Running head: PRESCHOOLS TECHNOLOGY POLICES

Preschools Technology Policies and Teachers Perspectives of Them

Melissa Swan
St. Bonaventure University

Running head: PRESCHOOLS TECHNOLOGY POLICES

Abstract
This paper reviews preschools technology policies and teachers perspectives of them. Many
studies show that preschool students benefit from using interactive technology in the classroom.
Many schools are receiving funding to put more technology in the classroom. Giving
preschoolers access to technology before they start school helps prepare them for the future. Four
students of the St. Bonaventure Differentiated Program were used as participants of this study.
They were interviewed about the policy their preschool has on technology and their perspectives
of them. The results showed that all the preschools try to give students access to technology such
as having computers in the classroom. The participants all agreed that allowing preschool
students access to technology in preschool will help prepare them for the future.

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What are preschools technology policies and teachers perspectives of them?

There has been a push to have universal access to technology in schools at state and
federal governments (Daughtery, Dossani, Johnson, Oguz, 2014). The American Reinvestment
and Recovery Act of 2009 allocated $7 billion to ensure nationwide access to high-speed Internet
(Fred Rogers Center, 2012). There has been an increase in technology in the classrooms at the
elementary and secondary level. Children that may not have technology at home would benefit
from learning how to use technology before they get into elementary school to help them be
more prepared. Young children learn through creative play, social interactions and watching what
others do around them (Fred Rogers Center, 2012). Children learn in different ways and may
need different ways to motivate them. Children can play and learn while using interactive
technology. Technology has become an increasing part of children's lives in schools and children
could use to learn how to use it correctly at an early age to help them in the older grades. When
reviewing the current literature regarding technology use in the classroom, I discovered a gap in
research that addressed the following question: What are preschools technology policies and
teachers perspectives of them? The purpose of this study is to further the body of research of
technology use in the preschool classroom and how preschool teachers feel about the current
technology policy written by their school.
Technology
Technology is ever changing and improving. Technology is defined as any technological
devices such as computers, tablets, multitouch screens, interactive whiteboards, mobile devices,
cameras, DVD, music players, projectors, cassette players, and microscopes. Technology was
mostly non-interactive such as some television programs, DVDs, and other videos but has
become more interactive (Fred Rogers Center, 2012 & New Jersey Education Guide, 2014).

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Interactive technology such as interactive whiteboards, multitouch screens and tablets has
become more prevalent in most everyones everyday lives. Technology has changed the way
people communicate, collaborate and socially network (Fred Rogers Center, 2012). Technology
has become more easily available, affordable and more entertaining. Technology has changed the
way people manage their lives and find entertainment (Fred Rogers Center, 2012).
The integration of technology in the classroom has also rapidly increased in the past few
years. About 48% of classrooms have laptops, tablet PCs, Alpha Smarts, or Palm Pilots and 72%
of elementary students have online access (Couse & Chen, 2010). The Common Core State
Standards mention the use of technology 100 times (Daugherty, Dossani, Johonson & Oguz,
2014). The Individuals with Disabilities Education Act Amendments of 1997 says that the
educational system must include technology and make dramatic and timely changes so all
children can keep pace with technological advances (Hutinger & Johanson, 2000). Schools are
being required to use or teach students about technology now. Students that do not come into
school with the background knowledge of being able to move a mouse on a computer and how a
computer works are being left at a disadvantage.
Many people use technology so much it becomes a distraction, professors have started to
make rules about technology use in the classroom while they are teaching (Jackson, 2013). Some
professors prefer their students to not have any technology in the classroom because it can be a
distraction. Other professors let their students take notes, create podcasts, allow lectures to be
recorded and access to supporting information to the lecture. Some people are unsure if young
children should be exposed to technology while they are in preschool because they are worried
about how much they are exposed already.

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Technology and Children. Children watching non-interactive technology such as

DVDs, television and streaming media all the time can lead to passive viewing and over
exposure to screen time (Fred Rogers Center, 2012; New Jersey Education Guide, 2014).
Researchers also worry about children who over use non-interactive media creating health issues
such as obesity, irregular sleep patterns, behavioral issues, focus or attention problems, decreased
academic performance, negative impact on socialization and language development (Fred Rogers
Center, 2012). Although some research has found no evidence to support that screen media can
be harmful as long as the content is educational (Fred Rogers Center, 2012). People worry about
the harmful effects technology can have on children, most evidence shows that it depends on the
type of technology and the content that the technology is providing that effects children the most.
Children frequently see their family members use technology for a variety of purposes
and see the many ways they can use technology to communicate, read or write (Beschorner,
Hutchinson, 2013; Fred Rogers Center , 2012). Many believe that it would benefit children to
learn how to use technology correctly and learn about interactive technologies so they can be
better prepared for the future and not be complacent while using technology.
Not everyone has technology at home because they can not afford the modern technology
such as computers, smart phones, or i-Pads. Fred Rogers Center (2012) and Daugherty, Dossani,
Johnson, Oguz (2014) both discuss digital divide, families that do not have access to computers
and the internet and usually are low income homes. These children are at a disadvantage and do
not know how to use interactive technology.
Preschool
Preschoolers are children who are usually between the ages of 3-4 and are getting ready
to be in Kindergarten the following year. In 2012 about 80% of 4 year-olds attended some kind

