What’s REALLY Happening with Technologyin Early Childhood Programs?
*Dale McManis, Ph.D.Hatch Early Learning
*Co-Founders of the Early ChildhoodTechnology Collaborative
*Karen Nemeth, Ed.M.Co-Author
Research Director
Digital Decisions: Choosing the Right Technology for Early Childhood Education
*Fran Simon, M.Ed.
December 5, 2013
Co-AuthorDigital Decisions: Choosing the Right Technology for Early Childhood Education
www.hatchearlylearning.com | #HatchExperts
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@HatchEarlyChildlive tweet with us!
#ecetech
@FSSimon@KarenNemethEdM
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www.hatchearlylearning.com | #HatchExperts
Today’s Speakers
What’s REALLY Happening
with Technology in Early
Childhood Programs?
*Karen Nemeth, Ed.M.
Co-Author
Digital Decisions: Choosing the Right
Technology for Early Childhood Education
*Dale McManis, Ph.D.
Research Director
Hatch Early Learning
*Fran Simon, M.Ed.
Co-Author
Digital Decisions: Choosing the Right
Technology for Early Childhood Education
* Co-Founders: Early Childhood Technology Collaborative
#HatchExperts | www.HatchEarlyLearning.com
What’s REALLY
Happening with
Technology in Early
Childhood Programs?
Results from a national research survey of the
Early Childhood Technology Collaborative
1
Lilla Dale McManis, Ph.D.
Karen Nemeth, Ed.M.
Fran Simon, M.Ed.
A Webinar for Hatch
Early Learning December 5, 2013
Our
Study
2
On Tech Use in ECE Overview
Rationale
• Lack of research about ECE tech
• Differentiate home use and classroom use
• Sort out conclusions about passive tech use vs. interactive technologies
• Need to hear directly from EC educators
3
Who Responded?
•485 in the U.S.
•116 Administrators
•369 Teachers
4
About the Respondents
Community Type Poverty Children Served
5
About the Respondents
Program Type Ages Children Served
6
Why ECE Educators Use Technology
7
Primary Reasons (Admins & Teachers)
Children Enjoy It
Helps Meet Goals of Program
Required by Program
Expected by Parents
? 8
16%
Adms 25%; Tchs 11%
22%
Adms 22%; Tchs 21%
51%
Adms 47%; Tchs 54%
76% Adms 69%; Tchs 80%
Most Important Uses (Teachers)
Learning skills on how to use the technology
Directly introducing concepts/skills
Indirectly supporting the introduction ofconcepts/skills
Directly teaching concepts/skills
Indirectly teaching concepts/skills
Extension of concepts/skills
Ongoing progress monitoring
Assessment a few times a year
9
66%
39.7%
66.7%
35.3%
34%
40%
67.3%
53.2%
Other: 2.6%
Why don’t some programs
use tech?
10
Obstacles to using educational technology content (teachers)
11
22%
27%
43%
65%
What Technology is Used?
12
Types of tools to which Educators have access
13
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Desk/laptops IWBs Tablets Other Handhelds Smartphones Tables
Adms
30%;
Tchs
44%
Adms
21%;
Tchs
17%
Adms
19%;
Tchs
14%
Adms
7%;
Tchs
5%
Adms
95%;
Tchs
94%
Adms
35%;
Tchs
54%
What Administrators Don’t Have but Would Like
14
48.1%
18.6%
54.3%
37.2%
54.3%
45.8%
26.4%
13.2%
What Teachers Don’t Have but Would Like
15
45.2%
21.5%
55.7%
34.5%
53.5%
38.6%
25%
15.4%
Teachers are
less interested
Admins:
55.8%
How Much Time?
16
How Many Days of the Week
17
Adms 3%;
Tchs 8%
Adms 5%;
Tchs 7%
Adms 11%;
Tchs 5%
Adms 12%;
Tchs 15% Adms 13%;
Tchs 11%
Adms 54%;
Tchs 55%
Desk/Laptops (teachers)
Feel Appropriate Actually Spend
18
IWBs (teachers)
Feel Appropriate Actually Spend
19
Tablets (teachers) Feel Appropriate Actually Spend
20
The Results • Used regularly but not excessively
• Used because children enjoy it & it helps meet goals of program
• More a support than for direct instruction
• What’s used follows
availability
• Differences between
beliefs and practices for
amount of time
21
What
Activities?
