Steps to Implementing Technology in Inclusive Early Childhood Programs

• 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
• ISSN: 0738-0569; 1528-7033
• DOI: 10.1080/07380569.2015.1038976

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.