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Introduction
It's challenging to be an analog adult in the digital world young children are grow- ing up in today.Thanks to these outstanding teachers and technology innovators for sharing their stories: Tricia Fuglestad, NBCT, K-5 Art Teacher, Dryden Elementary School, Arlington Heights, IL; Maggie Powers, Lower School Technology Coordinator, The Episcopal Academy, Philadelphia, PA, and Erin Stanfill, NBCT, Teacher and Educational Consultant, Bur- ley Elementary, Chicago Public Schools.It also contrasts with noninterac- tive or "passive" use of media, where children are placed in front of screens
with little or no interaction with the technology or with others. o Engaging speaks to the quality of the technology or media experience as well as engagement with peers and adults--so all three Cs need to be accounted
for--content, context, and the child. o Co-engagement or Joint Engagement With Media is a central idea that places
technology as a tool for encouraging adult child and child-to-child interac-
tions and invites a more social and less isolating experience. o The words access and equity are professional responsibilities early educators share to be sure that all children have opportunities to experience technology and media and to gain valuable skills for learning and digital media literacy
for the 21st century. o The words select, use, integrate, and evaluate are action words that describe
the role of the teacher and the ongoing and dynamic nature of teaching with technology--and are a constant reminder that it takes knowledge, experi- ence, and digital media literacy for the adult to choose and use technology in appropriate and intentional ways. o And finally, professional development acknowledges the need to support educators as they enhance their digital literacy and strengthen their ability to use technology in intentional and effective ways. Identify and address the concerns. Some advocates for children, quality early childhood experiences, and childhoods without technology (or with very little), have raised concerns that cannot be ignored. Early childhood educators interested in using technology with young children need to always be aware of these con- cerns and take them into consideration when making choices for the classroom. Among the most frequently raised concerns about technology in the early years are the following:
o The need to address access and equity issues so that new digital devices are tools for all children and can help close the achievement gap and the digital divide--not make them worse
o Exposure to inappropriate content and commercial messages targeting children
o Negative impact on social-emotional development due to less socialization and more social isolation and the risk of technology interrupting the adult/
child relationship
o The need to emphasize interactive use and interactions with others over pas-
sive, noninteractive uses
Technology and Digital Media in the Early Years : Tools for Teaching and Learning, edited by Chip Donohue, Taylor & Francis Group, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/zu-ebooks/detail.action?docID=1762040. Created from zu-ebooks on 2020-06-29 09:02:51. Copyright (C) 2014. Taylor & Francis Group. All rights reserved. 26 Chip Donohue
o The need to monitor and manage screen time and place limits on use--this becomes more complicated when we consider a child's screen exposure throughout the day and across settings in addition to classroom time. o Displacement--the risk that technology will replace developmentally appro- priate and valuable materials and activities
o Negative impact on imaginative and open-ended play, active learning, hands- on learning, and creativity
o Less outdoor time and physical activity leading to more childhood obesity
o Increased sleep disruptions
Position Statement Alignment
o o
o
o o
o o
o o
There are concerns about whether young children should have access to tech- nology and screen media in early childhood programs. Several professional and public health organizations and child advocacy groups concerned with child development and health issues such as obesity have recommended that passive, non-interactive technology and screen media not be used in early childhood programs and that there be no screen time for infants and toddlers. NAEYC and the Fred Rogers Center are also concerned about child develop- ment and child health issues and have considered them carefully when devel- oping this position statement. NAEYC & Fred Rogers Center (2012), p. 2
AAP, American Academy of Pediatrics www.aap.org
AAP Policy Statement--Children, Adolescents, and the Media (2013). http://pediatrics. aappublications.org/content/early/2013/10/24/peds.2013-2656
Beyond Remote-Controlled Childhood: Teaching Young Children in the Media Age, Diane E. Levin www.naeyc.org/store/Beyond-Remote-Controlled-Childhood
Campaign for a Commercial Free Childhood www.commercialfreechildhood.org
Caring for Our Children, American Academy of Pediatrics, American Public Health Association, National Resource Center for Health and Safety in Child Care and Early Education http://cfoc.nrckids.org
Center on Media and Child Health www.cmch.tv
Facing the Screen Dilemma: Young Children, Technology and Early Education. Campaign for a Commercial-Free Childhood & Teachers Resisting Unhealthy Children's Entertainment www. commercialfreechildhood. org/sites/default/files/facingthescreendilemma. pdf
healthychildren.org
TRUCE, Teachers Resisting Unhealthy Children's Entertainment www.truceteachers. org/
Figure 3.1 Learn More . . . About the Cautions and Concerns
Technology and Digital Media in the Early Years : Tools for Teaching and Learning, edited by Chip Donohue, Taylor & Francis Group, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/zu-ebooks/detail.action?docID=1762040. Created from zu-ebooks on 2020-06-29 09:02:51. Copyright (C) 2014. Taylor & Francis Group. All rights reserved. Tools for Teaching and Learning 27
Know What Matters. Findings shared by children's media researchers during a research symposium, Digital Media in Early Learning: What We Know and What We Need to Learn, cohosted by Lisa Guernsey and New America with the Alliance for Early Learning in the Digital Age (Fred Rogers Center, Joan Ganz Cooney Center at Sesame Workshop, the Ounce of Prevention Fund, PBS, Ses- ame Workshop, and the TEC Center at Erikson), provided evidence-based guid- ance for educators and parents. Some of my takeaways about what matters most are the following:
o Relationships matter--We know that young children learn best in the con- text of interactions and relationships with tuned-in, responsive, and caring adults, so technology use should support and strengthen adult/child relation- ships, not interrupt or prevent them. o Joint engagement with media matters--We know that adult/child interac- tions are key to language learning, and this is also true when using media with children. Reading a book or playing with an app leads to more learning when adults and children share the experience. o Content matters--For screen-based media, the content on the screen really matters, and we're beginning to understand that what children watch on screens can be much more important that how long they watch screen. Con- tent features from children's television that seem to be most important when designing or choosing a media experience for a young child include charac- ters who children build relationships with, an engaging story, elements that promote guided play, and avoidance of distractions. o Context matters--In early childhood education we've long known that children learn best in active environments when they are engaged in mean- ingful, interactive, and social contexts, and these "essentials" hold true in the digital age with multitouch screen, apps, and interactive experiences.Tools for Teaching and Learning 29
o Center on Media and Human Development http://cmhd.northwestern.edu/
o Children's Technology Review http://childrenstech.com/
o CLDC Best Practices Page, Child Learning & Development Center, Pacific University http://fg.ed.pacificu.edu/cldc/bestpractices.html
