Technology in Kindergarten

Research Proposal:
What types of technology are developmentally appropriate in a play-based Kindergarten
Program?

Chenoa Dirks
80761117
University of British Columbia
Met: ETEC 500 65D

Technology in Kindergarten

Table of Contents
Introduction ................................................................................................................................. 2
Research Question ...................................................................................................................... 3
What the Research Says .............................................................................................................. 3
Synthesis ................................................................................................................................. 7
Conclusion .............................................................................................................................. 8
Research Methodology ............................................................................................................... 8
Rational ..................................................................................................................................... 10
Significance and Implications ................................................................................................... 10
References ................................................................................................................................ 11

Introduction
In the mid eighties, computers began making appearances in school classrooms. The
early nineties brought school computer labs and home computers quickly followed suit as the
technology became more affordable. With the onset of 21st Century Learning and the urge to
prepare young children for the future, the last decade has seen various other forms of technology
become common place in the Kindergarten classroom, such as: electronic games, CD/DVD
players, televisions, players, iPods, iPads, Smart boards, document cameras, etc. With such a
prevalence of technology and electronic media available in classrooms today, many advocates of
early childhood education are concerned that technology will replace other meaningful learning
experiences that have traditionally occurred in Kindergarten, such as building with blocks,
dramatic play, and art.

Kindergarten has traditionally been a year of transition allowing children to develop the
social, emotional, physical and cognitive skills necessary to adapt to academic learning in grade
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Technology in Kindergarten
school. During this year, children are meant to learn through developmentally appropriate
activities centred on a childs work, commonly recognized as play. The widely understood
statement children learn through play has guided educators and developmental theorists for
decades, and has been the basis for many early childhood education models. The original
Kindergarten model was founded in Germany by Freidrich Froebel who, based on his own
research, designed specialized play materials, games, and activities which afford specific kinds
of learning. Through play, children are able to find new ways to deal with reality, form
relationships, develop cognitive understanding, release unconscious anxiety, and express their
feelings (Shipley, 1993).

Research Question
With so much debate about the technology in the Kindergarten classroom, and the push
to prepare students for the global community of 21st Century Learning, it is clearly necessary to
explore whether technology should have a place in the Kindergarten classroom, or not. If so,
what types of technology are appropriate for this stage of development and learning? The focus
of this study will include a critical review of relevant literature and research with the purpose of
justifying a proposal for further research.

What the Research Says

In todays global community technology is an everyday necessity for the majority of the
population for both work and play. Many young children are even entering Kindergarten already
able to perform basic technological skills and can freely use the appropriate terms to match what
they can do. The demands of todays workforce require a variety of technological skills and
abilities and our education system should take at least some of the responsibility for preparing
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Technology in Kindergarten
students for their future. The following summary of research explores the need for technology in
the classroom, and the differing views on how and when it should be included in the curriculum.
A synthesis of the themes that emerge from the research will be followed by a conclusion that
will identify a focus area where further research is needed.
In his article, Technology and Classroom Practices: An International Study, Robert
Kozma examines the findings from 174 case studies from 28 countries, in an effort to identify
specific patterns of innovative classroom practices which are supported by technology (Kozma,
2003). The most frequently used technology represented in the case studies included productivity
tools, web resources, email, multi-media software, and web design tools. The case studies were
compiled by panels in each of the twenty-eight countries, and classroom samples were chosen
based on an agreed upon international set of criteria with local concerns identified. Kozma used a
quantitative procedure to form his analysis, which resulted in identifying seven meaningful
patterns of classroom practice including: student collaborative research, information
management, teacher collaboration, outside communication, product creation, and tutorial. The
research found that most of the teachers considered in the study are beginning to integrate ICT
into both school curriculum, and their own classroom teaching.
Dr. Alper Kumtepe wrote the article, The Effects of Computers on Kindergarten
Childrens Social Skills, using research data gathered for the Early Childhood Longitudinal
Study-Kindergarten Class of 1998-99 (ECLS-K), by National Center for Educational Statistics.
The ECLS-K study used a nationally represented sample that included 12,929 kindergarten
children. Kumtepes own research focused on the effects of computer use on childrens social
skills in kindergarten (Kumtepe, 2006). Data specific to the relationship between social skills
and childrens computer use in Kindergarten was analyzed for this study. Results showed that
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Technology in Kindergarten
children demonstrated developmental gains from using appropriate software on classroom
computers when working with their peers. There is also evidence that children who used
computers more proficiently showed more positive social skills and less problem behaviors (p.
56) , where it was also found that appropriate social skills in the classroom were not significantly
affected by owning a home computer. Kumtepe does note, however, that the computers ability
to support a childs development is largely dependent on how the computer is used in the
classroom.
Peta Wyeth used an ethnographic study to research young children and their interactions
in their own kindergarten environment in an effort to explore the possibilities of developing new
technology for young children. Wyeth describes her research in her article, Ethnography in the
Kindergarten: Examining Childrens Play Experiences. She gathered data through the
observation of thirty children from an on-campus kindergarten during four sessions over a two
week period, totaling 12 hours. Teachers were also included in the study. In the article she
focused on the loosely structured, free-choice activities which the children chose, categorized as:
calm, play, and artistic interactions (Wyeth, 2006) . The results of her observations confirmed
well-known beliefs that quality play materials should leave room for creativity and provide
opportunities for discovery-type experiences. Her recommendations for appropriate technology
in the Kindergarten classroom suggest that technology should be flexible in that it could be
used in several different ways. The specific technologies that she suggests should enable
children to emotional and/or social connections, such as capturing and sharing images and
recording personal messages.
The research done by Irene Sivropoulou, Aggeliki Tsapakidou, and Argygis Kiridis, is
described in their article, The Opinions of the Kindergarten Teachers in Relation to the
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Technology in Kindergarten
Introduction of Computers to Nursery Schools. During the introduction of computers into the
Kindergarten curriculum Kindergarten teachers posed many opposing views and opinions about
their appropriate use. This study explores the attitudes of teachers regarding the introduction and
use of new technologies in the Kindergarten classroom in Thssaloniki. One hundred and twenty
two Kindergarten teachers were invited to participate in a questionnaire containing 33 questions
using a Likert type scale. 100 teachers participated. Data from the questionnaires was processed
using a Factor Analysis and results showed that 65% of Kindergarten teachers agree with the
view that computers nurture the creativity of children, and 95% are willing to help children learn
to use the computer (Sivropoulou, Tsapakidou, & Kiridis, 2009). Sivropoulou, et al, note that
further research needs to be done regarding how the computers are used in the classroom, and
what types of educational activities should be practiced.
In her article, Look What Kindergarten Children Can Do with Technologies!, Nancy Yost
uses an ethnographic study to explore common concerns about the appropriate use of technology
with young children in a classroom. She observed and photographed two Kindergarten classes in
her own school in Indiana participating in a daily video-conferencing activity with two other
classrooms, located in Pennsylvania, and Illinois during a six week period. The students were
encouraged to observe and record the weather daily and to report it to the other classes by
video/computer.
Yost concludes that the project showed that her students were able and excited to
participate in the traditional Kindergarten activity of recording the weather, and to extend it
beyond the classroom with the use of multiple technologies, making the experience authentic and
meaningful. Yost expressed her concern with the amount of time the project took away from

