Tag Archives: Interactive media

Keywords from the new tech position statement

Even after watching the webcast, where @chipdono highlights the keywords of the new NAEYC and Fred Rogers Center Technology Position Statement: Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8, I still love staring at them.

I am excited by the prominence of children and childhood in a statement about technology. Even the title of the statement reminds readers that technology is but a tool in early childhood programs and therefore it should be used as a way to enhance learning and support children’s development. I think this idea is what often gets lost in the hype of shiny new tech tools and a world where everyone seems glued to a screen. @Matt_Gomez summarized it well during #ecetechchat on Wednesday, saying “Big take away for me, tech itself is rarely the learning goal. The goal is for tech to enhance the learning.”

I have read and heard so much fear from parents and educators about using tech with young children. Some are concerned that children are being exposed to too much, too soon, while others worry that this exposure will be detrimental to children’s health. Yet, the new position statement helps us to realize that if technology is used in developmentally appropriate ways and integrated into classrooms to further enhance existing learning goals, technology can actually help support children’s development and growth, instead of harming it.

Of course, as we discussed in #ecetechchat last night, a great deal of work, planning, and thought needs to go into technology use in early childhood classrooms for it to be done in appropriate ways. Interactivity and open-ended programs should be a core requirement when selecting technologies and planning tech activities. Additionally, teachers need to understand that “all screens are not created equal” and therefore there is a vast difference between children watching a DVD and engaging with a multi-touch table. And when working with children under two, technology should only be used to support responsive interactions between caregiver and child. Again, the focus is on the child, not the tool, and the goal is strong, positive relationships and social-emotional development (not tech skills!).

Of course the tweet I found most exciting during our #ecetechchat discussion about the position statement was a comment by @Matt_Gomez about technology and global learning, “the one thing I think tech provides that nothing else can is the opportunity to collaborate globally.” This is, of course, the focus of my own studies and current technology work, as I am in the process of designing a resource site for early educators with guidance and research about using technology to create global learning experiences in the classroom. My hope is that the new tech position statement can help clarify when and how technology can be an asset in the classroom, making it easier for teachers to understand how tech can be used to further the goals of global collaboration and learning.

Ultimately, the answer seems to be balance between taking advantage of the opportunities technology provides (@mentormadness summarized it well “Tech makes connecting, learning, sharing, discussing, reflecting, collaborating & creating globally an instant reality”) while ensuring that tech is used intentionally and with specific learning goals in mind.

Unfortunately, as @ECEtech highlighted “the most difficult part will be helping teachers and administrators focus on the end goal and not the tech.” We also discussed the real need for professional development on this topic and more opportunities for educators to explore and play with new technologies. Luckily, there are a lot of great new resources available for teachers, administrators, and others interested in using technology in early childhood to learn about the best ways to integrate tech into the classroom:

The TEC Center at Erikson launched this week and they are currently collecting videos and other resources to help teachers understand what best practice looks like when using technology. ECEtech.net also launched this week, providing a new, interactive community for early childhood educators who want to explore the practical side of technology use in preschool settings. Plus, a number of additional resources were published with the position statement that should provide more guidance to teachers and administrators.