o Common Sense Media www.commonsensemedia.org/
o Digital Media Literacy in Early Childhood Programs, Pittsburgh Association for the Education of Young Children, PAEYC www.paeyc.org/digital-media-literacy
o Early Childhood Investigations Webinars www.esbyfs.com/early-childhood- investigations-webinars
o Early Learning Environment (Ele), Fred Rogers Center www.yourele.org
o ECEtech.net, Early Childhood Technology Network www.ecetech.net/dev/
o edWeb.net, PreK-3 Digital Learning www.edweb.net/prek3digitallearning
o Fred Rogers Center for Early Learning and Children's Media at Saint Vincent College www.fredrogerscenter.org
o HITN Early Learning Collaborative http://earlylearningcollaborative.org
o ISTE, International Society for Technology in Education www.iste.org
o Joan Ganz Cooney Center at Sesame Workshop www.joanganzcooneycenter.org/
o NAEYC, National Association for the Education of Young Children www.naeyc.org
o NAMLE, National Association for Media Literacy Education http://namle.net/
o National Library of Virtual Manipulatives, Utah State University http://nlvm.usu.edu/en/ nav/vlibrary.html
o New America's Early Education Initiative and Learning Technologies Project http:// education.newamerica.net
o Pittsburgh Kids + Creativity Network http://remakelearning.org/
o Results Matter Video Library - iPads in Early Childhood, Colorado Department of Education www.Fred Rogers Center (2012), p. 6
Read the Framework at www.fredrogerscenter.org/media/resources/Framework_ Statement_2-April_2012-Full_Doc+Exec_Summary.pdf
Consider the three Cs--Lisa Guernsey writes about the three Cs--content, context and the individual child--and provides a third framework to help educa- tors and parents thoughtfully select and use media with young children.Educators and Media Creators (2012) The three Cs--content, context, and the individual child--from Lisa Guern- sey's book, Screen Time: How Electronic Media--From Baby Videos to Edu- cational Software--Affects Your Young Child (2007)
As described in the Introduction, everyone who has contributed chapters to this book hope that you will take time to access and read the position statement and Framework for Quality as you begin to explore the ideas and best practices we share.o Digitally literate teacher educators, professional development providers, and trainers
o Technology integrated into preservice, teacher education, and professional development
o Technology and media knowledge, experience, competency, and fluency leading to digital literacy
o Hands-on opportunities to play with technology before teaching with it
o Confidence to jump in and get started--to use technology to learn how and
why to use technology
o Communities of practice and interest where you can access resources and
practical information about teaching with technology, exchange ideas, share stories about what works, and ask questions about what doesn't with other educators, and develop your own personal and professional learning network
o Access to evidence-based practices, and examples of effective practice
Take time to check out some of the resources and links that have been shared, and refer back to them often as you move on in the book.When used intentionally and appropriately, tech- nology and interactive media: can be additional tools for learning and development and can enhance children's cognitive and social abilities; sup- port inclusive practice; provide tools to support English language learning; enhance early childhood practice when integrated into the environment, curriculum, and daily routines; and help educators make and sustain home- school connections.NAEYC & Fred Rogers Center (2012), p. 1
Conclusion
Drawing on the big ideas and key concepts from the NAEYC & Fred Rogers Center joint position statement (2012), the Fred Rogers Center Framework for Quality (2012) and the three Cs--content, content, child--from Lisa Guernsey (2007), I've presented an overview and highlights of what educators need to know to be able to use technology thoughtfully and appropriately.You've taken your first steps toward digital literacy--a journey you'll share with other early childhood educators, teacher educators, professional develop- ment providers and trainers, administrators, curriculum coordinators, parents, and media developers who are scrambling to catch up and keep up in the digital age.co. us/resultsmatter/rmvideoseries_ipadsinearlychildhood
o TEC Center at Erikson Institute www.teccenter.erikson.edu
o Technology and Young Children Interest Forum www.techandyoungchildren.org/index.o Principle 3: Determinations of quality should be grounded in an evidence base that can be used by parents, educators, policymakers, and others to make decisions about the selection and use of particular digital media products, and by media creators to improve and develop new products in response to consumer expectations of quality.Position Statement Alignment
It is the position of NAEYC and the Fred Rogers Center that: Technol- ogy and interactive media are tools that can promote effective learning and
Technology and Digital Media in the Early Years : Tools for Teaching and Learning, edited by Chip Donohue, Taylor & Francis Group, 2014.NAEYC & Fred Rogers Center (2012), 5-9 NAEYC and the Fred Rogers Center (2012) summarize the benefits this way,
Effective uses of technology and media are active, hands-on, engaging, and empowering; give the child control; provide adaptive scaffolds to ease the accomplishment of tasks; and are used as one of many options to support children's learning.Making effective, appropriate, and intentional choices about the use of technology tools and digital media with young children can be difficult, even overwhelming, for early childhood educators and parents who live in a world full of TVs, computers, tablets, smartphones, handheld digital games, and other mobile devices.In early childhood programs, at school, at home, and in informal learning set- tings like libraries, museums, zoos, and nature centers, we all share a responsibil- ity to be sure children's engagement with screen media supports early learning and the development of the whole child.The NAEYC & Fred Rogers Center joint position statement on Technology and Interactive Media as Tools in Early Childhood Programs Serving Chil- dren from Birth through Age 8 (2012)
Technology and Digital Media in the Early Years : Tools for Teaching and Learning, edited by Chip Donohue, Taylor & Francis Group, 2014.To understand and appreciate our perspectives, approaches, and practices, it's important to be grounded in the same foundational sources and resources that inform us.
Begin with the Position Statement and a summary of the key messages:
o When used intentionally and appropriately, technology and interactive media are effective tools to support learning and development.If relevant, the conduciveness of certain location(s) of use (e.g., homes, classrooms, outdoors, other settings for informal learning) to particular goals for learning, development, communication, and/or entertainment, should be specified.We use technology in art education for instruction, art production, exploration, making connections with authentic audiences, and connecting our writing with our images via our online digital art gallery.I've learned that technology is often a consumer product at home so I need to help my students understand how they can be more than consumers and empower them to begin collaborating and making or building with technology (e.g., making eBooks, Skyping, creating music, designing robots).Position Statement Alignment
When the integration of technology and interactive media in early childhood programs is built upon solid developmental foundations and early childhood
Technology and Digital Media in the Early Years : Tools for Teaching and Learning, edited by Chip Donohue, Taylor & Francis Group, 2014.ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/zu-ebooks/detail.action?docID=1762040.ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/zu-ebooks/detail.action?docID=1762040.NAEYC & Fred Rogers Center (2012), p. 5
Emphasize the benefits.cde.3...........


