Lead Presenter Dr. Colleen Finegan

Position: Associate Professor, Early Childhood Special Education

Institution/Address Wright State University

City/State/ZIP Dayton, Ohio 45435

Tel. 937-775-4582 (office)

FAX 937-775-3308

One Hour __X__

General __X__

Preschool __X__ and K-#3d __X__

General __X__

Early Intervention __X__

Inclusion with Technology __X__

Other __X__

I bring my own MAC computer and will use the computer projection panel supplied.

Computer technology is fast becoming common in Early Childhood classrooms. The appropriateness of computer use with youngsters depends on the level of teacher expertise, appropriate software reinforcing developmentally appropriate skills, and skillful integration of technology into the early childhood environment.

Computer use has become widely accepted from the primary grades though the secondary level. However, computer use in early childhood education 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 continues among professionals and experts in both the technological and educational fields.

Many critics caution computer use with 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 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).

Recent studies 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 …to have effective knowledge of how to make technology developmentally appropriate for young children" (Badgett, & Snider, 1995, p.101).