Professional Development

We found 102 resources (Showing 61-70 of 102)
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To better understand parents' attitudes, beliefs, and concerns about technology use by children under 6, the Erikson Institute surveyed 1,000 parents across the Nation (mothers- 58%, Latino-23%, African American-13%, married or living with a partner-84%, employed FT/PT-68%). Results indicate that 90% of the parents surveyed use smartphones; 85% watch television;...

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The goal of this policy brief is three-fold: 1) Provide guiding principles for early educators (including those in home settings), early learning programs, schools, and families on the use of technology by young children to support them in making informed choices for all children; 2) Inform the public, families, and...

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In this video, Laurenne Simms, Ph.D. professor at the Department of Education, Gallaudet University, examines recommended practices to support early development of strong language foundation for children who are deaf/hard of hearing.

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video

Developed by the PACER Center's "Technology to Improve Kids's Educational Success" (TIKES) program, this set of 4 videos introduces early childhood professionals to Assistve Technology (AT). The videos illustrate how AT can be used to help children (Birth-5) grow by using technology to bridge developmental and achievement gaps.

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This document helps parents and professionals understand the difference between accommodations, modifications, and assistive technology. Examples of each are given for three different early childhood classroom tasks. This resource was created for PACER Center’s Technology to Improve Kids’ Educational Success (TIKES) project. http://www.pacer.org/stc/tikes
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Part of Project ICEBERG (Intensifying Cognition, Early literacy and Behavior for Exceptional Reading Growth), this technical report presents results of a survey designed to identify early childhood and kindergarten educators' readiness to implement a tablet-based screening tool to support and improve data-driven decision making. Administered to 50 Oregon educators (including...

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This Question and Answer (Q&A) resource explores several key issues in efforts to implement universally designed learning (UDL) environments for young children. It looks specifically at means of promoting early math skills.

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In this policy brief, professionals from the RAND corporation argue that identification of specific requirements and definitions of what constitutes an adequate technology architecture requires 1) Involvement of a wide variety of organizations, and 2) Consideration of the rapid pace of technology development. Get the Resource: Identifying an Adequate...

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This policy brief challenges the traditional emphasis on screen time, and discusses alternative ways to move the discussion to a more comprehensive definition of developmentally appropriate technology use for young children. Get the Resource: Moving Beyond Screen Time

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This RAND Policy brief discusses main barriers for early childhood providers to fullfil their technology roles: Access to adequate technology, uncertainty about standards for technology use in EC, inadequate training, and insufficient time to get acquainted with new technology. Get the Resource: Getting Early Childhood Educators Up and...

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