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of care other than with their parents and three-quarters of those children attended a public or
private preschool center (Daughtery, Dossani, Johnson, & Oguz, 2014). More children are
starting to attend early childhood education settings. Most early childhood settings are
preschools where their goal is to get children ready for school and work on things such as motor
skills, socio-emotional skills, and cognitive skills.
Lane, Chapman, Jamison, Phillips( 2007) found that parents expect their children to learn
how to attend to instruction, put toys away, follow house rules, end a disagreement calmly and
how to speak with an appropriate tone of voice. They also found that Preschool teachers rate
success for a classroom when the students are able to follow directions, control temper with
adults and control temper with their peers. Teachers and parents both expect children in
preschool to learn to follow directions, pay attention and learn socially acceptable ways to
discuss what they are upset about to adults and peers. Preschools expect children to develop
motor skills, socio-emotional skills, and cognitive skills.
Technology and Preschool. Couse and Chen (2010), Beschorner and Hutchinson (2013),
and Daugherty, Dossani, Johnson, and Oguz, (2014) all found that technology gave preschoolers
more motivation when learning to write, draw, reading or learning their letters. Beschorner and
Hutchinson (2013) found i-Pads gave some students interest in learning letters and spelling that
would likely not have occurred with a paper-based activity because they are unable to form the
letters by hand but could find the letters with the keyboard. Couse and Chen (2010) found that
students that were not likely to choose to draw preferred the Tablet that gave them a new media
to choose from.
Couse and Chen (2010) Beschorner and Hutchinson (2013) and Daugherty, Dossani,
Johnson, and Oguz, (2014) all found that technology can be a great motivational tool to get

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preschoolers to learn their letters, practice reading and learning to write. Cause and Chen (2010)
found children who use computers have even found to show greater gains in intelligence,
problem solving and language skills. They also found the preschoolers enjoyed using the tablet
as another from of drawing to represent their thinking. Technology can help students develop
motor skills, socio-emotional skills, and cognitive skills and help motivate them to do so.
Daugherty, Dossani, Johnson, and Oguz, (2014) found many advantages to preschoolers using
computers such as developing hand-eye coordination, socialization with peers about what they
did on the computer, and improved academic achievement in reading, writing and mathematics.
Digital literacy, technology and media literacy, for young children was found to be
important to many researchers such as Daugherty, Dossani, Johnson, Oguz (2014) and Fred
Rogers Center (2012). Teaching preschoolers about how to use technology is beneficial to all
students especially those who are not exposed to technology at all because it better prepares
students for their future.
There are many suggestions of the best type of technology to have in a preschool and the
content the technology provides. Fred Rogers Center (2012); Daugherty, Dossani, Johnson, Oguz
(2014) and the New Jersey Education Guide all found that interactive technology such as
applications, e-books, the internet and Smart Boards were the best way to facilitate active and
creative use by children more than videos, DVDs and streaming media. Fred Rogers Center have
five recommendations for early childhood educators: 1. Select technology that has quality
content, and will give them the best experience 2. Provide a balance of activities adding hands on
and authentic experiences 3. Prohibit passive use of television, videos, DVDs and other noninteractive technology 4. Limit any use of technology to appropriate support 5. Consider screen

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time recommendations from public health organizations 6. Provide leadership in ensuring

equitable access to technology and interactive media experiences for the children
Methodology
A qualitative structured interview methodology was used for this investigation in order
to examine preschool teachers perceptions of technology policies in their classrooms. The
preschool teachers were asked a series of nine questions.
Participants
The recruitment of participants was accomplished by asking students that attend the St.
Bonaventure Differentiated Program and teach preschool in Eire county. Four people were
chosen to participate. The preschool teachers were all from different preschools.
Participant 1. Is a white female and in her early twentys. This is her first year teaching, the year
before she was an aid in the classroom. The school is a suburban school with an average of 20
students.
Participant 2. Is a white female and in her early twentys. She has taught preschool for one year
at a low income child care. She is certified birth-second grade special and general education.
Participant 3. Is a white female and in her early twentys. She has taught preschool for two years
at an urban, low-income Universal Pre-K with an average of 20 students.
Participant 4. Is a white female and in her early twentys. She has taught preschool for two years
at a suburban Universal Pre-K with an average of 20 students.
Data collection
The preschool teachers were asked nine questions in person, the interviews took no
longer than twenty minutes. They were asked to describe their schools technology policies and

