 5% 5 5 0 0 1 (never) 2 3 4 5 (each time) 1 (never) 2 3 4 5 (each time) 25
- 29. Frequency by Domain Logic/Problem Solving Tchs 25% Adms 35% 35 30 Approaches to Learning Tchs 28% Adms 33% 20 15 Tchs 29% Adms 26% 25 25 20 Tchs 25% Adms 30% 30 Tchs 19% Adms 11% Tchs 20% Adms 7% Tchs 17% Adms 9% 15 Tchs 8% Adms 5% 10 Tchs 21% Adms 15% 10 Tchs 9% Adms 6% 5 5 0 0 1 (never) 2 3 4 5 (each time) 1 (never) 2 3 4 5 (each time) 26
- 30. Frequency by Domain 35 30 Tchs 30%; Adms 26% Tchs 32%; Adms 30% Social-Emotional Tchs 24%; Adms 19% 25 20 15 Tchs 9%; Adms 6% 10 Tchs 5%; Adms 5% 5 0 1 (never) 2 3 4 5 (each time) 27
- 32. Who is Guiding Activities (teachers) 10% Adms 3% 23% Adms 14% 35% Adms 30% 28% Adms 40% 4% Adms 12% 29
- 33. Who is Guiding Devices (teachers) 26% 69% 5% 30
- 34. Who is Guiding Devices (teachers) 61% 39% 31
- 35. Who is Guiding Devices (teachers) 16% 7% 77% 32
- 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
- 37. How are Goals Monitored? 34
- 39. For Children Needing Extra Support? 36
- 41. Tech with DLL/ELL Learners (teachers) Chosen specifically to meet needs of ELL children In every language spoken in your group now 38
- 42. Special Needs Learners 40 Adms 31% How often technology is used with special needs learners…. 35 30 Tchs 35% Adms 26% 25 Adms 19% 20 Adms 26% 15 10 Tchs 22% Adms 6% Tchs 18% Tchs 14% Tchs 12% 5 0 1 (not at all) 2 3 4 5 (all the time) 39
- 43. Special Needs Learners (teachers) Devices used with children who have special needs 40
- 45. Types Professional Development 20% Tchs Adms 27% Adms 35% 28% Tchs Adms 30% 25% Tchs 18% Tchs Adms 32% 56% Tchs 41% Tchs Adms 67% Adms 29% 12% Tchs Adms 9% 66% Tchs Adms 60% 21% Tchs Adms 18% 42
- 46. Best support received for using technology (teachers) 46% 69% 33% 41% 51% 49% 43
- 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
- 48. Resources 45
- 49. Report in Child Care Information Exchange http://bit.ly/ecetech2013 46
- 50. Resources for Planning TeachersPayTeachers.com Gryphon House, Amazon, Follett Early Learning Hatch 47
- 51. Learn More-Stay Connected • Early Childhood Technology Network • Twitter: #ECEtechCHAT #ECEtech Ongoing • http://www.ecetech.net/ • Free resources by Hatch http://hatchearlylearning.com/resources 48
- 52. POLL 49
- 53. Lilla Dale McManis [email protected] Karen Nemeth [email protected] Fran Simon [email protected] Questions 50
- 54. Technology that REALLY works! STEM kit give away too! #HatchExperts | www.HatchEarlyLearning.com
- 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
- 56. Thanks for Coming! See you in 2014! #HatchExperts | www.HatchEarlyLearning.com