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Emily Lavender
Dr. Spear
English 341
April 9, 2015
Technology in the Early Childhood Classroom
As technology is being implemented in early childhood classrooms around the world,
many people are left wondering if these tech-savvy classrooms are more helpful or harmful for
little ones. Most parents want their children to be learning at school, not playing what seems like
random computer games. Most parents want their children up and moving around, not staring at
a screen. Little do they know, technology has the power to transform the classroom into a place
where learning is made fun. There are numerous benefits of implementing technology in early
childhood classrooms; however, guidelines must be followed in order to make childrens
technological experience in the classroom the best it can be.
Research indicates that technology is beneficial to early childhood students in many
ways. Brenda Boeglin-Quintana, a substitute teacher in Chino Hills and Pomona, and Loretta
Donovan, an associate professor in the Department of Elementary and Bilingual Education at
California State University, Fullerton, found that technology motivates students to learn (53).
Children are excited to use technology. With technology, they are having so much fun; they do
not realize they are learning as well. According to Mona Mohammad and Heyam Mohammad,
Department of Curriculum & Instructions Faculty of Education at Kuwait University, technology
affects students social-emotional, language, physical, and cognitive developmental needs
positively. Young children need social interactions with other children. Many people believe
computers and other types of technology isolate children and disturb their social-emotional
development. However, research has shown that computers actually cause higher levels of social
interaction among young children as they want to help each other and show others what they are
learning (Mohammad and Mohammad 100). According to Mohammad and Mohammad, using

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computers allows for much more collaboration than reading or writing (100). Young children
also need language development. Mohammad and Mohammad state, Computer play encourages
longer, more complex speech and the development of fluency in young children (102). Physical
development is one of the top concerns when it comes to technology in the classroom. People
fear that children will no longer be up dancing, running, and playing with technology around.
However, computers and other technology do allow students to improve their fine motor skills
and eye- hand coordination (Mohammad and Mohammad 103). Mohammad and Mohammad
argue, Not all early childhood activities support all developmental areas. For example, when
children read, write, draw, and play with blocks and puzzles, which are key parts of early
childhood education, children barely use their large muscle movements (103). Other activities
must be used for gross muscle development. Children need cognitive development. Cognitive
abilities are improved as long as the technology is educational and appropriate for the students
ages (Mohammad and Mohammad 104).
Technology must be age-appropriate and educational in order for it to be effective.
Students do not learn if the activities are too hard because they will get frustrated. On the other
hand, they will become bored if the activities are too easy (Mohammad and Mohammad 104).
They need to be challenged just enough to learn more. Technology should also be educational.
Students will not learn anything from playing random computer games. When technology is used
in the classroom, it should be well thought out just like any other lesson plan. When technology
is implemented appropriately, children demonstrate gains in conceptual understanding, develop
abstract thinking, increase verbal skills, and have gains in problem solving (Mohammad and
Mohammad 104). Technology has the potential to benefit students greatly when used correctly.
Therefore, teachers need to take the time to find out what types of technology will benefit their
students the most.

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Teachers need to be well-educated about technology if they are going to use it to teach
their students. They need to know how to select the type of technology that is appropriate and
will benefit their students. Mohammad and Mohammad state that technology in early childhood
classrooms should meet the following criteria: age appropriate, child in control, clear
instructions, expanding complexity, independence, nonviolence, process orientation, real world
models, technical features, and transformations (112). Teachers must be able to identify what
technology supports this criterion in order for their students to benefit from using technology.
Teachers must also know how to keep their students safe while using technology. According to
Anne Grey, senior lecturer in early childhood at AUT University, teachers must monitor students
computer use and continuously teach them cyber safety (79). First, teachers need a thorough
understanding of the risks and dangers of internet use and a familiarity with the relevant tools
and policies in order to teach their students how to be safe (Grey 79). Teachers cannot educate
their students thoroughly about technology and cyber safety until they have been educated
themselves.
Cyber safety must be taught in the classroom as well. Teachers need to educate
themselves on the risks of technology and how to keep young children safe when using it.
Technology comes with risks such as, cyberstalking and cybergrooming, cyberbullying, the
promotion of inappropriate social and health behaviours, exposure to illegal and inappropriate
content, and identity theft (Grey 77). Students should not be banned from using technology
because of these dangers, but instead made aware of the risks and how to avoid them. Anne Grey
provides a multi-layered approach on how to keep children safe while using technology which
includes tools, rules, and education (78). In this approach, tools can be used to block
inappropriate content, rules are set in place, and children are educated on how to be safe and
responsible when using technology (78). By using tools, rules, and cybersafety education,

