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Technology Integration in Early Childhood and Primary Classrooms: Access, Use & Pedagogy Remain Critical Components to Success

Technology Integration in Early Childhood and Primary Classrooms: Access, Use & Pedagogy Remain Critical Components to Success

Michael M. Grant, Clif Mims
Copyright: © 2010 |Pages: 15
ISBN13: 9781605667843|ISBN10: 1605667846|EISBN13: 9781605667850
DOI: 10.4018/978-1-60566-784-3.ch009
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MLA

Grant, Michael M., and Clif Mims. "Technology Integration in Early Childhood and Primary Classrooms: Access, Use & Pedagogy Remain Critical Components to Success." Technology for Early Childhood Education and Socialization: Developmental Applications and Methodologies, edited by Sally Blake and Satomi Izumi-Taylor, IGI Global, 2010, pp. 162-176. https://doi.org/10.4018/978-1-60566-784-3.ch009

APA

Grant, M. M. & Mims, C. (2010). Technology Integration in Early Childhood and Primary Classrooms: Access, Use & Pedagogy Remain Critical Components to Success. In S. Blake & S. Izumi-Taylor (Eds.), Technology for Early Childhood Education and Socialization: Developmental Applications and Methodologies (pp. 162-176). IGI Global. https://doi.org/10.4018/978-1-60566-784-3.ch009

Chicago

Grant, Michael M., and Clif Mims. "Technology Integration in Early Childhood and Primary Classrooms: Access, Use & Pedagogy Remain Critical Components to Success." In Technology for Early Childhood Education and Socialization: Developmental Applications and Methodologies, edited by Sally Blake and Satomi Izumi-Taylor, 162-176. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-60566-784-3.ch009

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Abstract

Calls for increased use of technology in early childhood and primary classrooms have not gone unanswered. However, recent research findings report little technology integration with computers continuing to be unavailable. This descriptive study looked to explore to what extent and in what ways technology is integrated into early childhood and primary classrooms. Findings corroborate previous dated research that trivial technology is being used. Technology use, computer access and styles of pedagogy remain critical in the debate to whether teachers will integrate computers for teaching and learning.

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