Original text

Introduction
It’s challenging to be an analog adult in the digital world young children are grow- ing up in today. Making effective, appropriate, and intentional choices about the use of technology tools and digital media with young children can be difficult, even overwhelming, for early childhood educators and parents who live in a world full of TVs, computers, tablets, smartphones, handheld digital games, and other mobile devices. In such a screen-saturated world, we need to ask ourselves how best to man- age the quality and quantity of technology and media use in children’s lives—both how much children watch and what they watch and do when they are using screens.
In early childhood programs, at school, at home, and in informal learning set- tings like libraries, museums, zoos, and nature centers, we all share a responsibil- ity to be sure children’s engagement with screen media supports early learning and the development of the whole child. And to be sure technology and media do not displace active play, time outdoors, hands-on activities with real materials, and creative expression through art, music, and movement. But where to begin?
For early childhood educators teaching in the digital age, there are new resources to turn to including frameworks, guidelines, principles of best practice, and developmentally appropriate practices. And social learning and being a con- nected educator offers ever-expanding opportunities to learn with and from other educators in communities of practice. Educators who want to learn more about selecting, using, integrating, and evaluating technology and digital media for use in the classroom to support healthy development and early learning have more places to turn and more sources to draw from. In this chapter, the focus is on three essential frameworks that can help you build a foundation for appropriate and intentional choices about technology in the early years.
Three Frameworks = One Foundation
This book is grounded in three frameworks for thinking about and teaching with digital media for early learning:



