Steps to Implementing Technology in Inclusive Early Childhood Programs

Twenty-first-century preschool children, with and without disabilities, may be found using technology, including assistive technologies, on a daily basis in their homes, schools, and communities. Early childhood educators are exploring opportunities to integrate technology and interactive media into...

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Bibliographic Details
Published in:Computers in the schools 2015-04, Vol.32 (2), p.152-166
Main Authors: Lyons, Catherine D., Tredwell, Claire T.
Format: Article
Language:English
Subjects:
Assistive Technology
botany
C (programming language)
Children
Communities
Data Collection
Decision Making
Disabilities
Early Childhood Education
Education
Educational Technology
geology
Handheld Devices
Inclusion
Interactive
iPads
Judgments
Knowledge Level
Learning
Preschool children
Preschool Education
preschool inclusion
STEM
STEM Education
Strategy
Student participation
technology
Technology Integration
Technology Uses in Education
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Summary:Twenty-first-century preschool children, with and without disabilities, may be found using technology, including assistive technologies, on a daily basis in their homes, schools, and communities. Early childhood educators are exploring opportunities to integrate technology and interactive media into the present-day curriculum. The authors suggest implementing the following five-step process to support using technology in early childhood inclusive programs: (a) assessing technology knowledge of young children, (b) developing technology rules with young children, (c) applying professional judgment and program policy, (d) implementing technology into the curriculum, and (e) collecting data for decision making. Through this process, early educators may define children's background knowledge and subsequently design a curriculum approach, including instructional methods and strategies, to engage young children while fostering creative learning experiences.
ISSN:0738-0569
1528-7033
DOI:10.1080/07380569.2015.1038976