An Analysis of Technology Integration Within a Play Based Learning Environment at the Preschool Level
The purpose of this study was to research this question, "Is technology use appropriate for preschool instruction within a play based pedagogy and philosophy of education?" The definition of the play based preschool learning environment is provided, the technology debate outlined, along with a qualitative research study, illustrating the opinions and beliefs regarding technology use of teachers within a playbased learning environment. This study relates research findings to the literature review and suggests that technology use within a play based learning environment is possible when technology is used appropriately and with balance, to enhance and extend the curriculum. A balanced approach to technology use requires active and intentional use alongside careful planning on the part of the teacher. The methods, instrumentation, and procedures used are described. The results provide a complete summary of the views and opinions of the population studied and suggestions for effective implementation. The analysis section of the research presented provides summaries of the sample population used and provides perspective on technology use within a Christian worldview and from a biblical standpoint. Running head: PLAY BASED PEDAGOGY AND TECHNOLOGY INTEGRATION 5 Introduction To The Study Technology use and consumption is weaved into the fabric of everyday life. From smartphones readily available at arms reach to the use of tablets, social media, and electronic media content, technology has boomed over the previous ten years. The digitization of the culture has led to a pervasive use of technology in work, school, and personal life and the consumption of image, sound, video, and text based information (Edwards, 2013) For many, technology consumption is a relatively new phenomena, but one that is here to stay. Individuals today live in a post industrial age where information and communication technologies abound. Many stakeholders of education parents, teachers, and students question the role that technology should play in school instruction. When it comes to exposing younger children to technology, whether it is helping or hurting their development and/or academic development is much debated. Opinions mostly guide the family's decisions on technology use in the home. The American Academy of Pediatrics recommends avoiding screen time for children under two years of age and limiting screen time to two hours a day for children two and older (American Academy of Pediatrics, 2013) However, research shows that 70% of children birth through two years old are using electronic media in their daily lives (Lentz, Seo, Gruner, 2014) Many stakeholders are revisiting the debate of technology use in the early childhood education classroom. Educators have traditionally asked the question, "How young is too young?" and have now made the critical shift to, "How much is 'just right'" (Lentz, Seo, Gruner, 2014) The questions that will guide this study focus on the use of technology in the early childhood education preschool setting. Should technology Running head: PLAY BASED PEDAGOGY AND TECHNOLOGY INTEGRATION 6 be used as part of preschool instruction and curriculum? What is the philosophy behind play based preschool pedagogy and curriculum? How does technology fit into playbased pedagogy at the preschool level? This is a critical question, which has major implications for teachers, parents, and students. It is important to understand both positive characteristics and benefits of technology as well as the negative aspects described in current literature and research. For educators and parents, the preschool years are often viewed as a nurturing time for the young child, a time when the student is permitted to explore, discover, and learn through play based activities and curriculum. The preschool years are often meant to develop communication skills, self help skills, and the building blocks for the written language. It is through play that children encounter and explore their own environments. For children, play is a natural way to learn about themselves and the world around them. Through interaction with peers and teachers, motor skills, language skills, and social skills are developed and refined (Edwards, 2013) When the purpose and function of play in the life of the preschool child is considered, is the integration of technology developmentally appropriate and beneficial? When it comes to young preschool children, it is mainly opinions, not research, that dominate the decision making regarding technology use. Edwards (2013) argues that an important aspect of children's technology use is separating technology use from the idea of technology consumption. Patterns of childhood consumption have emerged with the digitization of the culture because the technology itself enables consumption. For example, a child may view a popular DVD at home or on television. Later the child is taken out to a store and in the midst of errands, begins to feel bored. The child takes the Running head: PLAY BASED PEDAGOGY AND TECHNOLOGY INTEGRATION 7 handheld technology device from their parent and then uses it to "consume" the same movie, with or without parental permission. It is this view of technology as "consumption" that makes many educational stakeholders shy away from its integration into the curriculum. It is increasingly difficult to separate a child's use of technology from a child's consumption of technology. The guiding thoughts of this project consider the current scientific recommendations of technology use and screen time for young children while understanding that technology is weaved into daily family routines. The question of technology exposure for young children is controversial and one that many have vested interest in its answer. Young children learn best through experiences with the real, physical world (Kentucky Governor's Office of Early Childhood, 2014) However, certain types of screen time can also increase a child's physical and cognitive activity and have associated benefits for health and development (Sweetser, Johnson, Ozdowska, Wyeth, 2012) suggesting that not all technology related activities are equal in terms of interactivity. This project seeks to identify the proper balance between the play based pedagogies of preschool curriculum and the ever changing and developing world of technology use for instruction. Definition of Terms Childhood. A social, historical, and cultural construction of the understandings of children, connected with how a society positions and understands children at a given point in time (Edwards, 2013; James, Jenks, and Prout, 1998) Running head: PLAY BASED PEDAGOGY AND TECHNOLOGY INTEGRATION 8 Digital Technologies. This includes multiple desktop and mobile technologies; Internet enabled technologies that operate as platforms for consumption of digital media (Edwards, 2013) Digitization. This is commonly associated with the changes in the production and consumption of image, sound, video, and text based information (Edwards, 2013) Early Childhood Education. This is the field of study that focuses on the care and education of children from infancy to school age (Dietze, Kashin, 2013) Executive Function. The cognitive control processes that regulate thought and action in support of goal directed behavior, which develops dramatically during childhood (Barker et al. 2014) Montessori and Tools of the Mind Program. Programs based on the work of Vygotsky, who theorized that imaginative play supports the development of children's self regulated processes. Through pretend play, children may practice engaging selfdirected forms of executive function and maintain their own goals to guide behavior (Barker et al. 2014; Vygotsky, 1967) Play. This is the primary mechanism through which children encounter and explore their immediate environment. Play becomes the natural way to motivate children to learn about themselves and the world around them. As children interact with peers and teachers through this discovery mechanism, their language and social skills are fostered and their motor skills are developed and refined (Edwards, 2013; Ministry of Education, 2012) Screen Time. This is the viewing or use of anything with a screen, including TV, DVDs, video games, and computers. Active screen times involves cognitively or Running head: PLAY BASED PEDAGOGY AND TECHNOLOGY INTEGRATION 9 physically engaging in screen based activities, such as interacting with an electronic white board or completing homework on a computer. Passive screen time involves sedentary screen based activities and/or passively receiving screen based information, such as watching TV or a DVD. (Sweetser, Johnson, Ozdowska, Wyeth, 2012) Structured activity and less structured activity. Structured activity includes any time outside of formal schooling spent in activities organized and supervised by adults. Less structured activity is defined as voluntary leisure activities where adults provide fewer guidelines or direct instructions (Barker et al. 2014) Statement of the Problem The debate over the appropriate use of technology in school has dramatically changed over the previous ten years in the early childhood community (Lentz, Seo, Gruner, 2014) The past debate posed questions about the use of technology at early ages and the cognitive and developmental dangers associated with its use. There are strong, research based cautions from the American Academy of Pediatrics (2013) that give clear guidelines on screen time exposure for young children, ages two and under. However, the conversation is changing and evolving and it may be time to pose new questions on what is the right amount of technology use for instruction? Recent advances in computer technology has opened up a new world of interactivity for young children who were once restricted in their use of computers due to the barrier of a keyboard and mouse. With the development of touc