  1. The NAEYC & Fred Rogers Center joint position statement on Technology and Interactive Media as Tools in Early Childhood Programs Serving Chil- dren from Birth through Age 8 (2012)
    Technology and Digital Media in the Early Years : Tools for Teaching and Learning, edited by Chip Donohue, Taylor & Francis Group, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/zu-ebooks/detail.action?docID=1762040.
    Created from zu-ebooks on 2020-06-29 09:02:51.
    Copyright © 2014. Taylor & Francis Group. All rights reserved.
    22
    Chip Donohue







The Fred Rogers Center’s A Framework for Quality in Digital Media for Young Children: Considerations for Parents. Educators and Media Creators (2012) The three Cs—content, context, and the individual child—from Lisa Guern- sey’s book, Screen Time: How Electronic Media—From Baby Videos to Edu- cational Software—Affects Your Young Child (2007)
As described in the Introduction, everyone who has contributed chapters to this book hope that you will take time to access and read the position statement and Framework for Quality as you begin to explore the ideas and best practices we share. To understand and appreciate our perspectives, approaches, and practices, it’s important to be grounded in the same foundational sources and resources that inform us.
Begin with the Position Statement and a summary of the key messages:
• When used intentionally and appropriately, technology and interactive media are effective tools to support learning and development.
• Intentional use requires early childhood teachers and administrators to have information and resources regarding the nature of these tools and the impli- cations of their use with children.
• Limitations on the use of technology and media are important.
• Special considerations must be given to the use of technology with infants
and toddlers.
• Attention to digital citizenship and equitable access is essential.
• Ongoing research and professional development are needed.
NAEYC & Fred Rogers Center Joint Position Statement (2012), pp. 1–2
Learn more about the position statement, key messages, examples of effective practice, and selected resources on technology in early childhood education at www.naeyc.org/content/technology-and-young-children.
Review the Framework for Quality guiding principles from The Fred Rogers Center.
• Principle 1: Quality digital media should safeguard the health, well-being, and overall development of young children.
• Principle 2: Quality in digital media for young children should take into account the child, the content, and the context of use.
• Principle 3: Determinations of quality should be grounded in an evidence base that can be used by parents, educators, policymakers, and others to make decisions about the selection and use of particular digital media products, and by media creators to improve and develop new products in response to consumer expectations of quality.
Fred Rogers Center (2012), pp. 1–2
Technology and Digital Media in the Early Years : Tools for Teaching and Learning, edited by Chip Donohue, Taylor & Francis Group, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/zu-ebooks/detail.action?docID=1762040.
Created from zu-ebooks on 2020-06-29 09:02:51.
Copyright © 2014. Taylor & Francis Group. All rights reserved.


Tools for Teaching and Learning 23
Principle one of the Framework for Quality (Fred Rogers Center, 2012) is the start- ing point for any conversation about using technology tools and interactive media with young children, and it reminds us that despite our enthusiasm for new technol- ogy tools, we must always think about what is best for the child before we consider whether technology provides the best tool to support development and learning.
• Principle 1: Quality digital media should safeguard the health, well- being, and overall development of young children.
Above all, the use and content of digital media should not harm young children. The healthy cognitive, social, emotional, physical, and linguis- tic development of the whole child is as important as ever in the digital age. Decades of child development research tells us that healthy devel- opment depends upon positive and nurturing social interactions between children and adults, creative play, exposure to language, and exploration. A young child’s experience with digital media should not exclude or diminish these critical developmental experiences. Digital media should never be used in ways that are emotionally damaging, physically harm- ful, disrespectful, degrading, dangerous, exploitative, or intimidating to children. This includes undue exposure to violence or highly sexual- ized images as well as invasive marketing and over-commercialization. Safety considerations include Internet privacy guidelines for children and adults, child-friendly hardware and mechanical features, and stand- ards for digital citizenship.
Fred Rogers Center (2012), p. 6
Read the Framework at www.fredrogerscenter.org/media/resources/Framework_ Statement_2-April_2012-Full_Doc+Exec_Summary.pdf
Consider the three Cs—Lisa Guernsey writes about the three Cs—content, context and the individual child—and provides a third framework to help educa- tors and parents thoughtfully select and use media with young children.
• Content—How does this help children engage, express, imagine, or explore?
• Context—How does it complement, and not interrupt, children’s natural
play?
• The individual child—How do we choose the right tech tools and experi-
ences for each child’s needs, abilities, interests, and development stage?
Just as these three frameworks can provide a foundation for you, the ideas influenced the development of the others. Guernsey’s three Cs approach helped to inform the position statement process and was integrated directly into Principle 2 from the Framework for Quality (Fred Rogers Center, 2012) as shown below.
Technology and Digital Media in the Early Years : Tools for Teaching and Learning, edited by Chip Donohue, Taylor & Francis Group, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/zu-ebooks/detail.action?docID=1762040.
Created from zu-ebooks on 2020-06-29 09:02:51.
Copyright © 2014. Taylor & Francis Group. All rights reserved.


