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Dale Mcmanis, Karen Nemeth, and Fran Simon shared the results of their 2012 survey in which they asked teachers and administrators to share how they are using technology in their programs.
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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
#HatchExperts
@HatchEarlyChildlive tweet with us!
#ecetech
@FSSimon@KarenNemethEdM
@DrLDMcManis@ECEtech
#edtech
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
