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Speaking Point: -Technology has enabled the students to connect to situations taking place in the real world and then transferring it to their work in the blocks, art, writing and so much more. For example, during the last space shuttle launch, the children were able to see the event unfold in a white board. They then use the information to write or drawn impressions of what they saw. -Technology is also used through the digital camera. Children are given the choice to select what pictures they want to take. They then go out into the garden, play area and take pictures of nature around them. They took a picture of the first dandelions of spring, they took pictures of earth worms covered in pebbles, and they keep a journal of plants they have planted.

Speaking Point: For the younger children, having the pictures of a book in a slide presentation, allows them to engage with the characters of the story in a different way. This promotes language, association, and critical thinking skills. We don’t use TV in our schools. However, we would like to see more digital picture frames, interactive tablets and programs that allows children to keep a journal of their experiences online.

Speaking Point: There is still so much more that technology can do in the early childhood years. Like a book, a parent must become sensitive to ensure the medium is age appropriate for the child. Recently we conducted all of our parent teacher conferences using a laptop and power point. We had a family member on the call. We would like next time to be able to use a product like Skype or a teleconferencing medium to connect parents to the classroom.

Speaking Point: In addition, we find that the interactive whiteboards provides children with different form of self expression. It enables them to record their art work, writing, and story telling instantly which can then be emailed directly to the parent. This type of real time experiences broadens the parents connection to the child’ school.

Speaking Point: The evidence from public broadcasting’s Ready To Learn initiative suggests that when television shows and electronic resources have been carefully designed to incorporate what is known about effective reading instruction, they serve as positive and powerful tools for teaching and learning (Pasnik et al. 2007; Neuman, Newman, & Dwyer 2010; Corporation for Public Broadcasting 2011).

Speaking Point: Similarly, Wainwright and Linebarger (2006) concluded that while critics have issued many warnings against television and computers and their negative effects on children’s learning, the most logical conclusion to be drawn from the existing scholarly literature is that it is the educational content that matters— not the format in which it is presented (Wainwright & Linebarger 2006).

Speaking Point: How children spend time with technology must also be taken into account when determining what is effective and appropriate (Christakis & Garrison 2009; Tandon et al. 2011). The impact of technology is mediated by teachers’ use of the same developmentally appropriate principles and practices that guide the use of print materials and all other learning tools and content for young children (Van Scoter, Ellis, & Railsback 2001; Clements & Sarama 2003a; Plowman & Stephen 2005, 2007

Speaking Point: Passive use of technology and any type of screen media is an inappropriate replacement for active play, engagement with other children, and interactions with adults. Digitally literate educators who are grounded in child development theory and developmentally appropriate practices have the knowledge, skills, and experience to select and use technology tools and interactive media thatsuit the ages and developmental levels of the children in their care, and they know when and how to integrate technology into the program effectively. Educators who lack technology skills and digital literacy are at risk of making inappropriate choices and using technology with young children in ways that can negatively impact learning and development.

Speaking Point: Young children need opportunities to develop the early “technology-handling” skills associated with early digital literacy that are akin to the “book-handling” skills associated with early literacy development (National Institute for Literacy 2008). The International Society for Technology in Education (2007) recommends basic skills in technology operations and concepts by age 5.