TECHNOLOGIES

Technologies in early childhood promote digital literacy, encourage problem solving and diversify creative efforts. From developmentally appropriate materials and tools to support coding and multimedia storytelling to interactive games, technology encourages diverse pathways to learning and provides new means for children to share their voices and document their learning. Moreover, with purposeful inclusion, digital resources broaden children's perspectives on the real world and offer collaborative experiences for creativity (Howard & Mayesky, 2022). Therefore, exposing children to technology in enjoyable and purposeful fashions bolsters creativity through the imagining, creation and sharing process with sound, imagery and movement in a final product to acclimate them to a connected, digital world.

Theories and Perspectives

Seymour Papert's constructionism theory suggests that people learn more effectively when actively engaged in the process. This applies to technology; when children employ tools for creations and they develop products through trial and error, acquisition of creativity becomes second nature through experiential engagement. Furthermore, Vygotsky's sociocultural theory supports classroom integration of technology if it connects cultural tools, social experiences and operations, as technology can be a "mediating artifact" that supports collaborative efforts of creativity and expression (Isbell & Yoshizawa, 2016). Thus, these theories support technology as a creative enhancement of the classroom setting because screens do not distract children from learning from each other but instead support inquiry based creations, storytelling and communication relative to what they're learning in class.

Resources and Technologies

Resources and Materials include iPads, smart boards, child-friendly coding toys (i.e. Bee-Bots, Cubetto) and applications such as ScratchJr, Toca Builders or ChatterPix. Educators should have access to digital cameras and microphones to formulate children's projects or reflections within. Resources like AR (augmented reality) tools Quiver can enhance storytelling or artistic projects. Educators can help children navigate apps within the classroom to create stories, animations or other forms of digital art. Accessibility must be considered and screen time should be limited to encourage intentional, creative engagement and involvement of all learners. Technologies should enhance hands-on explorations but not replace engagement. Intentionally planned technologies/tools empower children to transform explorations, communications and creativity into multimodal, meaningful experiences(Heward & Mayesky, 2022).

Activities Using Art

0-2 Years:

  • Photo Play- Toddlers take photos of familiar objects on the tablet (with guidance) and discuss what they photographed.
  • Sound Buttons– Push button recorders allow family members to record their names/animal sounds so toddlers recognize them and respond.

    • 2-3 years:

  • Light Table Shapes-Use a light table with translucent objects/letters/shapes to explore color and shape.
  • Drawing Apps– Toddlers learn to draw through basic drawing apps (i.e. Doodle Buddy).

    • 3-5 years:

  • Digital Story Projects-ChatterPix or Book Creator allow children to utilize simple features to make talking photo stories.
  • Bee-Bot Coding– Children learn simple coding by trying to get the Bee-Bot to go specific places or have it reach a destination after turning.

    • 6-8 years:

  • Stop Motion Animation- Use Stop Motion Studio for making short stop motion films with toys and drawings.
  • Virtual Field Trips– Everyone can go on a virtual field trip to museums or natural environments.

    • Critical Reflection

    When reviewing “Digital Storytelling” and “Stop Motion” as my learning experiences, I realized how exciting it would be to promote these technological opportunities for creative expression and communication. For example, during “Digital Storytelling,” the children will use ChatterPix to bring their art to life, as they can use their voices for their drawings. They will be engaged and proud. With older children during "Stop Motion," they will assist one another in developing scenes/characters/collaborative projects—evidencing innovation, perseverance, and teamwork associated with the creative process. What would work is their encouragement in deciding, developing, and sharing their digital storytelling creations. The challenge might be device sharing, with some children requesting more time than others. Next time, I'd implement a no-discussion turn-taking plan immediately and might even assign peer partner coaching roles to help build social skills while mastering technological opportunities. I learned from our readings that teaching dispositions unrelated to content—the use of technology—was critical before presenting guided expectations (Isbell and Yoshizawa, 2016). Early learning technologies must be additive, not reductive; when used as a partner, young learners can use digital rendering to express themselves—and their comprehension—in unique ways. Thus, this taught me that digital creativity is just as social as it is technological. I will continue using technology—not as a tool, but as a partner across developmental domains—as it promotes expression, connection, and creativity across all curricula.