22
Frequency by Content
23
0
5
10
15
20
25
30
35
40
1 (never) 2 3 4 5 (each time)
Literacy
Tchs
2%
Adms
2%
Tchs
15%
Adms
23%
Tchs
33%
Adms
41%
Tchs
27%
Adms
18%
Tchs
22%
Adms
10%
0
5
10
15
20
25
30
35
40
1 (never) 2 3 4 5 (each time)
Mathematics
Tchs
9%
Adms
4%
Tchs
22%
Adms
31%
Tchs
34%
Adms
41%
Tchs
21%
Adms
13%
Tchs
14%
Adms
5%
Frequency by Content
24
0
5
10
15
20
25
30
35
1 (never) 2 3 4 5 (each time)
Science
Tchs
13%
Adms
21%
Tchs
29%
Adms
30%
Tchs
31%
Adms
26%
Tchs
18%
Adms
9%
Tchs
10%
Adms
3%
0
5
10
15
20
25
30
35
40
1 (never) 2 3 4 5 (each time)
Social Studies
Tchs
21%
Adms
20%
Tchs
35%
Adms
32% Tchs
24%
Adms
25%
Tchs
12%
Adms
8% Tchs
8%
Adms
3%
Frequency by Content
25
0
5
10
15
20
25
30
35
40
1 (never) 2 3 4 5 (each time)
Art
Tchs
30%
Adms
24%
Tchs
37%
Adms
36%
Tchs
21%
Adms
14%
Tchs
8%
Adms
12% Tchs
4%
Adms
5%
0
5
10
15
20
25
30
1 (never) 2 3 4 5 (each time)
Music
Tchs
18%
Adms
25%
Tchs
26%
Adms
28% Tchs
25%
Adms
20% Tchs
20%
Adms
11%
Tchs
11%
Adms
7%
Frequency by Domain
26
0
5
10
15
20
25
30
35
1 (never) 2 3 4 5 (each time)
Logic/Problem Solving Tchs
25%
Adms
35%
Tchs
28%
Adms
33%
Tchs
19%
Adms
11%
Tchs
8%
Adms
5%
0
5
10
15
20
25
30
1 (never) 2 3 4 5 (each time)
Approaches to Learning
Tchs
21%
Adms
15%
Tchs
25%
Adms
30%
Tchs
29%
Adms
26%
Tchs
17%
Adms
9% Tchs
9%
Adms
6%
Tchs
20%
Adms
7%
Frequency by Domain
27
0
5
10
15
20
25
30
35
1 (never) 2 3 4 5 (each time)
Social-Emotional
Tchs 30%; Adms 26%
Tchs 32%; Adms 30%
Tchs 24%; Adms 19%
Tchs 9%; Adms 6% Tchs 5%;
Adms 5%
Teacher’s Role
28
Who is Guiding Activities (teachers)
29
10%
23%
35%
28%
4%
Adms 3%
Adms 14%
Adms 30%
Adms 40%
Adms 12%
Who is Guiding Devices (teachers)
30
26%
69%
5%
Who is Guiding Devices (teachers)
31
61% 39%
Who is Guiding Devices (teachers)
32
16%
77%
7%
• Used more for traditional content areas
• Rarely used to support social-emotional goals
• Educators “drive” some kinds of tech more than others
• Also allow child-initiated
• Balance: teacher-guided
and child-initiated
The Results
33
How are Goals Monitored?
34
Determining Learning (teachers)
35
16%
35%
12%
6%
33%
26%
39%
37%
For Children
Needing Extra Support?
36
DLL/ELL Learners
37
Tchs
40%
Tchs
14%
Tchs
23%
Tchs
12% Tchs
11%
Adms
46%
Adms
22%
Adms
12%
Adms
6% Adms
4%
Tech with DLL/ELL Learners (teachers)
Chosen specifically to meet needs of ELL children
In every language spoken in your group now
38
Special Needs Learners
39
0
5
10
15
20
25
30
35
40
1 (not at all) 2 3 4 5 (all the time)
How often technology is used with
special needs learners….
Tchs 14%
Tchs 35%
Tchs 22%
Tchs 18%
Tchs 12%
Adms 31%
Adms 26%
Adms 26% Adms 19%
Adms 6%
Special Needs Learners (teachers)
Devices used with children who have special needs
40
Professional Development?
41
Types Professional Development
42
20% Tchs Adms 27%
28% Tchs
25% Tchs
18% Tchs
56% Tchs
41% Tchs
12% Tchs
66% Tchs
21% Tchs
Adms 35%
Adms 30%
Adms 32%
Adms
67%
Adms 29%
Adms 9%
Adms 60%
Adms 18%
Best support received for using technology (teachers)
43
46%
69%
33%
41%
51%
49%
• Technology is being used to monitor progress
• Low implementation for DLL/ELL children and special needs children
• Many different kinds
of PD available
• Most turned to peers to
learn
The Results
44
45
Resources
Report in Child Care Information Exchange
46 http://bit.ly/ecetech2013
Resources for Planning
Gryphon House, Amazon,
Follett Early Learning
Hatch TeachersPayTeachers.com
47
Learn More-Stay Connected
• Early Childhood Technology Network
• Twitter: #ECEtechCHAT #ECEtech Ongoing
• http://www.ecetech.net/
• Free resources by Hatch
http://hatchearlylearning.com/resources
48
49
POLL
50
Questions
Lilla Dale McManis
Karen Nemeth
Fran Simon
Technology that REALLY works!
STEM kitgive away too!
#HatchExperts | www.HatchEarlyLearning.com
Coming in Spring 2014
Stay tuned for dates and registration information!
Cathy Grace, Ph.D. - Gilmore Foundation
Lili Levinowitz, Ph.D. - Rowan Univ. & Music Together
Nicola Yelland, Ph.D. - Victoria University
STEM in Early Education Roundtable
#HatchExperts | www.HatchEarlyLearning.com
Thanks for Coming!See you in 2014!
#HatchExperts | www.HatchEarlyLearning.com
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