That said, incorporating technology in the classroom can provide an important experience for all children, particularly those whose family income or other factors limit access (Lee & Burkham, 2002). At the same time, be aware that even those with wide exposure at home happily use other objects to represent such devices during play; for example, a block may stand for a smart phone:
At work time in the house area, Fernando swipes his hand across a small wooden block and tells Allegra, "I'm calling the pizza guy. Do you want mushrooms or hot peppers?"
Programs need not give children working digital or mobile devices (disabled ones with batteries removed are okay). After all, we did not put working pushbutton phones in classrooms ten years ago, nor would we ever put a working stove in the house area because children pretend to cook. Young children enjoy using facsimiles of the real thing in ways that imitate actual adult use:
During planning time, Leila uses a battery-less camera to "take a picture" of the "art area." When asked what she will do there, Leila answers, "Make something with the play dough."
Finally, note that the strategies listed below refer to how teachers can support the children's use of technology. This is a different issue than how adults themselves might use electronic devices to promote early learning, much as they might have used a camera in the past. For example, a teacher may take photos on a mobile device during work time and use them to facilitate recall by holding the device while children swipe the screen to look "backward" and "forward" at the sequence they followed to carry out a project. Or video recordings made by a teacher could be shared with students after a field trip, to help the children recall and build on their experiences. These and other ideas allow adults to take advantage of technology and familiarize children with it at the same time, while not expecting children to use it in inappropriate or unrealistic ways.
To choose appropriate technology and mediate its use by young children, try the strategies listed below. (For further details and more ideas see Epstein, 2012, and Epstein & Hohmann, 2012):
At work time in the block area, while exploring (battery-less) cameras, Mateo shakes one in frustration. "How does the lens open?" he asks. His teacher suggests he push different buttons to see what happens. He does and then says excitedly, "Watch! When I press this, it opens!"
At work time in the book area George uses the computer. He looks at Sue [his teacher] and says "Help." When Sue comes over, he points to the screen. The program he wants to use is not open. Maria, who is at the other computer, says to George, "You have to click it." She reaches over and opens the program for him. Later, Maria shows him how to click the "X" to close the program. Then George himself clicks on the next program he wants to play.
At work time at the computer, Leila uses the coloring program to create a flower and butterfly picture and print it out. She says, "My flower. My happy."
At work time in the book area, Angel and Ellie sing along with the ABC song on the computer. When they play it again, Asa and Rufus come over and sing and dance too.