24
Chip Donohue
Principle 2: Quality in digital media for young children should take into account the child, the content, and the context of use.
Child: The distinct cognitive abilities, physical abilities, social-emotional needs, aptitudes, and interests of individual children, at different develop- mental stages, should be considered.
Content: The intent of the content should be clear—to educate, introduce new information, develop particular skills, and/or entertain.
Context: Especially for children age 5 and younger, the media product should encourage joint engagement (e.g., by parents or teachers with chil- dren, by children with their siblings or peers). For older children, interactiv- ity and engagement with the media product, including the engagement of children as creators of content, should be a priority.
If relevant, the conduciveness of certain location(s) of use (e.g., homes, classrooms, outdoors, other settings for informal learning) to particular goals for learning, development, communication, and/or entertainment, should be specified.
Context of use should take into account the value-added of product fea- tures and affordances.
Fred Rogers Center (2012), pp. 1–2
Understand the keywords. During the a 3-year process of listening, drafting, receiving comments, listening some more, and revising again that led to the final version of the position statement, a list of keywords emerged as both descriptors and values that guided the working group. These words now serve as essen- tial characteristics of effective and appropriate use of technology with young children.
• From the start, we defined technology and media as tools to be used alongside other tools and materials commonly found in early childhood environments.
• Being intentional is a higher order teaching skill that means you understand if, when, and how to use technology, and more importantly, you know why.
• Appropriate grounds the position statement on the well-established princi- ples of developmentally appropriate practice.
• Effective refers to the uses of technology and media that advance your learn- ing goals and enhance learning opportunities across the curriculum for each individual child and for all the children in your classroom.
• Integrated means thinking about technology across the curriculum, through- out the day—not technology as a separate activity.
• The word balanced gets to the heart of our belief that technology should be in addition to, not instead of, essential early childhood experiences. Educa- tors need to find the right balance when integrating technology into the class- room alongside a room already full of invaluable materials and experiences for young children. We recognize that these are valuable tools when used
Technology and Digital Media in the Early Years : Tools for Teaching and Learning, edited by Chip Donohue, Taylor & Francis Group, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/zu-ebooks/detail.action?docID=1762040.
Created from zu-ebooks on 2020-06-29 09:02:51.
Copyright © 2014. Taylor & Francis Group. All rights reserved.


Tools for Teaching and Learning 25
intentionally with children to extend and support active, hands-on, creative,
and authentic engagement with those around them and with their world.
• Interactive is an important keyword. While new digital devices can offer children amazing interactive experiences on the screen, we want to be sure that young children have interactions with their peers and caring adults, as well as with appropriate technology tools. It also contrasts with noninterac- tive or “passive” use of media, where children are placed in front of screens
with little or no interaction with the technology or with others.
• Engaging speaks to the quality of the technology or media experience as well as engagement with peers and adults—so all three Cs need to be accounted
for—content, context, and the child.
• Co-engagement or Joint Engagement With Media is a central idea that places
technology as a tool for encouraging adult child and child-to-child interac-
tions and invites a more social and less isolating experience.
• The words access and equity are professional responsibilities early educators share to be sure that all children have opportunities to experience technology and media and to gain valuable skills for learning and digital media literacy
for the 21st century.
• The words select, use, integrate, and evaluate are action words that describe
the role of the teacher and the ongoing and dynamic nature of teaching with technology—and are a constant reminder that it takes knowledge, experi- ence, and digital media literacy for the adult to choose and use technology in appropriate and intentional ways.
• And finally, professional development acknowledges the need to support educators as they enhance their digital literacy and strengthen their ability to use technology in intentional and effective ways.
Identify and address the concerns. Some advocates for children, quality early childhood experiences, and childhoods without technology (or with very little), have raised concerns that cannot be ignored. Early childhood educators interested in using technology with young children need to always be aware of these con- cerns and take them into consideration when making choices for the classroom.
Among the most frequently raised concerns about technology in the early years are the following:
• The need to address access and equity issues so that new digital devices are tools for all children and can help close the achievement gap and the digital divide—not make them worse
• Exposure to inappropriate content and commercial messages targeting children
• Negative impact on social-emotional development due to less socialization and more social isolation and the risk of technology interrupting the adult/
child relationship
• The need to emphasize interactive use and interactions with others over pas-
sive, noninteractive uses
Technology and Digital Media in the Early Years : Tools for Teaching and Learning, edited by Chip Donohue, Taylor & Francis Group, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/zu-ebooks/detail.action?docID=1762040.
Created from zu-ebooks on 2020-06-29 09:02:51.
Copyright © 2014. Taylor & Francis Group. All rights reserved.


