Trend #1

Clarifying goals for the use of technology in the early

childhood classroom.

-Technology has been targeted as a catalyst for instructional reform with
the tools of technology supporting teaching and learning is all areas. The
State of Colorado 1994-2004 Strategic Plan has adopted 8 goals addressing
technology http://www.cde.state.co.us/cdetoc.htm. These goals include
improvements for libraries, a statewide network, and management systems in
place for each district which facilitate information transfer. In the
technology plans, the focus is to be on student outcomes and achievement.

Introducing the tools of technology into

the earliest curricula.

 

-Effectively integrating technology into the early childhood curriculum
requires matching the type of computer hardware and software used with
the skills desired.

 

Research in early childhood education suggests that while intellectual
learning is important, it does not take precedence over physical, social and
emotional learning.

 

Other research indicates that computers serve as catalysts for social
interaction http://www.fcc.cc.md.us/. Children speak with others nine times
more often working with computers than when collaborating to make puzzles.

 

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           Trend #3

Using technology to foster learning-centered education as

opposed to teacher-centered education.

Traditionally education has been an activity focusing more on the performance of the teacher in imparting knowledge, with the student playing a more "passive" role in the process. In the new modalities, curricula is less confined to sequential design and pre-defined structures for mass audiences. New technologies shift the focus to the learner with customized experiences based on individual backgrounds and learning styles http://www.milkenexchange.org/feature/tapscott_full.html.

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Research indicates that a key predictor of a child's academic success is parental involvement. Home and school environments must overlap and work collaboratively in the education of young people.

Public reaction to use of computers runs along two lines: one, it is a "fad" that can never replace the old-fashioned methods of instruction; or, a school can never have too much technology http://scrtec.org/ .

In a survey of 84 kindergarten and SPED early education teachers from the midwest, computers were used in 50% of all kindergarten classrooms. Despite this high rate of adoption, parents rarely contacted teachers for instruction on how to use or transfer technological learning to the home teaching environment.

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