Non-Computer Based Tech

When looking at non-computer based technology in an early childhood classroom, I feel that the most important device would be an over-head projector. This device plays a huge role for the teacher because it allows them to show the class different media that is enlarged for everyone to see. Instead of running off handouts or passing around pictures for everyone to look at, projectors offer a way for children to see the desired object all at once. Teachers can leave up directions on an activity that the children are doing so that they can look at what they need to do next.

Another non-computer based technology in an early childhood classroom would be a dry erase board. I think this is an important aspect of every classroom because it offers a way for teachers and children to communicate with each other. Dry erase boards can act as a huge drawing canvas for children during different activities or they can serve teachers in being able to make reminders that the children need to see such as homework assignments or the class schedule.

ERIC Reflection

After listening to the ERIC presentations, I have realized how important it is to include technology into the early childhood classroom. When including technology there are several areas you have to look at to insure that the safety and issues are met concerning technology. To allow technology to be used in the classroom you have to plan so that every area is covered. I learned that parents and students have to agree to an acceptable use policy that discusses the guidelines and safety measures involving technology. In order to plan effectively, teachers need to be flexible as well as knowledgeable of different software programs that are available. Teachers could form a technology team that would discuss new ideas or that would monitor new programs that could come out in the next five years. Teachers need to keep in mind however, that new technology is not always better. Sometimes new technology performs at a lower level because it is cheaper to produce and to buy.

Another issue I learned about after listening to the presentations were the gender, racial, and economic issues that involve technology. Children who come from a low socioeconomic environments, may not have the exposure to technology at home and may need extra support in the classroom. If teachers recognize this issue, he or she could pair children up to work cooperatively with peers that may be more knowledgeable of the software. After listening to the gender issues involving technology I have realized that women are becoming more knowledgeable and skilled at using technology. Even though men are still more dominant in this area, women are stepping up to the plate. This is because technology is becoming more and more prominent in our every day lives.

I am becoming more excited about including technology into my future classroom after hearing how to correctly implement different software programs. Children can learn so much from hands-on experiences and by using the computer they are learning in a more engaging way. A thought to keep in mind is including digital cameras in the classroom. Digital cameras could be used across the curriculum such as in a language arts activity. Children could take photos and then later write a story about what they photographed. Children could also take pictures for a science lesson of the different forms of precipitation throughout the year. There are so many ways that technology can be included in the classroom and I feel that it is my responsibility to introduce children to the various types of technology that are available.

Technology in an Early Childhood Classroom

The online article, "Technology in Early Childhood Education: Finding the Balance", offers several tips on how to integrate technology into the curriculum successfully. When introducing children to technology you should consider whether or not the technology will add to every child's educational opportunities and experiences. Technology can begin to enhance a child's learning beginning in Preschool. Young children should only use technology for a short period of time. The technology should be introduced as a choice during free time. This way the technology will act as a discovery process. Also, for children in preschool, there should be only a few software programs to choose from which are developmentally appropriate. Children ages five to eight (primary grades) can begin to use technology for a longer period of time. The children in this age group are beginning to read and no longer have to depend on icons to navigate through technology. Technology can now begin to enhance a child's literacy or language skills. For example, simple word processors become important educational tools as children experiment with written language. The teacher is less involved and only acts as a guide for children while posing questions that encourage thinking. The article also goes on to talk about how to use technology for a real purpose, choosing appropriate software, and other types of technologies that are beneficial in the classroom.

Review:
I think that this is a great article that future teachers should read to understand how to effectively adapt technology into the classroom. It gives helpful suggestions on what type of technology uses children should be involved with by age group. The website is very easy to navigate because it offers headings that you are able to click on if you know exactly what you want to look at. It also offers links to other websites that may be useful regarding technology usage in the early childhood classroom.

Here is a link to the website so you can check it out:
http://www.nwrel.org/request/june01/intro.html