26 Chip Donohue
• The need to monitor and manage screen time and place limits on use—this becomes more complicated when we consider a child’s screen exposure throughout the day and across settings in addition to classroom time.
• Displacement—the risk that technology will replace developmentally appro- priate and valuable materials and activities
• Negative impact on imaginative and open-ended play, active learning, hands- on learning, and creativity
• Less outdoor time and physical activity leading to more childhood obesity
• Increased sleep disruptions
Position Statement Alignment
• •

• •
• •
• •
There are concerns about whether young children should have access to tech- nology and screen media in early childhood programs. Several professional and public health organizations and child advocacy groups concerned with child development and health issues such as obesity have recommended that passive, non-interactive technology and screen media not be used in early childhood programs and that there be no screen time for infants and toddlers. NAEYC and the Fred Rogers Center are also concerned about child develop- ment and child health issues and have considered them carefully when devel- oping this position statement.
NAEYC & Fred Rogers Center (2012), p. 2
AAP, American Academy of Pediatrics www.aap.org
AAP Policy Statement—Children, Adolescents, and the Media (2013). http://pediatrics. aappublications.org/content/early/2013/10/24/peds.2013-2656
Beyond Remote-Controlled Childhood: Teaching Young Children in the Media Age, Diane E. Levin www.naeyc.org/store/Beyond-Remote-Controlled-Childhood
Campaign for a Commercial Free Childhood www.commercialfreechildhood.org
Caring for Our Children, American Academy of Pediatrics, American Public Health Association, National Resource Center for Health and Safety in Child Care and Early Education http://cfoc.nrckids.org
Center on Media and Child Health www.cmch.tv
Facing the Screen Dilemma: Young Children, Technology and Early Education. Campaign for a Commercial-Free Childhood & Teachers Resisting Unhealthy Children’s Entertainment www. commercialfreechildhood. org/sites/default/files/facingthescreendilemma. pdf
healthychildren.org
TRUCE, Teachers Resisting Unhealthy Children’s Entertainment www.truceteachers. org/
Figure 3.1 Learn More . . . About the Cautions and Concerns
Technology and Digital Media in the Early Years : Tools for Teaching and Learning, edited by Chip Donohue, Taylor & Francis Group, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/zu-ebooks/detail.action?docID=1762040.
Created from zu-ebooks on 2020-06-29 09:02:51.
Copyright © 2014. Taylor & Francis Group. All rights reserved.


Tools for Teaching and Learning 27
Know What Matters. Findings shared by children’s media researchers during a research symposium, Digital Media in Early Learning: What We Know and What We Need to Learn, cohosted by Lisa Guernsey and New America with the Alliance for Early Learning in the Digital Age (Fred Rogers Center, Joan Ganz Cooney Center at Sesame Workshop, the Ounce of Prevention Fund, PBS, Ses- ame Workshop, and the TEC Center at Erikson), provided evidence-based guid- ance for educators and parents. Some of my takeaways about what matters most are the following:
• Relationships matter—We know that young children learn best in the con- text of interactions and relationships with tuned-in, responsive, and caring adults, so technology use should support and strengthen adult/child relation- ships, not interrupt or prevent them.
• Joint engagement with media matters—We know that adult/child interac- tions are key to language learning, and this is also true when using media with children. Reading a book or playing with an app leads to more learning when adults and children share the experience.
• Content matters—For screen-based media, the content on the screen really matters, and we’re beginning to understand that what children watch on screens can be much more important that how long they watch screen. Con- tent features from children’s television that seem to be most important when designing or choosing a media experience for a young child include charac- ters who children build relationships with, an engaging story, elements that promote guided play, and avoidance of distractions.
• Context matters—In early childhood education we’ve long known that children learn best in active environments when they are engaged in mean- ingful, interactive, and social contexts, and these “essentials” hold true in the digital age with multitouch screen, apps, and interactive experiences.
Context also includes an understanding of the child’s media use at home and how the family uses media. Educators need to consider media use in the context of the child’s family, home environment, community, culture lan- guage, and experience.
• Creating media matters—In the 21st century, it will not be enough to know how to use technology. Those who are capable of creating their own mes- sages and expressing themselves through media—including having control over their own media use and being intrinsically motivated—will progress from consuming media to meaning-making with media to creating media. Teachers who can progress from media consumer to creator will be better able to guide young children along this continuum as well.
Position Statement Alignment
It is the position of NAEYC and the Fred Rogers Center that: Technol- ogy and interactive media are tools that can promote effective learning and
Technology and Digital Media in the Early Years : Tools for Teaching and Learning, edited by Chip Donohue, Taylor & Francis Group, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/zu-ebooks/detail.action?docID=1762040.
Created from zu-ebooks on 2020-06-29 09:02:51.
Copyright © 2014. Taylor & Francis Group. All rights reserved.