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provide their professional and personal opinions on the use of technology in their classroom and
their perspectives of them. See appendix A for list of interview questions.
Data Analysis
I analyzed the data by reading the participants answers to the interview questions and
looked for common ideas. I then reread through the interview answers and looked at the common
ideas to create the common themes and found what was different from everyone elses answers.
Results
The technology polices were found to be a little different at each preschool. All of the
preschools had technology polices that incorporated giving the students access to technology
and had computers in the classroom for the students to use. Two of the teachers complained that
the technology was outdated in their classrooms and a lot of the times did not work. Participant 4
had more interactive technology in her classroom such as a SMARTBoard and two i-Pads for the
teacher and students to use.
Three out of the four participants agreed with the technology policy at their preschool.
They agreed that technology should be in the classroom for children to be aware of the
technology but they also believed that is should be limited and balanced with other authentic
things. Participant 2 did not agree with the policy at her preschool because she believed having iPads added to the classroom would be more beneficial for the students.
Three out of the four participants felt that appropriate technology in the classroom would
be i-Pads, a SMARTBoard and computers. Two of the participants also mentioned computers
that work, because they have a computer but it is not reliable enough for the students to utilize.
Participant 3 Agreed that a SMARTBoard and a computer would be beneficial in the classroom
but did not think that i-Pads or phones would be appropriate to have in a preschool classroom.

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All the participants answers varied for how long the students should be allowed to use the
technology but they were all their answers were under forty minutes. Participant 1 felt that 20
minutes per activity should be sufficient for students to use technology for. Participant 2 felt that
a center activity should be about 30-40 minutes because technology should only be an add-on
and not an all day activity. Participant 3 felt that students should use technology for a maximum
of 20 minutes a day. Participant 4 felt that students should only be allowed 30 minutes to use
technology including using the SMARTBoard.
All the participants felt that their students were able to use a mouse and a keyboard.
Participant 1 felt her students could play age appropriate computer and i-Pad games, and use a
CD player. Participant 4 has more interactive technology in her classroom so her students were
also able to practice writing on the SMARTBoard, read stories, make videos, and explore letters
and numbers on applications on the i-Pad. Participant 2 mentioned that her students would be
able to receive instant feedback if they had technology in her classroom that worked.
All the participants felt they would like to see their students to know enough to be able to
navigate a computer and keyboard on their own to help prepare them for the future. Participant 1
also wanted her students to be able to play a game from start to finish with out adult help.
All of the participants felt the technology policy that is in place at their preschool helps
their students because it allows them to have access to technology to prepare them for the future.
Participant 2 also felt that they should fix the computers so the students can access the
technology more and didnt feel that it was a very high priority. Participant 3 agreed with the
technology policy that it allowed the students to have access to technology but also limit how
much they were allowed so they could also focus on other things.

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All the participants agreed that technology is beneficial to have in the preschool
classroom because it is engaging and gives students more resources to find new information.
Participant 2 also noted that it can give students multiple representations of information that is
being taught. All the participants also discussed how having technology in the classroom allows
all students to have some kind of access to technology to help prepare them for the future, where
some of their students may not have the resources at home.
Significance of Findings
I found that all four of these preschools technology polices to be different but similar in
the fact that all of them wanted their students to at least have access to a computer for part of the
day. Fred Rogers Center (2012) and Daugherty, Dossani, Johnson, Oguz (2014) found there is a
discrepancy of all preschool students having access to technology and so giving the students
access to technology in preschool would help bridge this divide. All of the preschools want to
try and help bridge the digital divide and all their students access to technology. All of the
preschool teachers in this study also felt this way and wanted to help their students understand
the basics to a computer to prepare them for the future.
All of the preschool teachers wanted their students to be able to at least understand the
basic functions of a computer. Preschools are meant to help young children prepare to start
school so it makes sense that preschool teachers would want their students to be able to use a
computer and a mouse.
There was also a common theme of the technology being outdated at three out of the four
preschools. Even though there was a policy to give students access to computers there was also
not a high urgency at most of the preschools to make sure it was in working condition for the
students to actually use. This might be due to the fact that it costs money to fix computers and

