Developmentally Appropriate Technology Use and Early Childhood Teacher Education

Rosen, Dina; Jaruszewicz, Candace

doi:10.1080/10901020902886511

Cited by 60 publications

(43 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…With so many linkages to negative outcomes, what are the purported reasons for encouraging technological engagement in childhood? Largely these are put forward as embracing the inevitability of it; as accepting that technology is a part of children's lives and that this first generation of digital natives will need immersion in order to be prepared for a technologically based future (Rosen & Jaruszewicz 2009). This is not however, a truly convincing or sensible argument, especially when viewed in the light that all of today's incredible technological advances, from surgical breakthroughs to the invention of the internet, were conceived and developed by adults who had little technological engagement as children.…”

Section: Discussionmentioning

confidence: 99%

Children's Choices: The Technology Choices That Children Make Within Their Free Time. Influences and Implications

O'Connor¹,

McGunnigle²,

McCormack³

et al. 2016

EDULEARN Proceedings

View full text Add to dashboard Cite

The Irish Neighbourhood Play Research Project included almost 1700 families and 240 communities throughout Ireland. Using parental surveys and naturalistic observation, data was secured on how children in modern Ireland aged 0-14 are spending their free time. An all-island approach was taken incorporating cities, towns and rural areas across a variety of socio-economic groupings.Interesting findings arose from the data relating to the choices that children are making within their free time. This paper focuses on the choices they are making within technology use. Data on the children's technological engagement will be presented and discussed through a child development lens. The positive and negative implications for both learning and development are raised. This generation of children will be the first to emerge into adulthood without ever experiencing a world without technology. For them, it will always have been central to their existence. What does this mean for the next generation of humanity?

show abstract

Section: Discussionmentioning

confidence: 99%

Children's Choices: The Technology Choices That Children Make Within Their Free Time. Influences and Implications

O'Connor¹,

McGunnigle²,

McCormack³

et al. 2016

EDULEARN Proceedings

View full text Add to dashboard Cite

show abstract

“…Teaching in the age of digital learning also has implications for early childhood teacher educators in how they integrate technology tools and interactive media in the on-campus and online courses they teach, how well they prepare future early childhood teachers to use technology and media intentionally and appropriately in the classroom with young children and how well future teachers understand and embrace their role with parents and families (NAEYC 2009b;Rosen & Jaruszewicz 2009;Barron et al 2011). Teacher educators need to provide technologymediated and online learning experiences that are effective, engaging, and empowering and that lead to better outcomes for young children in the classroom.…”

Section: Digital Citizenshipmentioning

confidence: 99%

<p>Augmented Reality Applications in Education</p>

Antonioli¹,

Blake²,

Sparks³

2014

JOTS

111

View full text Add to dashboard Cite

Technology is ever changing and ever growing. One of the newest developing technologies is augmented reality (AR), which can be applied to many different existing technologies, such as: computers, tablets, and smartphones. AR technology can also be utilized through wearable components, for example, glasses. Throughout this literature review on AR the following aspects are discussed at length: research explored, theoretical foundations, applications in education, challenges, reactions, and implications. Several different types of AR devices and applications are discussed at length, and an in-depth analysis is done on several studies that have implemented AR technology in an educational setting. This review focuses on how AR technology can be applied, the issues surrounding the use of this technology, viewpoints of those who have worked with AR applications; it also identifies multiple areas to be explored in future research.

show abstract

“…Ellington and Race (1993) classified the teaching and learning resources into seven groups; Printed and duplicated materials; Nonprojected display materials; Still-projected display materials: Audio materials: Linked-audio and still-visual Material: Video materials and Computer-mediated materials. Teaching in the age of digital learning also has implications for early childhood teacher educators in how they integrate technology tools and interactive media in the on-campus and online courses they teach, how well they prepare future early childhood teachers to use technology and media intentionally and appropriately in the classroom with young children and how well future teachers understand and embrace their role with parents and families (NAEYC 2009b;Rosen & Jaruszewicz 2009;Barron et al2011). Teacher educators need to provide technology mediated and online learning experiences that are effective, engaging, and empowering and that lead to better outcomes for young children in the classroom.…”

Section: Use Of Technological Resources In the Acquisition Of Languagmentioning

confidence: 99%

Use of Technological Resources in the Acquisition of Language skills in Early Childhood Development and Education programmes in Gem Sub-County, Kenya

Ogott¹,

Odera²

2014

IJARPED

View full text Add to dashboard Cite

Research findings world over indicates that technology has revolutionized teaching and learning at all levels of education. However, in Gem Sub-County in the Republic of Kenya concerns have been raised with regard to the use of technological resources in the acquisition of language skills. The objective of this article was to establish the use of technological resources in the acquisition of language skills in early childhood development and education programmes in Gem Sub-County. It adopted descriptive survey design. The study involved 68 ECDE teachers drawn from 115 ECDE centers in Gem Sub-County, Kenya selected by purposive and simple random sampling techniques. Data was collected by use of questionnaires and interview schedules. Data was analyzed using The study found that teacher preparedness, availability of technology resources and administrative support had influence on the acquisition of language skills. The study recommends: the incorporation to the training curriculum of technological aspects so that teachers should be trained in selection and use of technology. This would enable the teachers to gain both theory and practical skills; the government and other stakeholders should come up with a programme of supplying technological resources to enhance learning not only of sensitization on the safety measures and also provide safe resources ; the school administrators should be sensitized on their roles in supporting the provision of conducive environments so as to promote the use of technology and finally inservice training for ECDE teachers on the emerging issues with regard to technological resources.

show abstract

Developmentally Appropriate Technology Use and Early Childhood Teacher Education

Cited by 60 publications

References 3 publications

Children's Choices: The Technology Choices That Children Make Within Their Free Time. Influences and Implications

Children's Choices: The Technology Choices That Children Make Within Their Free Time. Influences and Implications

<p>Augmented Reality Applications in Education</p>

Use of Technological Resources in the Acquisition of Language skills in Early Childhood Development and Education programmes in Gem Sub-County, Kenya

Contact Info

Product

Resources

About