Tools of engagement Status report on technology in early childhood education Reprinted with permission from Exchange magazine, May/June 2011 Visit us at www.ChildCareExchange.com or call (800) 221-2864. Multiple use copy agreement available for educators by request.

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EXCHANGE MAY/JUNE 201
1 Reprinted with permission from Exchange magazine.
Visit us at www.ChildCareExchange.com or call (800) 221-2864.
Multiple use copy agreement available for educators by request.
Tools of engagement
Status report on technology in early childhood education
by Fran Simon and Chip Donohue
We’ve got the whole world smartphones, and WiFi connections to digital tools to communicate, engage,
in our hands the Internet. But it appears that early and connect with others (Donohue, 2010;
childhood educators are slower to adopt Simon & Donohue, 2011). In fact, we
In recent years, a tidal wave of mobile iPads and other tablets with multi-touch even use these tools to conduct virtual
digital devices and applications (apps) screens, e-book readers, MP3 players, debates about and research their useful-
has found its way into the daily lives of and gaming devices. Free Web 2.0 tools ness. Technology and media are rapidly
early childhood professionals every- for communication and collaboration expanding the materials and experiences
where. It is safe to say that the speed at like Google Docs and Skype, and social to which young children have access
which new digital devices and apps get media tools like Facebook, Twitter, and in their homes and in their classrooms.
into our hands will not slow down. YouTube have also been slowly adopted This unparalleled access is affecting the
Our digital life is here to stay. even though these digital devices and ways in which young children interact
apps have become ubiquitous in the with the world and others, influenc-
Most of us don’t give a second thought personal and professional lives of ing the content and delivery methods
to using ATM machines, digital millions of users around the world. In of teacher education and professional
cameras, Flip videocams, cell phones, fact, a 2011 annual technology study development, and providing early child-
for PBS (Grunwald, 2011) reports good hood professionals with new opportuni-
news and bad — that Pre-K Teachers ties to connect with other professionals,
Fran Simon has been a professional Early “trail K–12 teachers in their use of digital parents, and stakeholders from around
Childhood educator and a passionate tech-
nologist since 1981. Early in her career as a
media and technology, but many see the world.
multi-site child care administrator, she learned the benefits of age-appropriate digital
that her ability to use technology to accomplish
content and technology.” Interestingly, The push/pull of technology adoption is
her goals was one of the most powerful skills
in her administrative toolkit, so she set out to learn more and do the report also finds that overall Pre-K felt throughout the field. We’re not quite
more to connect early childhood educators to technology. Fran teachers have wholeheartedly welcomed sure how to manage our desire to con-
used those skills in her positions at Teaching Strategies, Inc., the
and adopted the use of digital cameras tinue to connect with children and fami-
National Association of Child Care Resource and Referral Agen-
cies (NACCRRA), and as Vice President of the Technology and at a significantly higher rate than K-12 lies on a very personal ‘high-touch’ level
Young Children Interest Forum of NAEYC. A frequent presenter at
teachers, and they “consider digital and still take advantage of all that 21st
national conferences, Fran is now the Chief Engagement Officer of
Engagement Strategies, LLC, and the founder of Early Childhood cameras to be the most valuable instruc- century technology has to offer. Some
Investigations Webinars, an ongoing series of free webinars for
tional technology.” of us are convinced that the best way
early education professionals.
to ensure developmentally appropriate
Chip Donohue, PhD, is the Director of Distance
Finding our 21st century balance practice and deep personal relationships
Learning at Erikson Institute in Chicago and
a Senior Fellow of the Fred Rogers Center for
is to avoid technology altogether. Others
Early Learning and Children’s Media. He is Ironically, on one hand, the field contin- are tentatively exploring the integration
a leader in the innovative use of technology
ues to struggle with a low-tech/high- of technology into our daily administra-
and distance learning methods to increase
access, create pathways, enhance learning, touch sense of itself in a digital world, tive and classroom practices and think-
and improve teaching practices in early childhood education. He while on the other hand we have already ing deeply about how to use technology
spends lots of time playing with new technology tools to enable
relationships and build learning communities online. begun to use many of these powerful intentionally and with clearly defined

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objectives. And, of course, other early tening to music; making reservations or
childhood educators are fearlessly devel- purchasing tickets; and playing games.
oping and implementing technology in
their programs. Think about your own use of digital
Using technology to
devices and apps. How many of these
activities are routine in your personal
Focus on
communicate and collaborate: life? How many of these techniques and
tools do you use in you professional life?