28
Chip Donohue
development when they are used intentionally by early childhood educators, within the framework of developmentally appropriate practice, to support learning goals established for individual children. The framework of devel- opmentally appropriate practice begins with knowledge about what children of the age and developmental status represented in a particular group are typi- cally like. This knowledge provides a general idea of the activities, routines, interactions, and curriculum that should be effective. Each child in the particu- lar group is then considered, both as an individual and within the context of that child’s specific family, community, culture, linguistic norms, social group, past experience (including learning and behavior), and current circumstances.
Children’s experiences with technology and interactive media are increasingly part of the context of their lives, which must be considered as part of the devel- opmentally appropriate framework.
To make informed decisions regarding the intentional use of technology and interactive media in ways that support children’s learning and development, early childhood teachers and staff need information and resources about the nature of these tools and the implications of their use with children.
NAEYC & Fred Rogers Center (2012), p. 5
Emphasize the benefits. When used intentionally and appropriately, tech- nology and interactive media: can be additional tools for learning and development and can enhance children’s cognitive and social abilities; sup- port inclusive practice; provide tools to support English language learning; enhance early childhood practice when integrated into the environment, curriculum, and daily routines; and help educators make and sustain home- school connections.
NAEYC & Fred Rogers Center (2012), 5–9 NAEYC and the Fred Rogers Center (2012) summarize the benefits this way,
Effective uses of technology and media are active, hands-on, engaging, and empowering; give the child control; provide adaptive scaffolds to ease the accomplishment of tasks; and are used as one of many options to support children’s learning.
NAEYC & Fred Rogers Center, (2012), p. 6
Putting it all together. As you continue to develop your technology knowl- edge and skills and begin to integrate technology and interactive media tools into your teaching, one of your best resources will be other teachers who are using technology well and can demonstrate what appropriate and intentional use looks like. Here’s what three innovative teachers had to say about tech- nology in their classrooms:
Erin says . . . When I introduce technology to my students, I provide ample time for them to freely explore and experiment with the devices. Children need time to explore any new material, and this is also true for
Technology and Digital Media in the Early Years : Tools for Teaching and Learning, edited by Chip Donohue, Taylor & Francis Group, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/zu-ebooks/detail.action?docID=1762040.
Created from zu-ebooks on 2020-06-29 09:02:51.
Copyright © 2014. Taylor & Francis Group. All rights reserved.


Tools for Teaching and Learning 29
• Center on Media and Human Development http://cmhd.northwestern.edu/
• Children’s Technology Review http://childrenstech.com/
• CLDC Best Practices Page, Child Learning & Development Center, Pacific University http://fg.ed.pacificu.edu/cldc/bestpractices.html
• Common Sense Media www.commonsensemedia.org/
• Digital Media Literacy in Early Childhood Programs, Pittsburgh Association for the Education of Young Children, PAEYC www.paeyc.org/digital-media-literacy
• Early Childhood Investigations Webinars www.esbyfs.com/early-childhood- investigations-webinars
• Early Learning Environment (Ele), Fred Rogers Center www.yourele.org
• ECEtech.net, Early Childhood Technology Network www.ecetech.net/dev/
• edWeb.net, PreK-3 Digital Learning www.edweb.net/prek3digitallearning
• Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College www.fredrogerscenter.org
• HITN Early Learning Collaborative http://earlylearningcollaborative.org
• ISTE, International Society for Technology in Education www.iste.org
• Joan Ganz Cooney Center at Sesame Workshop www.joanganzcooneycenter.org/
• NAEYC, National Association for the Education of Young Children www.naeyc.org
• NAMLE, National Association for Media Literacy Education http://namle.net/
• National Library of Virtual Manipulatives, Utah State University http://nlvm.usu.edu/en/ nav/vlibrary.html
• New America’s Early Education Initiative and Learning Technologies Project http:// education.newamerica.net
• Pittsburgh Kids + Creativity Network http://remakelearning.org/
• Results Matter Video Library – iPads in Early Childhood, Colorado Department of Education www. cde. state. co. us/resultsmatter/rmvideoseries_ipadsinearlychildhood
• TEC Center at Erikson Institute www.teccenter.erikson.edu
• Technology and Young Children Interest Forum www.techandyoungchildren.org/index. shtml
Figure 3.2 Blogs That Focus on Technology in the Early Years
technology. Through exploration, my students are able to get to know the functions of the devices, as well as brainstorm ways they could use them in more purposeful ways. Often students’ discoveries through their exploration become a springboard for later learning. For example, my students were taking photographs around the classroom one day. Later, we were reviewing the photographs together on the projector. The students noticed a photo taken of someone’s shadow on the wall. Immediately they recognized whom the shadow belonged to, and this
Technology and Digital Media in the Early Years : Tools for Teaching and Learning, edited by Chip Donohue, Taylor & Francis Group, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/zu-ebooks/detail.action?docID=1762040.
Created from zu-ebooks on 2020-06-29 09:02:51.
Copyright © 2014. Taylor & Francis Group. All rights reserved.


