Finding the Education in

Educational Technology
with Early Learners
By: Dale Mcmanis and Susan B. Gunnewig
 In todays generation, we are all known that children
are more expose in technology than books. It can be in their
computers, tablets and Smartphone that they always engage
in their education and even in their free time because it is
convenient. They find easy when they are using it and it
helps them to be advance in the lesson in their school
because they can search what they want and watch some
educational videos that is connected in their lessons. But
without the assistance of their parents and their teachers,
this technology that they used can give a way in some
negative doings and the children can be possess to it.
The potential for early
childhood education
 The teacher should assist the students in
using technology and help them to focus on the
task by telling them to look carefully in the
things that they should learn and observe what
is happening so that they will not go beyond to
the software.
The researcher of technologies and
applications tells that whatever they will use
in learning should catch up to the availability
of the students especially those in the
preschooler.
Is the technology
developmentally
appropriate?
 For technology to be
developmentally appropriate, it
should approachable to the
different ages and to the
development of the students,
their individual needs, and
interest and to their social and
cultural contexts.
 According to the studies, teacher
should engage their selves to
technology and digital resources
for them to have different learning
strategies in their students but
seems teacher has a less access in
using technology especially those
teachers in preschool.
Analyzing software
content: An
evaluation tool
 The toolkit that the teacher
should give to the students for
knowing their capabilities and to
know how deep their knowledge
in using software is one way of
supporting them in new
technologies such as progress-
monitoring features.
Educational Value
Is the content based on
research/standards?
The content should by research/or
applicable early learning
guidelines. Like, your content
should be align in your lesson plan
so that you can deliver it well to
your students.
 Does the software
follow the correct
developmental course
and effective teaching
paths?
The content should follow and use
the appropriate teaching path
before asking children to make
responses.
Educational Value
Is the content based on
research/standards?
The content should by research/or
applicable early learning guidelines.
Like, your content should be align in
your lesson plan so that you can
deliver it well to your students.
Does the software follow the correct
developmental course and effective
teaching paths?
The content should follow and use the
appropriate teaching path before
asking children to make responses.
 Engagement to
enhance learning
Are the activities presented in a playlike fashion?
The quality of every activity should see to the students,
including the active participation of the students and
giving them the opportunity to lead, to think and to
enjoy as part of learning process.
Are rewards used appropriately?
Teacher should give reward to the students not only
external reward like, stars and school supplies but also
give them internal reward like, giving compliments to
feel their satisfaction in their doings. By those simple
compliments they are motivated to the study well and
continue what they are doings.
Child-friendly
Are there multiple opportunities for success?
Students should be able to re-process (think again
about the situation and information and apply a more
effective strategy) and respond again. Equally
important is whether a program is intuitive enough to
determine when a child is repeatedly not experiencing
success.
Can children use the software independently?
After the teacher assist their students in using
technology, give them the opportunity to use it
independently for their social skills development.
Interactivity
Does the program respond to and/or can it be customized to
the child?
The most meaningful interactions between a students and
technology take place when a software program is adopted to
suit their needs. And this respond is important to the students
especially those have special needs and less access of
technology.
Does the program allow for creation of new activities?
If the lesson is not higher-order thinking, the teacher should
create new activities that they will use their critical thinking. Like
using software or application in computer to answer or create
something, so that they are not only learning but at the same
time they will enjoy doing it.
Progress monitoring
This is like an evaluation of the teacher to their students in using technology.
Is there a progress-monitoring feature?
The teachers should make criteria for grading their students in every task that
is given so that they will know easily who are not reached the specific
outcomes. It will also plays in giving instructions to the students effectively.
How are the results presented, and are they easily used?
Some programs provide reports at levels such as the class, group, and/or
individual child. Some example of presenting results of childrens learning is
through digital portfolios. Digital portfolios serve the same purpose as
traditional portfoliosto be an authentic record of a childs learning process.
Teachers can retrieve and play the video to analyze the childs processes as
often as they like. For instance, if a child is repeatedly having difficulty
forming certain letters, the teacher can see very clearly exactly where in a
letters formation the child is struggling. They can use different initiatives to
meet the learning goal of the students.
The role of supported
learning in using
technology:
Scaffolding
When children use technology, teachers often think about demonstrating,
trouble-shooting, or monitoring turn taking.
Cognitive scaffolding
Teachers use cognitive scaffolding to develop childrens understanding of
concepts, and it most obviously resembles traditional scaffolding between
adult/teacher and child.
Technical scaffolding
Technical scaffolding uses the features of the technology to support the
learning of the students. For example is a computer program that moves the
activitys level up or down, based on a childs responses, so that the child
works or plays at a level appropriate for her.
Affective scaffolding
Affective scaffolding is to help them on task and encourage higher levels of
thinking when using technology. The software program itself can offer
affective scaffolding through positive feedback, often seen with characters
accompanying a child on her journey.
Integration
Technology must be incorporated to all
learning process of the students.
Built-in supports
In considering a software program look for
features that support teachers in technical
sense such as tutorials and other help
functions, guide the use of the content,
such as sample lesson and additional
activities and connection to curriculum or
the learning standards.
Learning communities
 Learning communities represent a
powerful approach for bringing people
together around a common goal.
Summary
Finding the education in educational technology
is important for supporting early learners
positive development. We have discussed
educational technology in three areas:
developmental appropriateness, supported
implementation, and classroom and curriculum
integration. When considered together, these
areas can strengthen the potential of technology
to facilitate meaningful learning for young
children. We hope the ideas, examples, and
evaluation toolkit support your own technology
journey with the children in your program.