From Chalkboard to Smartboard: The Role of Technology in Early Childhood Education Settings

For some people, early childhood memories of school included the image of a classroom with the teacher standing in front of a large chalkboard that faced a row of desks. On it the teacher would write down lessons and assignments that students needed to learn. While chalkboards can still be found in some American classrooms, advancements in technology over the years have given rise to digital devices like smartboards. A smartboard is a device that connects to a computer to project content for display on an interactive touchscreen. The interactive nature of smartboards makes them a very versatile and valuable tool to have in the classroom. Smartboards can provide early childhood educators the opportunity to create innovative and engaging learning experiences that will help young children develop fine motor, cognitive, linguistic, communication, and collaboration skills.

But smartboards are not the only technologically advanced tool that can be found in today’s classrooms. Assistive technology is another category of device that early childhood educators use to work with young children who may have a physical or learning disability. The use of assistive technology tools such as digital text, audio books, text-to-speech devices, or augmentative and alternative communication devices help to make learning materials more accessible to students who suffer from impairments that make it difficult to access these materials in a standard format. Among the benefits that some assistive technology devices provide, they can help non-verbal children communicate. This can eliminate the feeling of isolation that a child may experience because of the inability to speak or to express themselves. Other assistive technology aids can help visually impaired students by displaying content in high contrast. This makes it easier for the students to see these images on a screen. These types of devices will enable students with certain physical or learning impairments to engage more effectively with the content being taught and to develop closer social connections with their peers in class. Samita Arora, assistant professor in the Inclusive Early Childhood Education Program at George Mason University, recently shared her perspective on the role of technology in early childhood education settings.

Before integrating new technology into an early childhood education setting, be sure it is age appropriate and meets the specific needs of young learners.

The use of technology in the classroom can make learning both engaging and fun for young children. There are numerous interactive apps and educational games that teachers can use if a student needs help in a particular area of learning or in the development of certain skills. New digital tools designed for use on smartphones, tablets, and laptops continually reach the marketplace as technology evolves. And while it is tempting to acquire the latest app or interactive game because it represents that shiny, new, object showing a lot of promise, educators should first determine whether that digital tool is one that is appropriate for the age and skill level of the children they teach, and whether it meets their specific learning needs. Just as someone might read reviews of a book before purchasing it, early childhood educators should review the new technology that is under consideration before introducing it into their classroom.

The technology should be interactive and provide young learners with opportunities for ample “hands-on” participation.

It is important to remember that the integration of new technology into the early childhood education curriculum should enhance the teaching that takes place in these settings but should never replace it. The technology should provide young learners the opportunity to engage in “hands-on” activities that are directly linked to the images displayed on the digital screen and which supplement the content being taught. A high-quality interactive educational game or app will not only support and enhance the content being covered in class, but it can strengthen other areas of child development and growth depending on its features. For example, if the app or game has a story-telling component that requires a child’s interaction with classroom peers or the teacher, this can help to increase their social and presentation skills.

Family engagement is important.

With technology becoming an integral part of daily life at home, it is important for early childhood educators to make families and caregivers aware of how young learners are using technology in the classroom. One way to do this is to share links providing access to activities and games that children are doing while in school. This gives families and caregivers the chance to participate in these activities at home with their child, which helps to reinforce the learning that is happening in the classroom. It is also a way for the teacher to establish an ongoing and productive relationship with the family or caregiver that is based on the best interests and well-being of the child.

Screen time for young learners needs to be carefully balanced with an appropriate amount of play time.

While technology offers many benefits in helping young children develop the skills that they need to be successful in their learning, it is important to place limits on screen time to ensure there is adequate time for play, which is critical to a child’s healthy development. Early childhood education specialists say that too much screen time can lead to social isolation and make it difficult for a child to make meaningful personal connections with other individuals. The American Academy of Pediatrics parenting website features media use guidelines that families can use in balancing their children’s use of digital media with other activities based on age.

To learn more about degree offerings in the Inclusive Early Childhood Education Program at George Mason University, please visit the program website.