What Matters
Probing the boundaries of
What devices and apps do you use the
engagement
most? Do you use the same devices and
In this Exchange Status Report we look at apps to manage your program or con-
current technology trends and promis- nect with colleagues, staff, and families?
ing practices in the ways early child-
hood professionals are using digital In 2011 and beyond, technology will
technology to communicate, collaborate, continue to change how and where we
connect, and build professional commu- do our banking and pay our bills, find
nities of interest and practice. Examples the price of an item or compare prices
of effective practice are identified and to other stores nearby, pay for things
shared to improve how early child- at the store or from vending machines,
hood professionals use these enabling check in for a flight, read books, watch Learn about effective
technologies and how they participate movies, access health records and health
teacher-child interactions
in the social networks and communities care services, and locate friends nearby.
using the CLASS lens.
TM
found online. Innovative uses of technol- These are profound changes in our lives,
ogy are identified to describe and define and more applications are introduced Looking at CLASSrooms
the current state of technology use and every day. But what is even more strik-
• Online, pre-k professional
to highlight emerging technologies and ing is the impact of technology on the
development
applications that will encourage and ways we connect with the other adults
• Self-paced
enable early childhood professionals to in our professional lives — colleagues,
clients, college students, families in our • Uses real classroom video
communicate, collaborate, connect, and
build communities in engaging and em- programs, staff members, board mem-
powering ways. With powerful digital bers, legislators, policy makers, funding
tools in our hand it really is a “small and government agencies, vendors,
world, after all.” and all of the others who revolve in our
early childhood universe. How do we
Gazing into our virtual crystal ball effectively engage with others on behalf
of children and families in a rapidly
Before we can narrow our focus to how changing and increasingly wired world? visit
technology is impacting early childhood We early childhood educators often find teachstone.com
professionals and the field, we need ourselves asking “How do Facebook,
to make a few educated guesses about Twitter, YouTube, texting, and smart- for a free demo
where technology-enabled communica- phones apply to my work?” or to enroll
tion and engagement is headed in this,
the second decade of the 21st century. Our ‘small world’ trends Show. Empower.
According to the Pew Internet and Here are six important trends and a few
Improve.
American Life Project (Zickuhr, 2010), predictions about the tools of engage-
we use our digital devices and apps for ment we’ll be using most often and
a number of activities including: sending more effectively and the implications for
and receiving email; searching for infor- early childhood educators:
mation on the Internet; social network-
ing; getting the news and reading blogs; 1. Smartphones will become the
buying products; watching videos; lis- essential tools for Internet access and

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the hub of your digital life. An ultra- and strategies and solving problems will tion and accessibility on both ends of the
mobile device with wireless access become easier, more broadly collabora- call.
puts your desktop and the Internet in tive, and more timely. Will we abandon
your pocket. Smartphone cameras will face-to-face meetings and conferences? 5. Multi-touch screens and devices like
continue to take over from digital point- Will we no longer talk to one another? the iPad, the digital game-changers in
and-shoot cameras. Applications on your No! But we will have more options than 2010, will continue to amaze. They offer
mobile devices will replace software on ever to engage with one another. a new, more intuitive user interface with
your computer. Your software and hard exciting implications for how we access
drive will be replaced by ‘cloud comput- 3. Digital multi-tasking will be easy and use information, entertainment,
ing’ that you can use on your laptop, when everything is at your fingertips. and educational media and open new
tablet, or Smartphone from anywhere, You will continue to find it easier and opportunities for children to interact
any time. Your personal and business faster to check your email, listen to with technology alone and with others.
email, networking, and application ac- music, post a message on Facebook, In fact, iPads and similar tablet devices
counts will always be on and equally search the Internet, and get news offer the most potential for use in both
accessible in the palm of your hand. updates all at the same time. the back office and the classroom.
Social media combined with handheld
devices allow you to broadcast informa- But being able to multi-task may also The mobility, affordability, ‘always on’
tion instantly and widely. cause some early childhood professionals connectivity and rapid development of
to want and need some digital downtime applications that offer ever-increasing
Having tools that are always on and now and then when they can take a break levels of interactivity may perhaps be
that blur the lines between personal from all the digital input and demands. THE development that causes our field
and professional communication will to sit up and take notice of the 21st
change work/life for early educators, Certainly we will all need to develop pro- century. The “Deepening Connections”
creating new opportunities and chal- gram policies and procedures that guide technology study (Grunwald, 2011)
lenges. Instant access to the Internet and appropriate technology use, especially reports that K-12 teachers, much more
applications will provide early childhood in the classroom where the focus must so than preschool teachers, view laptops,
educators with robust tools that make always be on the children. The onus is on mobile tables or book readers (iPad,
work better, faster, and deeper, as well us to develop responsive and empow- Kindle, etc.), and iPod Touch, iPod, and
as powerful distractions that force us to ering policies that help us harness the MP3 players as the portable technolo-
focus on priorities. power at our fingertips, adding powerful gies with the greatest potential. And
tools to our toolkits. There are many ex- indeed, they are.