30 Chip Donohue
jumpstarted a conversation about whether or not they could identify all of their friends by looking at their shadows. This was a provocation for a long-term study of shadows, reflections, and outlines. Open exploration provides children with the possibility to find areas of interest and future discoveries.
Maggie says . . . My best practice with technology in my classroom is using it as a tool to connect and collaborate with other classes around the globe. I use tools like Skype and Wikispaces to facilitate conversa- tions and exchange.
Tricia says . . . We use technology in art education for instruction, art production, exploration, making connections with authentic audiences, and connecting our writing with our images via our online digital art gallery. Students are learning to navigate and participate in the media rich world in my art room as they develop 21st-century skills, practice digital citizenship, and work on creative problem solving.
Maggie adds . . . I view technology as a tool that should be seam- lessly integrated into the classroom and one children feel they can choose whenever it will be the best tool for them to express an idea, collabo- rate with peers, reflect on their learning, or practice a skill. I encourage students to see technology as something they can use for collaboration and creation but also something that they can design and invent. I’ve learned that technology is often a consumer product at home so I need to help my students understand how they can be more than consumers and empower them to begin collaborating and making or building with technology (e.g., making eBooks, Skyping, creating music, designing robots).
Tricia adds . . . Technology integration is no longer my goal. It’s becoming more meshed with best practices for delivering content to my students. I don’t try to bring in technology for the sake of technology. I bring it in when it is a better way to teach something or it gives my students a valuable opportunity for learning. I’m finding that when I combine best practices, content knowledge, and technology in meaning- ful ways for my students that the learning is richer, more engaging, and sometimes transformative.
Thanks to these outstanding teachers and technology innovators for sharing their stories: Tricia Fuglestad, NBCT, K–5 Art Teacher, Dryden Elementary School, Arlington Heights, IL; Maggie Powers, Lower School Technology Coordinator, The Episcopal Academy, Philadelphia, PA, and Erin Stanfill, NBCT, Teacher and Educational Consultant, Bur- ley Elementary, Chicago Public Schools.
Position Statement Alignment
When the integration of technology and interactive media in early childhood programs is built upon solid developmental foundations and early childhood
Technology and Digital Media in the Early Years : Tools for Teaching and Learning, edited by Chip Donohue, Taylor & Francis Group, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/zu-ebooks/detail.action?docID=1762040.
Created from zu-ebooks on 2020-06-29 09:02:51.
Copyright © 2014. Taylor & Francis Group. All rights reserved.


Tools for Teaching and Learning 31
professionals are aware of both the challenges and the opportunities, educators are positioned to improve programs.
NAEYC & Fred Rogers Center (2012), p. 1
Conclusion
Drawing on the big ideas and key concepts from the NAEYC & Fred Rogers Center joint position statement (2012), the Fred Rogers Center Framework for Quality (2012) and the three Cs—content, content, child—from Lisa Guernsey (2007), I’ve presented an overview and highlights of what educators need to know to be able to use technology thoughtfully and appropriately. What you’ve read here is a starting point, but do take time to access the position statement and framework and read them carefully before moving on in this book. Having a foundational understanding of these principles and guidelines will serve you well as a learner and as a teacher of young children and help you get the most out of the chapters, topics, and key concepts that follow.
You’ve taken your first steps toward digital literacy—a journey you’ll share with other early childhood educators, teacher educators, professional develop- ment providers and trainers, administrators, curriculum coordinators, parents, and media developers who are scrambling to catch up and keep up in the digital age. The adults who work with and on behalf of young children today were not born into the digital age, but the children are growing up in a digital world with new tools that create new opportunities and—if they have digitally literate adult tour guides and media mentors.
What do educators need to be effective tour guides and media mentors?
• Digitally literate teacher educators, professional development providers, and trainers
• Technology integrated into preservice, teacher education, and professional development
• Technology and media knowledge, experience, competency, and fluency leading to digital literacy
• Hands-on opportunities to play with technology before teaching with it
• Confidence to jump in and get started—to use technology to learn how and
why to use technology
• Communities of practice and interest where you can access resources and
practical information about teaching with technology, exchange ideas, share stories about what works, and ask questions about what doesn’t with other educators, and develop your own personal and professional learning network
• Access to evidence-based practices, and examples of effective practice
Take time to check out some of the resources and links that have been shared, and refer back to them often as you move on in the book. In every chapter, you’ll gather more resources and links for your journey. The contributing authors and I will do our best to be your tour guides and media mentors.


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