Technology in Kindergarten
other activities, though she states that because of her results, she would repeat the activity
(Yost, 2003).
In the article, Kids havent changed; Kindergarten Has, Laura Pappano analyses
information gathered in a national study which was intended to determine how child
development in 2010 relates to Gesells historic observations (Pappano, 2010). With the
concern that academics are replacing exploratory play in the Kindergarten classroom, Pappano
questions whether children have gotten smarter, or learn things sooner? The study had 92
examiners conduct 40-minute one-on-one assessments with 1287 children ages 3-6 at 56 public
and private schools across 23 states. The results of the study show that Gesells developmental
milestones have not changed. Children may be able to memorize, but that doesnt mean that they
have conceptual knowledge. Children will learn when they are developmentally ready to learn.
Even after seeing the research, Pappano notes that many teachers still push pencil and paper
activities and longer academic sessions that children simply arent ready for.
Synthesis
In a synthesis of the reviewed research literature it is clear that a majority of teachers and
educators feel the pull of 21st Century Learning and the need to include technology in the
curriculum to prepare students for a global community. Technology is all around us, and young
Kindergarten students are comfortable with much of it, and sometimes more so than their
teachers. A common theme through the literature is that technology in the classroom does not
necessarily refer to computers. In many cases the researchers implemented technology such as
web cams, cameras, video recorders, productivity tools, flexible technology, among various
applications and software used with a computer.

Technology in Kindergarten
Common to all is the need for technology in the Kindergarten classroom to be
developmentally appropriate with the ability to give young children the opportunity to explore,
discover, and practice new skills and concepts without prescribed or scripted expectations for
learning. The research also suggests that there needs to be a balance between creative, artistic,
and exploratory play, and technology. This is not to say that technology cannot be part of these
types of play, but it should not be the sole focus of the play or activity.
Conclusion
With the understanding that technology is part of the 21st Century Learning curriculum, it
is necessary to explore the learning needs of Kindergarten students and how technology can be
included in a balanced curriculum that considers developmentally appropriate practices. It is also
necessary to consider which types of technology will be included and how they will be used to
encourage cognitive, social and emotional, and physical development through play-based
activities.

