Articles Analysis Essay on Integration of Technology in Early Childhood Education

Blackwell, C., Lauricella, A., Wartella, E., Robb, M., & Schomburg, R. (2013). Adoption and use of technology in early education. Computers & Education, 69, 310-319. http://dx.doi.org/10.1016/j.compedu.2013.07.024

The article puts into view the use of technology in the early childhood practice with respect to instructors attitudes and the interaction of external barriers. The scholars highlight the view that continuous under-utilization and increase in accessing technology in the education spectrum makes it significant to comprehend the issues that instructors face when attempting to incorporate technology into the classroom. The scholars also explain that previous studies illustrating the experience of teachers with first-order and second-order barriers mostly focused on the instructors in K-12 rather than instructors in early childhood education. The article puts into view the use of Unified Theory of Acceptance and Use of Technology when it comes to early childhood education whereby the associated study involves assessing the predictors regarding the access of technology by early childhood teachers and the utilization of traditional technologies and advanced devices. From their research findings, the positive attitudes on the view that children tend to learn more from technology forecasted the use of technology in early childhood education regardless of the external barriers that limit the access to technology. The article is significant in comprehending the issues that face instructors in early childhood when attempting to employ technology in their instructional initiatives.

Parette, H. (2013). Integrating Instructional Technology into the Early Childhood Classroom: A Framework for Inclusive Planned Activities. Baltimore: Brooke Publishing Co.

A comprehensive article that focuses on the integration of technology with respect to inclusive organized activities. The inclusive organized activities are expected to align with the curriculum. The framework associated with integrating technology puts into view best practices in early childhood education, the principles associated with universal design for learning, comprehension of the developing role of technology in the classroom environment and evaluating the methods associated with documenting the effectiveness of instruction. The scholars present a framework that assists instructors with a strategy that connects instructional technology with the curriculum rather than depending on an unpremeditated strategy. The framework puts into view features that enable a distinction when it comes to programs which are developmentally effective and allow an integration of technology into the early childhood curricula. The programs entail using unique and instructional methods that are child-centered, rooting for learning opportunities, and quality learning activities and experiences which are supported by technology. The article is significant when it comes to comprehending the strategies associated with the integration of technology in early childhood education. It focuses on a framework which can be perceived as diverse as it involves accommodating various methods that suit the learning needs of children in early childhood.

Parette, H., Blum, C. & and Quesenberry, A.C. (2013). The 21st Century Role of Technology for Young Children. In Parette H. and Blum C. (Eds). Instructional Technology in Early Childhood. Baltimore: Brooke Publishing Co.

The article presents a comprehensive analysis of the use of technology in the classroom environment. It includes several case studies regarding the significance of technology in the learning of children during the 21st century. On technologies as essential tools for learning, the scholars present the view that advancements that exhibit the potential for assisting learners during the instructional process are significant for professionals in early childhood. They introduce the concept of Developmentally Appropriate Practice or DAP that includes aspects that include the development and the learning process in children, the interests and strengths of each child, and the cultural and social settings where learners live. The scholars also highlight the barriers associated with using technology in the classroom with respect to the disconnection between what fascinates children and the activities presented by the instructors. Some of the issues which are perceived to be barriers include generational gaps, cultural and social influences, attitudes regarding technology, inadequate training and information, and the limitations in classroom budgets. Another interesting perspective highlighted by the scholars include approaching the comprehension of instructional technology. The associated view is that instructional technology has been useful in improving skills that support the learning process especially when it comes to the development of literacy skills. The article is relevant when it comes to analyzing the relevance of technology in early childhood as it focuses on technologies as essential tools for learning, the barriers associated with using technology in the classroom and approaching the comprehension on instructional technology.

Sullivan, A., & Bers, M. (2015). Robotics in the early childhood classroom: learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade. International Journal Of Technology And Design Education, 26(1), 3-20. http://dx.doi.org/10.1007/s10798-015-9304-5

The article includes a substantive analysis on the utilization of robotics in the early childhood environment with respect to an eight-week curriculum on robotics. The scholars highlight the concept of the STEM which is an acronym for science, technology, engineering, and mathematics with the view that the T and the E have become a point of focus with regards to the school curriculum. The associated view is that both the T and E were ignored concepts in education before the development of STEM. They explain that robotics presents an interesting, fun and a concrete method for learners to use concepts in technology and engineering during their early developmental stages. The article includes a study regarding an eight-week curriculum on robotics that included second-grade students as the participants. The study focused on foundational knowledge of robotics and concepts on programming after the children completed the curriculum. From the research findings, the learners gained skills in programming and robotics. Also, the older learners exhibited an increased ability in mastering multifaceted concepts while using a robotic kit. The use of robotics in early childhood education is perceived to facilitate the development of cognitive, social and motor skills in children. The associated view is that children may develop engineering skills by using the sensors, and motors in addition to telling stories by structuring and sharing projects that they have developed individually with respect to their environment. The article is essential in understanding the significance of integrating technology in early childhood as it focuses on analyzing how programming and robotics may be employed in the classroom environment and the skills that the children may develop when using the tools.

Kerckaert, S., Vanderlinde, R., & van Braak, J. (2015). The role of ICT in early childhood education: Scale development and research on ICT use and influencing factors. European Early Childhood Education Research Journal, 23(2), 183-199.

The scholars present a comprehensive analysis on the significance of information and communication technology in early childhood education. The associated view is that technology has become part of the education system whereby it facilitates the development of skills in learners. Using it in early childhood nurtures the use of sensory and motor skills in children which are essential as they progress with their education. The scholars present the view that most of the teachers in practice experience challenge on the integration of technology into the classroom environment regardless of the promise associated with the benefits of technology in the classroom. It is also perceived that technology is not an end in itself despite having tools that have proven to be useful in the classroom environment. The article is essential in understanding the need for adopting adequate strategies that facilitate the integration of technology in the classroom environment. It puts into view the interaction between teachers and various technologies and the strategies necessary for integrating technology during the learning process.

References

Blackwell, C., Lauricella, A., Wartella, E., Robb, M., & Schomburg, R. (2013). Adoption and use of technology in early education. Computers & Education, 69, 310-319. http://dx.doi.org/10.1016/j.compedu.2013.07.024

Parette, H. (2013). Integrating Instructional Technology into the Early Childhood Classroom: A Framework for Inclusive Planned Activities. Baltimore: Brooke Publishing Co.

Parette, H., Blum, C. & and Quesenberry, A.C. (2013). The 21st Century Role of Technology for Young Children. In Parette H. and Blum C. (Eds). Instructional Technology in Early Childhood. Baltimore: Brooke Publishing Co.

Sullivan, A., & Bers, M. (2015). Robotics in the early childhood classroom: learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade. International Journal Of Technology And Design Education, 26(1), 3-20. http://dx.doi.org/10.1007/s10798-015-9304-5

Kerckaert, S., Vanderlinde, R., & van Braak, J. (2015). The role of ICT in early childhood education: Scale development and research on ICT use and influencing factors. European Early Childhood Education Research Journal, 23(2), 183-199.