PROPOSAL COVER SHEET

1. Title of Paper Computer technology in the Early Childhood Classroom: Does it foster Interaction or Isolation?

2. Presenter Name _Dr. Colleen Finegan_________Tel. 937-775-4582 (office) 513-779-9994 (home)

Institution/Address _Wright State University__ 376 Millett Hall

City/State/ZIP ______Dayton, Ohio 45435__________ E-mail______cafinegan@aol.com___________

PROPOSAL COVER SHEET

Computer technology is fast becoming a common sight in the Early Childhood classroom, but whether computer use is developmentally appropriate for young children is often debated. The appropriateness of computer use with young children depends on level of teacher expertise, the presence of software teaching / reinforcing developmentally appropriate skills, and skillful integration of technology into the early childhood environment and curriculum.

" Technology plays a significant role in all aspects of American life today and this role will only increase in the future" (NAEYC, 1996, p.11). As the world enters the twenty-first century, the relationship between society and technology is becoming abundantly clearer. "General computer literacy and the ability to manage and process the continuing supply of new information is fast becoming a part of our daily lives. The integration of computers is now part of our personal, educational, employment and social technological progress"(CompuChild, 2000). "The success of technology has more to do with people than machines. All the right parts and pieces together won't work miracles by themselves. It is people who make technology powerful" (The Alliance for Technology Access, 1996, p. 8). And with this power, ultimately comes responsibility.

"Since computers were introduced into the classroom during the mid-1980's, there have been dramatic changes in the number of teachers using computers with young children" (Haugland, 1997b, p. 3). Computer use has become widely accepted in education from the primary grades though the secondary level. Computer use in early childhood education, or pre-school level, is still a relatively new concept. "As technology becomes easier to use and early childhood software proliferates, young children's use of technology becomes more widespread" (NAEYC, 1996, p. 11). The debate over this issue continues to be divided among professionals and experts in both the technological and educational fields. The underlying critical question of the debate being, "Is technology use developmentally appropriate in the early childhood classroom?"

It is clear that technology has become a fundamental force in the educational field. Many advocates of computer use in the early childhood classroom feel that "to become productive adults in an increasingly computer-oriented society, children should have the opportunity to become comfortable with computers early in their lives" (Haugland, 2000, p.12). This idea parallels the philosophy of early intervention in young children. That is, the earlier they begin to utilize the technology, the better prepared they are for the future. Many parents share the belief that technology can only benefit their children. According to a national study conducted by The Milken Exchange on Education Technology (1999), 87% of parents rated technology as having a strong importance on learning and a vast majority thought that computers will make a significant difference in the quality of their children's education.

Many critics caution computer use with very young children because the very nature of the technology seems to threaten the ideas prevalent in developmentally appropriate curriculum. Critics argue that the affects of computer use will allow children to become less social, and that teachers will move away from using concrete, real-life materials (Henniger, 1994). Although technology can be a very useful and powerful tool, many critics voice concern about computers leading teachers away from a developmentally appropriate curriculum. "The problem with (computers) is that many modern technologies are very passive. Because of this, they do not provide children with the quality and quantity of crucial emotional, social, cognitive, or physical experiences they require when they are young" (Perry, 1999, p.37).

More recent studies and research have cast computer use in the early childhood classroom in a favorable light (Henniger, 1994). "Children are active learners, constructing their own knowledge. When used with appropriate software and teaching strategies, the computer is a tool that can enhance children's learning" (Wright, 1998, p.107). "Adults who are sensitive to the individual needs of children can utilize the potential benefit of technology to provide every child the opportunity to prepare for positive real-world participation. As early childhood programs implement individual strategies for all children, including those with special needs, it becomes increasingly important for the adults who work with this population to have effective knowledge of how to make technology developmentally appropriate for young children" (Badgett, & Snider, 1995, p.101).

Computer use has become widely accepted in education from the primary grades though the secondary level. Computer use in early childhood education, or pre-school level, is still a relatively new concept. "As technology becomes easier to use and early childhood software proliferates, young children's use of technology becomes more widespread" (NAEYC, 1996, p. 11). The debate whether computer use is developmentally appropriate in an early childhood setting (3-5 yr. olds) continues among professionals and experts in both the technological and educational fields. This question as well as the many ways to increase the developmental appropriateness of computer usage will be discussed.

Computer technology is fast becoming a common sight in the Early Childhood classroom, but whether computer use is developmentally appropriate for young children is often debated. The appropriateness of computer use with young children depends on level of teacher expertise, the presence of software teaching / reinforcing developmentally appropriate skills, and skillful integration of technology into the early childhood environment and curriculum.

The debate whether computer use is developmentally appropriate in an early childhood setting (3-5 yr. olds) continues among professionals and experts in both the technological and educational fields. This question, as well as the many ways to increase the developmental appropriateness of computer usage, will be discussed.

The level of teacher expertise,

The presence of software teaching / reinforcing developmentally appropriate skills,

The skillful integration of technology into the early childhood environment and curriculum.

• Ways to use the computer and other technologies to increase socialization, etc.
• Sharing between presenters and members of the audience re: other models that seem to work well.

1. Subject Descriptors–Using the List of Descriptors found on page 8, please provide up to three descriptors of your proposal for the subject index of the Annual Meeting program.

2. Please indicate to which strand you are submitting your proposal and what type of session it is by checking one box only.

Provide a 30-word-or-less description of the proposed session, using complete sentences. Each description will be printed in the Annual Meeting program (AACTE reserves editorial rights).

The debate whether computer use is developmentally appropriate in an early childhood setting continues. This question and ways to promote positive social values in a technology-rich environment will be discussed.

PROPOSAL REVIEW FORM

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(for AACTE use) (for AACTE use)

Title of Session/Paper/Presentation:

Please indicate to which strand you are submitting your proposal and what type of session it is by checking one box only (should be the same as marked in Section D of Proposal Cover Sheet).

Symposium-Group Proposal: r YES, our session will use the Apple Electronic Classroom.