iPods, Internet and Apps, Oh My: Age Appropriate Technology in Early Childhood Educational Environments

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Author(s): Sally Blake (Flagler College, USA), Denise L. Winsor (The University of Memphis, USA), Candice Burkett (The University of Memphis, USA)and Lee Allen (The University of Memphis, USA)
Copyright: 2014
Pages: 19
Source title: K-12 Education: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-4666-4502-8.ch095

Keywords: Education / Information Science Reference / K-12 Education

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Abstract

This chapter explores perceptions about technology and young children and includes results of a survey answered by Instructional Design and Technology (IDT) and Early Childhood Education (ECE) professionals in relation to age appropriate technology for young children. Integration of technology into early childhood programs has two major obstacles: (a) teachers’ attitudes towards and beliefs about technology and (b) perceptions of what is developmentally appropriate practice (DAP) in their classrooms. The issue of what constitutes developmentally appropriate practice for young children in relation to technology in early childhood education classrooms is one that may influence technology use in educational environments. The framework for this chapter explores perceptions of early childhood and instructional technology practitioners and their views of what is and is not appropriate technology for young children.

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iPods, Internet and Apps, Oh My: Age Appropriate Technology in Early Childhood Educational Environments

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