Technological Tools: Enhancing All Young Children’s Cognitive and

Social-Emotional Learning

Dr Belinda G. Gimbert and Dr Dean S. Cristol

CENDI, May, 2003

Concurrently, neo-Vygotskian theorists, contemporary constructivists, and developmentally appropriate instructors debate whether and how technology can or should influence pedagogical practices in early childhood education.� In their view of cultural-historical-activity theory, Rivera, Galarza, Entz and Tharp (2002) advocate technology as a support for implementing a pedagogy that is based on sociocultural theory, as well as developmentally appropriate instruction practice (DAP).� They question, “With the advent of technological innovation, ‘how should’ pedagogy be modified now that children must learn how to use digitized information processors?” (p. 181).� Contemporary constructivist discuss a child’s construction of knowledge through interaction with materials and activities, and ask, In what ways does learning with technology enhance a child’s development?� While principles of developmentally appropriate practice are embedded in neo-Yvgotskian and Piagetian conceptual frameworks, advocates of DAP debate, When and how does a particular technological tool best support a child’s learning needs?

This workshop’s design supports technological, hands-on experiences for early childhood educators that situate instruction in the socio-cultural nexus of diverse learners, curriculum and context, and facilitate effective pedagogy.� In a guided sequence at each learning center, participants construct technological knowledge through interactions with materials and activities within a social context of relationships.� These experiences integrate social tools with the tools of physical action, including technology, and propel early childhood educators’ learning to a higher platform.� Consequently, at the conclusion of the workshop, participants can offer empirical, informed and reflective responses to all three questions previously posed in our introductory statement.�

Participants encounter five learning centers with a particular technological focus:

• Learning Center One: Assistive Technologies for Children with Special Needs - IntelliTools is a pioneer in learning solutions for the diverse classroom, has been producing award-winning classroom tools for early childhood education for over 20 years, beginning with its IntelliKeys programmable adaptive keyboard. The IntelliTools Classroom Pac is comprised of four integrated software programs - IntelliPics Studio, IntelliMathics, IntelliTalk II, and ReadyMade Curriculum Activities. These IntelliTools software products are fully accessible for standard keyboard and mouse users as well as IntelliKeys adaptive keyboard and switch users;

• Learning Center Two: Interactive Multimedia Materials for Literacy and Mathematical Learning – Kid Pix Studio, Wiggle Works, The Graph Club;
• Learning Center Three: Robotics and Digital Manipulatives such as construction kits and electronic blocks – LogiBlocks;
• Learning Center Four: Spatial Awareness using 2D/3D Software – 2D/3D graphics software – Thinking Collection I and II.��
• Learning Center Five: Digital Photography with Instructional Tasks- teaching curriculum activities using digital camera, computer and color printer.��

Each center offers explorations of a particular technological tool, considered developmentally and culturally appropriate for early childhood classrooms, birth to six years.� Participants are required to explore each technological tool through free play, participate in a group activity, assess the experience of the technological task and its associated tool/s, including a discussion of the curriculum possibilities, and reflect on the individual and group experiences of implementing a particular technology or set of technological tools.