Journal of Educational Multimedia and Hypermedia Volume 20, Number 2, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Although many teacher training programs and school districts offer courses and workshops on technology integration in instruction, research shows that teachers still face major challenges especially as it relates to selecting and using developmentally appropriate technology to meet the needs of diverse learners. The current study examines the selection criteria used by early childhood teachers in a mid-western school district. The results of the study suggest that most teachers have a general idea of what constitutes developmentally appropriate technology. However, barriers such as the availability of time to learn the software, lack of funding for purchasing software, lack of teacher understanding of the connection between the technology and the curriculum, lack of technical support, limited age appropriate software, and an inability to access and try available material continue to inhibit teachers from selecting such technology for the teaching and learning process.
Ntuli, E. & Kyei-Blankson, L. (2011). Teacher Criteria for Evaluating and Selecting Developmentally Appropriate Computer Software. Journal of Educational Multimedia and Hypermedia, 20(2), 179-193. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 25, 2019 from https://www.learntechlib.org/primary/p/36190/.
© 2011 Association for the Advancement of Computing in Education (AACE)
- Aldrich, J. (2002). Early childhood teacher candidates evaluate computer software for young children. Information Technology in Childhood Education Annual. 2002(1), 295-300.
- Bhargava, A., & Escobedo, T. (1997). What the children said: An analysis of the children’s language during computer lessons. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL, 3/1997.
- Bitter, G., & Pierson, M. (2002). Using technology in the classroom (5th ed). Boston: Allyn and Bacon.
- Buckleitner, W. (2006). The relationship between software design and children’s engagement. Early Education and Development, 17(3), 489-505.
- Buckleitner, W. (1999). The state of children’s software evaluation-Yesterday, today and in the 21st century. Information Technology in Early Childhood Education, 211-220. Bredekamp, S., & Rosegrant, T. (1994). Learning and teaching with technology. In J. L. Wright & D. D. Shade (Eds.), Young children: Active learners in a technological age (pp. 53-61). Washington, DC: National Association for the Education of Young Children.
- Carmines, E. G. & Zeller, R.A. (1991). Reliability and validity assessment. Newbury Park: Sage Publications.
- Coughlin, R. F. (2008). A study of K-8 preservice teachers’ use of digital technologies when student teaching. (Doctoral dissertation, Mississippi State University, 2008). ISU ProQuest Digital Dissertations,
- Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed). Upper Saddle River, NJ: Pearson Education, Inc.
- Fischer, M.A., & Gillespie, C. W. (2003). One Head Start classroom’s experience: Computers and young children’s development. Young Children, (58), 85-91.
- Gall, M., Borg, W., & Gall, J. (1996). Educational research: An introduction. White Plains: Longman.
- Gay, L. (1996). Educational research: Competencies for analysis and application. Upper
- Gimbert, B., & Cristol, D. (2004). Teaching curriculum with technology: Enhancing children’s technology competence during early childhood. Early Childhood Education Journal, 31, 207-216.
- Gonzalez-Mena, J., & Eyer, D.W. (2007). Infant, toddlers, and caregivers: A curriculum of respectful, responsive care and education (7th ed). New York: MacGraw-Hill.
- Hunks, R. F. (2002). Environmental and Personal Factors Effecting K-12 Teacher Utilization of Technology. National Educational Computing Conference Proceedings, pp.1-1
- Haugland, S. (1992). Effects of computer software on preschool children’s developmental gains. Journal of Computing in Childhood Education, 3(1), 15–30.
- Haugland, S. (1999a). What role should technology play in young children’s learning? Young Children, 54(6), 26–31.
- Haugland, S. (1999b). The newest software that meets the developmental needs of young children. Early Childhood Education Journal, 26(4), 245–254.
- Haugland, S. (2005). Selecting or upgrading software and web sites in the classroom. Early Childhood Education Journal, 32(5), 329–340.
- Haugland, S., & Ruiz, E. (2002). Empowering children with technology: Outstanding developmental software for 2002. Early Childhood Education Journal, 30(2), 125–132.
- Haugland, S., & Wright, J. (1997). Young children and technology: A world of discovery. NewYork: Allyn and Bacon.
