<p> Children today are growing up in a technology-saturated world and yet early childhood teachers do not typically include technology in their classrooms, or if they do, they include it inappropriately. The literature states that integrating technology in early education can yield many benefits, but many teachers of young children avoid using technology because they do not know how to incorporate it appropriately. This dissertation is an exploratory observational study of early childhood teachers (preschool through third grade) who integrate technology in their programs in developmentally appropriate ways.</p><p> This study involved three classroom teachers who were identified as model teachers at integrating technology in their classrooms: a preschool teacher and two kindergarten teachers. The study was guided by the recommendations from the National Association for the Education of Young Children (NAEYC) and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College (2012) position statement for early childhood teachers in the appropriate use of technology and digital media in the early childhood classroom.</p><p> In this exploratory collective case study, visits to the classrooms were conducted several times and observations were performed. Checklists and field notes were used to record the findings. The teachers were interviewed before and after the observations to create a clearer picture of the classroom practices. This resulted in three cases that can serve as examples for teachers on how to integrate technology in the early childhood classroom in a developmentally appropriately way for young children. This study also provides recommendations for teachers who want to provide children with digital learning tools that can extend, enrich, and scaffold their learning. This study contributes four conclusions and five recommendations to guide teachers in integrating technology in a developmentally appropriate way for young children.</p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:3731991 |
| Date | 03 November 2015 |
| Creators | Cameron, Amy Louise Cox |
| Publisher | Pepperdine University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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