Research Methodology
The research methodology best suited for this project is an ethnographic study of at least
five Kindergarten classes with samples in a varying in demographics. At least one sample will be
in a rural area, and at least one in an inner city area. Research will be gathered through
observation and recording, video samples, and interviews with the classroom teachers. To avoid
a skew in the data due to the novelty factor of new items in the classroom, before formal
observations begin, students will be introduced to technology items that will be present in each
of their centres, and will have had the opportunity to explore and discover the technology items
during free choice time for at least two weeks. This technology will include items such as a
digital camera, a voice recorder, a video recorder or device, an MP3 player or listening device,
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Technology in Kindergarten
and a tablet device. In order to make a fair comparison to the types of activities that draw
childrens attention, I also propose to include natural toys such as those developed by Fredrick
Froeble which provide rich opportunities for play that address all developmental domains
(Shipley, 1993). Also included would be a selection of popular toys which children would be
familiar with from home or television that have limited possibilities for play. These will also be
available for play before formal observations occur.
Over an eight week period, three hours of observations per week, will occur during freeplay or choice centres where children are free to choose from the available centres and activities
and will focus on the activities categorized by Peta Wyeth as calm, play, interactive, and
artistic(Wyeth, 2006). Observations will focus on the following:

The category of play the child is participating in. E.g. calm, play, interactive, artistic.

The activity and centre the child is participating in.

What the child is playing with. E.g. toy, technology, book, etc.

How the child is playing with the item.

Is the child playing alone, or interacting with another child/ren.

Pre and post interviews will be held with each Kindergarten teacher to determine if and
what technology was previously present and/or used in the classroom, and to gauge the teachers
attitude towards technology. The teachers attitude towards technology directly affects the
childs comfort level with using the technology, because the teacher creates the relationship
between the children, the computer and the class (Sivropoulou, Tsapakidou, & Kiridis, 2009).
The teacher will also be encouraged to submit any observations of the students play outside of
the formal observations.

Technology in Kindergarten
All data will be collected and analyzed within a reasonable time frame and will be presented
in a research article.

Rational
The rationale for this research design is based on the need to ensure that teachers and
educators are not using technology in the classroom just for the sake of using technology.
Technology needs to be used as a tool which promotes social interaction and a balance between
exploration and play (Wyeth, 2006). The implementation of the 21st Century Learning Initiative
and its technological component, students need to be prepared for a global community requiring
skills such as the new R: Readiness, which is about helping students be able to take what they
know and apply it to new situations and problems (Schools, 2012), leaving educators to take the
initiative in implementing learning activities that will expose students to these skills. This
research will provide Kindergarten teachers with the necessary guidelines for choosing
developmentally appropriate technology for their students while still providing a play-based
Kindergarten program.

Significance and Implications

The results of this study are expected to show that many types of commonly used
technology can be appropriate for use in a Kindergarten classroom provided that the teacher is
able and willing to present it to the children as a learning tool with some guidance as to how it
can be used. A digital camera for example can be used to take pictures, but with some guidance,
students can be encouraged to extend the experience to document an event, present the pictures
in a creative manner, and to use words to label and describe the pictures. The teacher would have
to be willing to help the child extend the experience beyond the initial experience itself.
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Technology in Kindergarten
It is possible that students will misuse the technology resulting in breakage, or that the
technology will simply not function as it is intended to. These are acceptable and expected
complications of the nature of the study, and should not affect the results significantly. Student
misbehavior is also a factor in the study, where a child may be kept from an activity due to
consequences of his/her actions. If this is the case, the aforesaid child will be observed at another
centre at the teachers discretion.
Further research will need to be done regarding the long-term effects of using technology
in the Kindergarten classroom, and if technology use in this manner is comparable, in terms of
learning developmentally appropriate skills, to childrens quality play experiences with natural
toys. It is also important to question whether technology should take precedence over traditional
Kindergarten learning, or if children should be left to play for just one more year.

References

Kozma, R. B. (2003). Technology and Classroom Practices: An International Study. Journal of

Research on Technology in Education , 36 (1), 1-14.
Kumtepe, D. A. (2006). The Effects of Computers on Kindergarten Children's Social Skills. The
Turkish Online Journal of Educational Technology , 5 (4), 52-57.
Pappano, L. (2010). Kids Haven't Changed; Kindergarten Has. Harvard Education Letter , 26
(5), 1-3.
Schools, P. C. (2012). Empowering 21st Century Learners. Retrieved February 2012, from
Empowering 21st Century Learning:
http://www.pearsoncanadaschool.com/index.cfm?locator=PSZqH8
Shipley, D. (1993). Empowering Children. Scarborough: Nelson Canada.
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Technology in Kindergarten
Sivropoulou, I., Tsapakidou, A., & Kiridis, A. (2009). The Opinions of the Kindergarten
Teachers in Relation to the Introcution of Computers to Nursery Schools: Preliminary Approach.
ACTA Didactica Napocensia , 2 (1), 69-80.
Wyeth, P. (2006). Ethnography in the Kindergarten: Examining Children's Play Experiences.
CHI 2006: Conference on Human Factors in Computing Systems (pp. 1-4). Montreal, Canada:
ACM.
Yost, N. (2003). Look What Kindergarten Children Can Do with Technologies! Young Children
and Learning Technologies (pp. 1-3). Parramatta: Australian Computer Society, Inc.

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