2. ‘Always on’ connections will force us cellent resources for developing technol-
to continue to seek a balance between ogy policies, but the unique challenges The keys to success for use of iPads and
becoming immersed in a digital world in the early childhood ecosystem require similar devices will be:
and needing face-to-face ‘real’ inter- that we integrate guiding principles of
actions with others. We will grapple with the NAEYC Code of Ethics, the NAEYC n Assessing apps and websites with
finding ways to balance our traditional Position Statement on Technology and tools that integrate understanding of
high-touch approach with the high-tech Young Children, and other guidance for best practice in early childhood and
realities with which we are faced in the best practice and ethical conduct into our making purchasing decisions based
21st century. policies. on these assessments.
n Becoming involved in the develop-
For better or for worse, we will be in- 4. Video calling will be freely available ment of new apps and insisting that
stantly available to the adult stakeholders on multiple devices and offer an effective developers create apps that encourage
in our programs. Parents of children in way to communicate and connect with divergent and creative thinking and
our programs, students in colleges and family, friends, and colleagues near and deep problem-solving.
universities, board members, colleagues, far. n Helping parents make wise choices
legislators, funders, regulatory agencies, about the time children spend using
and staff members will all be instantly Video calling can be a powerful tool for these devices and apps, and about
available to us and we will be instantly real-time coaching and mentoring, confer- how to select apps wisely.
available to them. All of the reporting ences, connecting children to parents, and n Developing policies that empower
we do in our various early childhood a myriad of other uses that can transform and govern, but don’t impede the use
roles will be in real time. Sharing ideas our field. The only limit is your imagina- of these technologies.

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6. Social media can change the world. .............connect .............build.............join .............create .............reconnect .............connect .............build.............
As recent events around the world
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engage them in a dialogue about issues,
to advocate for causes, and to take a
stand for a shared belief guarantees that
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YouTube, and others. Social media tools
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It might be difficult to fathom how the
tool we use to connect with friends and
update them on our lives can be useful 456-007_475x425thirdPGad_FNL.indd 1 2/3/11 3:27 PM
in early education. After all, we’re not
going to put young children on Face- Top Sites for Technology Trend Watching
book! But, these tools have enormous
n Jane Hart and the Center for Learning and Performance Technologies:
(and somewhat under-realized) poten-
www.c4lpt.co.uk/
tial for early childhood professionals.
• Top 100 articles of 2010:
If the only positive things that could
www.c4lpt.co.uk/ReadingLists/2010review.html
be said about social media is that it is
• Top 100 Tools for Learning 2010:
a great way to learn more about new
www.c4lpt.co.uk/recommended/top100-2010.html
resources, ideas, and trends in real time,
• Top 100 Tools for Learning 2011 Emerging List:
connect with colleagues to share ideas,
www.c4lpt.co.uk/recommended/2011.html
and deliver professional development,
that would be a lot in and of itself. But n Learning Tools Directory 2011:
there is so much more inherent value to http://janeknight.typepad.com/pick/2011/02/learning-tools-directory-2011.
social media in early childhood. In fact, html
there’s a dotted line from eCommunica-
n JWT Intelligence:
tion to early childhood.
www.slideshare.net/jwtintelligence/2f-100-things-to-watch-in-2011-6306251
According to the most recent report n The Horizon Report 2011:
from the Pew Internet and American http://net.educause.edu/ir/library/pdf/HR2011.pdf
Life Project on social engagement,
n Mashable On Education: http://mashable.com/?s=education
“Technology use has become deeply
embedded in group life and is affect- n Nielsen Wire: http://blog.nielsen.com/nielsenwire/
ing the way civic and social groups
n Pew Internet & American Life Project: www.pewinternet.org/
behave and the way they impact their
communities” (Rainie, Purcell, & Smith, n Techcruch: http://techcrunch.com/
2011). The report indicates that 75% of n SmartBrief on Edtech: www.smartbrief.com/edtech/
Americans are active members of groups

5. 20 SOCIAL MEDIA
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1
of some kind and finds higher levels in every role in the early childhood
of engagement amongst Internet us- ecosystem will be touched by the
ers, especially those who engage in deluge of technology innovations in
group membership online. The report 2011 and beyond. You are not exempt.