- Haugland, S. W., & Shade, D. D. (1994). Software evaluation for young children. In J. A. Wright & D. D. Shade (Eds.). Young children: Active learners in a technological age. Washington, DC: NAEYC Press.
- Judson, E.(2006). How teachers integrate technology and their beliefs about learning: Is there a connection. Journal of Technology and Teacher Education,14 (3), 581-597. Kostelnik, M.J., Whiren, A. P., Sodernam, A.K., & Gregory, K. (2009). Guiding children’s social development: Theory to practice (6th ed). New York: Delmar.
- Kostelnik, M.J., Sodernam, A.K., & Whiren, A. P. (2007). Best practices in early childhood education. New Jersey: Upper Saddle River.
- Kuykendall, J. (1995). Is gun OK here? Young Children, 50(5), 50-59.
- Levin, D. (1995). Understanding and responding to the violence in children’s lives. Child Care Information Exchange, 102, 34-38.
- Liu, M. (1996). An exploratory study of how pre-kindergarten children use the interactive multimedia technology: Implications for multimedia software design. Journal of Computing in Childhood Education, 7(2), 71–92.
- McAfee, O., Leong, D.J., & Bodrova, E. (2006). Basics of assessment: A primer for early childhood educators. Washington, DC: National Association for the Education of Young Children.
- Mischra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A Framework for integrating technology in teacher’s knowledge. Teachers College Record, 108(6), 1017-1054.
- NAEYC. (1996). NAEYC position statement: Technology and young children. Young Children, 51(6), 11–16.
- National Association for the Education of Young Children. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved September, 2009, from https://oldweb.naeyc.org/about/positions/pdf/PSDAP.pdf
- National Center for Education Statistics. (2006). Computers and Internet use by students in 2003: Statistical analysis report (NCES 2006-065). DeBell, M, & Chapman, C: U.S. Department of Education, Institute of Education Sciences.
- Nikolopoulou, K. (2007). Early childhood educational software: Specific features and issues of localization. Early Childhood Education Journal, 35(2), 173-179.
- Northwest Educational Technology Consortium. (2005). Early connections: Technology in early childhood education. Retrieved February, 2009, from http://www.netc.org/earlyconnections/index2.html
- Northwest Educational Technology Consortium. (2002). Five effective ways for young children to use technology. Retrieved May, 2009, from http://www.netc.org
- Papert, S. (1980). Mindstorms: children, computers and powerful ideas. Brighton, Sussex: Harvester Press.
- Parette, H. P., Hourcade, J.J., Boeckmann, N.M., & Blumm,C. (2008). Using Microsoft PowerPoint to support emergent literacy skill development for young children at-risk who have disabilities. Early Childhood Education Journal, 36(3), 233-239.
- Potter, J., Johanson, J., & Hutinger, P. (2006). Creative software can extend children’s expressiveness. Retrieved February 16, 2009, from http://www.wiu.edu/users/mimacp/wiu/articles/software4.html
- Roblyer, M. & Edwards, J. (2000). Integrating educational technology into teaching (2nd ed). Upper Saddle River, NJ: Prentice-Hall, Inc.
- Saldana, J. (2009). The coding manual for qualitative researchers. CA: Sage Publication,Inc.
- Schmidt, D.A., Baran, E., Thompson, A.D., Mishra, P., Koehler, M.J., & Shin, T.S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149.
- Shamburg, C. (2004). Conditions that inhibit the integration of technology for urban early childhood teachers. Information Technology in Childhood Education Annual, 2004(1) 227-244.
- Wardle, F. (2008). The role of technology in early childhood programs. Retrieved March 10, 2010,
- Wood, E., Specht, J., Willoughby, T., & Mueller, J. (2008). Integrating computer technology in early childhood education environments: Issues raised by early childhood educators. The Alberta Journal of Education Research, 54(2), 210-226.
- Yelland, N. (1999). Technology as play. Early Childhood Education, 26(4), 217-
- Yelland, N. (2005). Curriculum, pedagogies and practice with ICT n the information age. In N. Yelland (Ed.), Critical issues in early childhood education (pp. 224–242). UK: Open University Press.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.