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the preschools find other things to spend their money on and may not find technology to be high
on the list of things that need attention.
All of the participants believed that young children should not use technology for long
periods of time, they all described a time of less than 40 minutes to allow their students to use
technology in the classroom. Fred Rogers Center (2012), Couse & Chen (2010) and Daugherty,
Dossani, Johnson, & Oguz (2014) also suggest having a limit on how long the students should be
allowed to use interactive technology and even suggest that young children should not be
exposed to non-interactive technology in school.
Discussion
Impact on field
The new Common Core State Standards mandating the use of technology in the
classrooms has helped increase the amount of technology there is in the classrooms (Couse &
Chen, 2010 and Daugherty, Dossani, Johonson, Oguz, 2014). With the investment of $7 billion
and push of access to technology in schools it would benefit preschools to also start investing in
interactive technology for their classrooms especially for those students who do not have access
to technology at home. (Daughtery, Dossani, Johnson, Oguz, 2014; Fred Rogers Center, 2012).
Teachers and researchers agree that technology should be in a preschool classroom for
preschoolers. Couse and Chen (2010) Beschorner and Hutchinson (2013) and Daugherty,
Dossani, Johnson, and Oguz, (2014) all found that technology can be a great motivational tool to
for preschoolers to learn their letters, practice reading and learning to write. Interactive
technology should be in preschools to allow children to be more motivated to learn and to help
prepare them for the future.
Impact on researcher

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This really opened my eyes how much technology everyone uses, the different types of
technology and how technology really can be helpful in a preschool classroom. I learned how
motivational and helpful interactive technology can be in a preschool classroom and I now have
the evidence to backup to show that it is beneficial. I was not sure if technology should be in
preschools and wanted to learn more about it. I learned what I should do and think about when I
try to bring technology into the classroom.
Limitations
The results in this study cannot be generalized to all preschools and all teachers. The
participants in this study were all female, in their early twenties and all students of the St.
Bonaventure Differentiated Program. People in their early twenties may be more willing to try
new things such as interactive technology. They also may have learned similar things in the
program they are attending that gave them similar beliefs about technology. Future studies
should be done on a larger scale with participants from different states and from a variety of
settings(rural, urban, and suburban) Expanding this study would provide information about
whether or not the data from this study is relevant to the those throughout the United States.
Conclusion
The technology policies in this study were all found to give students access to technology
such as a computer. Participant 4 had more technology available to her classroom. All of the
participants felt that technology was beneficial to have in the preschool classroom to help better
prepare students for the future. They also felt that preschool students should be limited to less
than 40 minutes a day to use the technology. They felt that technology should be a tool and not
be the only thing that students use all day. This study shows the importance technology has
become in everyday life and to best prepare preschool students for the future is to give them

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some access to technology that they may not of had from home so they can be prepared for the
future.

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References:
Beschorner, B., & Hutchison, A. (2013). IPads as a literacy teaching tool in early childhood.
International Journal of Education in Mathematics, Science and Technology, 1(1), 16-24.
Couse, L., & Chen, D. (2010). A tablet computer for young children? Exploring its viability for
early childhood education. Journal of Research on Technology in Education, 43(1),
75-98.
Daugherty, L., Dossani, R., Johnson, E., & Oguz, M. (2014). Using Early Childhood Education
to Bridge the Digital Divide. Rand Corporation.
Fred Rogers Center. (2012). Technology and Interactive Media as Tools in Early Childhood
Programs Serving Children from Birth through Age 8. Retrieved September 20, 2014,
from http://www.naeyc.org/files/naeyc/file/positions/PS_technology_WEB2.pdf
Hutinger, P., & Johanson, J. (2000). Implementing and Maintaining an Effective Early Childhood
Comprehensive Technology System. Topics in Early Childhood Special Education, 20(3),
159-173.
Jackson, L. (2013). Is mobile technology in the classroom a helpful tool or a distraction?: A
report of university students' attitudes, usage practices, and suggestions for policies. The
International Journal of Technology, Knowledge, and Society, 8, 130-140.
Lane, K., Stanton-Chapman, T., Jamison, K., & Phillips, A. (2007). Teacher and parent
expectations of preschools' behavior: Social skills necessary for success. Topics in Early
Childhood Special Education, 27(2), 86-97.
New Jersey Education Guide (2014)
http://www.nj.gov/education/ece/psguide/TechnologyGuidance.pdf

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Appendix A: Interview Questions

1. At the preschool that you work at what are the policies on having technology in the classroom
such as a T.V., computer, SmartBoard, I-Pads, cellphones and other technological devices that
children may interact with?
2. Do you agree with their policy? Why or why not?
3. What do you think the policy should be?
4. What kind of technology do you think should be in the classroom?
5. For how long do you think students should be allowed to use technology in classroom?
6. What kinds of things can your students do with the technology in the classroom?
7. How much do you want them to be able to do?
8. Do you think the preschool policy on technology helps or hinders your students?
9. Do you think it is beneficial to have technology in the classroom?