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children are guaranteed a safe technological experience. However, parents must be informed of
cyber safety procedures as well.
Students parents must be on board and well-informed of technology use in the
classroom. As cyber safety is taught in the classroom, parents should also be informed of the
rules and procedures taking place. Anne Grey states, Teachers have opportunities for
professional learning about cybersafety issues that are not readily available for all parents. So it
would seem responsible for teachers to involve parents in cybersafety initiatives (80). By more
thoroughly informing parents of the risks and how they are being avoided, children can also have
a safe technological experience at home as well. Maria Hatzigianni, Associate Head of School
and teacher of education in Dubbo, and Kay Margetts, a professor at University of Melbourne,
found that most parents can see the benefits of technology at home and support it being in the
classroom as well. However, parents did not realize the benefits of helping children with
technology or the social/emotional impact that technology can have on young children (120). It
is important for teachers to help parents understand these aspects of technology. Todays
children are digital natives, growing up with technology, while their parents are digital
immigrants, learning how to use technology slowly as if it is a second language (Hertzog and
Klein 24). Some parents may still be hesitant about technology in the classroom or lack
understanding of technology. This makes it important for the teacher to keep parents informed of
how and why technology is being incorporated into their childs classroom. Nancy Hertzog, a
University of Washington professor and director of the Halbert and Nancy Robinson Center for
Young Scholars, and Marjorie Klein also emphasize the importance of teachers using technology
to their advantage to get parents more informed and involved in their childs education. This can
be done by making slideshows that parents can view or emailing some of students digital works
to parents (30).

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Lastly, technology needs to be used in moderation. Hatzigianni and Margetts found that
parents moderate their childrens computer use at home by setting a limit to how many days a
week their children can use the computer and how many hours at a time they can use it (117).
Parents are exactly right in doing this. Even if technology is being incorporated into the
classroom, there is no excuse for a child to sit at a computer all day long. There should be set
times for technology use in the classroom. Children still need time to be up writing, dancing, and
playing. Technology should be one way students are learning, not the only way.
Technology provides numerous benefits for the early childhood classroom; however
guidelines must be followed in order for children to have a safe, positive, and educational
technological experience. Technology in the classroom supports childrens developmental needs
and motivates them to want to learn. They have fun, while receiving quality education. Although
technology reaps in benefits, there are cons. This makes it important for guidelines to be set.
Technology must be age-appropriate and educational in order for it to be effective. Students still
need to be learning; technology should not be used just for fun. Teachers need to be welleducated about technology. Technology cannot be used in the classroom effectively unless the
teacher is educated first. Cyber safety must be taught in the classroom in order for students to
have a safe technological experience. Students parents must be on board and well-informed of
technology use, so the same guidelines can be carried on outside of school. Lastly, technology
needs to be used in moderation. Technology should be a part of the curriculum; not the entire
curriculum.

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Works Cited
Boeglin-Quintana, Brenda, and Loretta Donovan. "Storytime Using IPods: Using Technology to
Reach All Learners." TechTrends: Linking Research & Practice to Improve Learning 57.6
(2013): 49-56. Education Full Text. Web. 25 Mar. 2015.
Grey, Anne. "Cybersafety in Early Childhood Education." Australasian Journal of Early
Childhood 36.2 (2011): 77-81. Education Full Text. Web. 25 Mar. 2015.
Hatzigianni, Maria, and Kay Margetts. "Parents Beliefs and Evaluations of Young Childrens
Computer Use." Australasian Journal of Early Childhood 39.4 (2014): 114-22. Education
Full Text. Web. 25 Mar. 2015.
Hertzog, Nancy, and Marjorie Klein. "Beyond Gaming: A Technology Explosion in Early
Childhood Classrooms." Gifted Child Today 28 (2005): 24-31. ERIC. Web. 25 Mar. 2015.
Mohammad, Mona, and Heyam Mohammad. "Computer Integration into the Early Childhood
Curriculum." Education 133.1 (2012): 97-116. Education Full Text. Web. 25 Mar. 2015.