indicates that Internet users are more We will all be impacted in ways that
active participants in their groups can be extremely helpful, distracting, or
than other adults, and are more likely potentially harmful. It is critical that we
than non-Internet users to feel pride are informed and empowered in order
and a sense of accomplishment. In to exploit the best aspects of technol-
fact, results show that Internet group ogy and defend against those that are
members were more likely to attend a potentially detrimental.
meeting or event, volunteer, contrib-
ute, or take a leadership role in the A few keys to making our
organization. In short, they are more small world work in the
engaged and invested in the groups
palms of our hands
in which they are members. So who
are our ECE ‘groups’? Our groups are
Here are a few very broad suggestions
our target audiences: Parents, adult
to help make this speed-of-light techno-
learners, college students, colleagues,
revolution work in early childhood:
staff members, legislators, policymak-
ers, board members, and more. These
n Even if you are resistant, open your
are the people with whom we want to
mind to the possibilities.
engage, right?
n Form ‘playgroups’ within your orga-
nization to explore the tools that you
There’s our dotted line. . . . Attending
see offering the most inherent value
meetings, contributing, volunteer-
in your organization or program. Just
ing, and taking leadership roles are
focus on those tools to start.
the very results we need from our
n Develop technology policies that
‘group members’ in early childhood.
say “Yes, you can, and here’s how,”
The results are the heart of engage-
rather than, “Don’t do this and don’t
ment, which we often find elusive in
do that.”
early childhood programs, college and
n Use available tools for assessing
professional development classrooms,
technology use and evaluate and
professional communities of prac-
revise every six months.
tice, action groups, and amongst our
n Provide technology training for your
clients. Have we found a magic bullet?
staff, but remember all technology
No. But we may have discovered
training is not the same. Training on
that these new tools have enormous
email is vastly different from training
potential to make involvement in early
on app implementation in the class-
childhood easier, deeper, and more
room. You can’t mark ‘technology
practical for generations to come.
training’ off your to-do-list unless it’s
training on the very specific imple-
So what does this have to do mentation you want to see in your
with me? organization.
How will all of this innovation impact
your work? Regardless of whether “Use the tools to figure out
your daily work is in the classroom, how to use the tools.”
the back office, the boardroom, the
Don Marinelli, Executive Producer,
conference room, or the offices of
Entertainment Technology Center,
policymakers and funders, the impli-
Carnegie Mellon University
cations are profound. Every person

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Here are a few of our favorite examples Where to from here? for connecting early childhood professionals,
of proven strategies and promising prac- tools for managing early childhood programs,
tices used by early childhood profes- In the months ahead we will return to these the role of technology in early childhood
sionals and organizations that are mak- technology trends, themes, and issues with teacher education and professional develop-
ing the most of the digital possibilities. articles focusing on new technology tools ment, and technology with young children.
Using Technology for Communicating, Collaborating, Connecting, and Community Building
Will digital devices and apps continue to have a powerful influence on our ability to communicate, collaborate, connect, and
build community? When we shake the virtual eight ball, “All signs point to yes.”
Organization Website Technology Tools Effective Practices
Bam! Radio Network www.bamradionetwork.com/ Podcasts; forums; social media Brief information-packed radio interviews with
including Facebook, Twitter, and panels of thought-leaders and authors on topics
LinkedIn; Channels for organizations of importance to parents, educators, and leaders.
include NAEYC, NHSA, NACCP, Uses social media sites to spur conversation and
NAFCC, NACCRRA, and more encourage shared meaning on relevant topics.
Children’s Defense Fund www.ChildrensDefenseFund.org Social media including Facebook, Advocacy and public policy programs and
Twitter, LinkedIn, Flickr, and YouTube; campaigns. Research, reports, data, and resources
Multimedia; CDF Data; Email alerts; for advocates and policymakers. Social media
newsletter; CDF in the News and marketing, outreach, fundraising, and advocacy.
