Early+Childhood

= = = = //Welcome to **West Chester's Technology in Early Childhood Education** page! This page contains annotated bibliographies, full research papers, and references/links to educational technology resources that you can use to integrate technology into your classroom. ENJOY!//toc

=Annotated Bibliographies= Edwards, L. (2009). Computers in Preschool: Hurting or Helping? Retrieved from http://www.education.com/magazine/article/preschoolers-computers-bottom-line/
 * //Technology in Early Childhood Education//**

This article outlines some advantages and disadvantages of using a computer in a preschool classroom. The article says children who use a computer in preschool will be better prepared for future computer use and will have increased skills such as problem solving skills and increased long term memory. However, the computer can be harmful to students if it is used as a babysitter or if the programs are not developmentally appropriate. The article concludes by offering teachers some suggestions on using computers in their classrooms.

Haughland, S.W. (2000). Computers and Young Children. ERIC Clearinghouse on Elementary and Early Childhood Education, Campaign, IL (EDO-PS-00-4).

This article details what computers activities are developmentally appropriate for preschool children and what activities are better suited for older children. The article explains how using a computer can be beneficial to young children. The article technology into their curriculum. It gives a good process for educators to follow before using technology in their classrooms.

Morrison, G.S. (2008). Technology Tie-in-Is the Use of Technology In Early Childhood Programs “Bad” for Young Children? Retrieved from http://www.education.com/reference/article/technology-early-childhood-programs/

This article was written by an educator who is a strong advocate for incorporating technology in an early childhood classroom. The article explains how children in today’s society are born into a world full of technology so it only makes sense that they are exposed to technology in school. Even in preschool children need to begin experimenting with computers and other technologies. Some lower income children may only have access to technology in school. The article ends with the author’s recommendations for using technology in a preschool classroom. concludes by explaining how teachers and administrators can go about integrating technology into their curriculum. It gives a good process for educators to follow before using technology in their classrooms.

Morrison, G.S. (2008). Technology Tie-in-Is the Use of Technology In Early Childhood Programs “Bad” for Young Children? Retrieved from http://www.education.com/reference/article/technology-early-childhood-programs/

This article was written by an educator who is a strong advocate for incorporating technology in an early childhood classroom. The article explains how children in today’s society are born into a world full of technology so it only makes sense that they are exposed to technology in school. Even in preschool children need to begin experimenting with computers and other technologies. Some lower income children may only have access to technology in school. The article ends with the author’s recommendations for using technology in a preschool classroom.

Chambers, B., Slavin, R.E., Madden, N.A., Abrami, P.C., Tucker, B.J., Cheung, A., & Gifford, R. (2008) Technology Infusion in Success for All: Reading Outcomes for First Graders. The Elementary School Journal, 109 (1), 1-15.

Researchers studied the effects of technology in reading achievement among first graders in two high-poverty and high-minority schools. The researchers tested the impact of embedding multimedia in classroom and tutorial instruction. Results found that when video and computer technology was infused in classroom instruction and tutoring sessions, student learning accelerated. The children did not passively watch videos and computers, but actively engaged with the multimedia to learn how to read.

Knezek, G. & Christensen, R. (2007). Effect of Technology-Based Programs on First- and Second-Grade Reading Achievement. Computers in the Schools, 24 (3/4), 23-41.

As part of the Key Instructional Design Strategies (KIDS) project, researchers gathered data from 25 rural public schools in Texas during 2002-2003 to assess the impact of technology-based programs on first and second grade reading achievement. The study found technology-based instruction increased reading accuracy, whole classroom reading level, word lists, and story level in first grade classrooms. At the second grade level, the same improvements were found as well as increased reading comprehension.

Oakley, G. & Jay, J. (2008). “Making Time” for Reading: Factors That Influence the Success of Multimedia Reading in the Home. The Reading Teacher, 62 (3), 246-255.

Because reading at home is linked to above reading achievement, researchers investigated the influence of electronic talking books (ETBs) to encourage reluctant readers to engage in reading at home. Over the course of 10 weeks, reluctant readers in three schools in Australia used ETBs at home. ETBs are texts on the internet or CD-ROM that feature animation, narratives, music, and video along with written text. While participants said they read more during the project and enjoyed the ETBs, there was not an improved attitude or increased motivation for reading traditional printed texts, the ultimate goal.

Ogura, P., Coco, L., & Bulat, J. (2007). Using Innovative Technology to Foster Reading Development Among Young Children with Severe Cognitive Impairments. TEACHING Exceptional Children Plus, 4(1), 1-13.

Patricia Ogura is a K/1 Transitional Severely Handicapped teacher in California and used a technology-enhanced learning program, The Literacy Center curriculum by LeapFrog SchoolHouse. When using the technology-enhanced program, Ms. Ogura found her students with severe cognitive impairments made significant gains in early literacy skills, including phonological processing (rhyming, sound segmentation) and improvement in letter names and sounds. She also found the students had increased motivation and focus and demonstrated fewer negative behaviors.