News on Children’s Issues;
Take Action; Donate Now
ECEWebinars.org www.ECEwebinars.com Webinars; blogs; social media Provides free webinars delivered by thought-leaders
including Facebook, Twitter, and to early childhood educators and posts issue-
LinkedIn; SlideShare; RSS feeds; centric topical information on Twitter, Facebook,
blogs; email updates; and news YouTube, SlideShare, and LinkedIn.
MomsRising www.momsrising.org Social media including Facebook, A leader in online membership building for
MySpace, Twitter, and YouTube; advocacy and public policy. Focuses on issues
RSS feeds; email alerts; blogs; and related to women and families and has a strong
fundraising early education program. Blogs, email, and social
media are the primary tools used to recruit,
connect, and activate members.
NACCRRA www.naccrra.org NACCRRA Radio; Online Parent Child Care Aware Parent Network, Child Care Aware
Network; Early Childhood Focus (online resource and referral), use of social media
email news alerts; social media tools for advocacy and public policy, email alerts on
including Facebook, Twitter, and hot topics, donations, and eLearning for child care
YouTube; eLearning; Donate Now paraprofessional training.
NAEYC www.naeyc.org NAEYC Radio; social media including NAEYC uses social media to connect members,
Facebook, YouTube, Twitter, and advocacy, collaboration, information sharing,
LinkedIn; eNews; video streaming; online Q&A with national authors and researchers,
podcasts; online store; chats; web- web-based training and accreditation systems,
based systems; distance learning; online publications, resources, and membership,
membership; Donate Now donations.
World Forum Foundation www.worldforumfoundation.org Facebook; World Forum Radio pod- Connects and sustains the World Forum community
casts; blogs; email distribution lists; by encouraging and enabling communication and
World Forum at Work newsletter; collaboration at a distance. Builds leadership
ecelearn Learning Management capacity. Highlights activities and initiatives.
System; audio and video clips; Supports projects and programs including Global
Online conference information, Leaders, Nature Action Collaboration for Children,
registration, and resources for Men in Early Care and others. Organizes presenters
delegates and topics and builds the program.

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World Forum Community taking part in new social networking initiatives
2011 World Forum in Honolulu
Global Leaders Online — 50 emerging leaders from Asia, Africa, the Arab region, the Caribbean, and North America
will begin their two-year Global Leaders training program. While they will participate in two face-to-face meetings,
much of their training, mentoring, and networking will take place online using the learning management system,
ecelearn, developed by New Zealand Tertiary College.
During the coming year, all World Forum Working Groups will be connected using this platform.
Video Clips Galore — Four video teams will be hard at work capturing the voices and stories of the 2011 World Forum
to share on www.WorldForumFoundation.org with the entire World Forum community.
Techno at WoFo — Attendees at the 2011 World Forum will be invited to share their stories and offer their feedback
instantly using Twitter and Facebook.
World Forum registrants — stay tuned for instructions on how to prepare to participate.
Technology will stimulate and extend the discussions and work of the World Forum.
References Donohue, C. (2010, May). What’s in www.pewinternet.org/Reports/2011/
your toolbox? New technology tools for The-Social-Side-of-the-Internet.aspx
Donohue, C. (2010, September). There’s early childhood professionals — Part 1.
an app for (almost) everything: New Exchange, 193, 74-80. Simon, F., & Donohue, C. (2011, Janu-
technology tools for early childhood ary). What’s your social media personal-
professionals — Part 2. Exchange, 195, Grunwald Associates. (2011, January) ity? How it helps or hinders networking
78-82. Deepening connections. Washington, implementation and success. Exchange,
DC: PBS. Re- 197, 8-13.
trieved January
29, 2011 from Wartella, E., Schomburg, R., Lauricella,
Zachary’s and Caroline’s Corner www.pbs. A., Robb, M., & Flynn, R. (2010).
org/teachers/ Technology in the lives of teachers and
grunwald/pbs- classrooms: Survey of early childhood
grunwald-2010. and child care providers. Latrobe, PA:
pdf Fred Rogers Center for Early Learn-
ing and Children’s Media. Retrieved
Raine, L., November 10, 2010 from www.
Purcell, K., fredrogerscenter.org/media/resources/
& Smith, A. TechInTheLivesofTeachers.pdf
(2011). The
social side of Zickuhr, K. (2010, December 16).
the internet. Generations 2010: Trends in online
Pew Internet activities. Heat map: Change in activity
& American over time, by generation. Pew Internet &
Life Project. American Life Project. Retrieved January
Retrieved 10, 2011 from www.pewinternet.org/
February 18, Infographics/2010/Generations-2010-
2011 from Heat-Map.aspx