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Developmentally Appropriate Technology Practice: Exploring Myths and Perceptions of Early Childhood and Instructional Technology Professionals

N. Sally Blake*, 0**, Candice Burkett***, Lee Allen****

* Full Professor, Flagler College in St. Augustine, Florida.

** Educational Psychology, University of Memphis.

*** Graduate in Psychology, University of Memphis.

**** Associate Professor, Instructional Design and Technology, University of Memphis.

Periodicity:December - February'2011
DOI : https://doi.org/10.26634/jsch.6.3.1377

Abstract

The integration of technology in early childhood classrooms has become a controversial issue among professionals in this field. One issue which may influence technology in these classrooms may be perceptions of what is developmentally appropriate practice (DAP). This article explores perceptions about technology and age appropriate recommendations for young children based on results of a survey answered by Instructional Design and Technology (IDT) and Early Childhood Education (ECE) professionals. This article provides a starting point to counteract the many misconceptions these teachers have about what constitutes developmentally appropriate practice for young children in relation to technology in early childhood education classrooms and discusses some of the contradictions between professionals.

Keywords

Early Childhood, Technology, DAP, Teacher Beliefs, Technology Myths.

How to Cite this Article?

Blake,S., Winsor,D., Burkett,C., and Allen,L.(2011). Developmentally Appropriate Technology Practice: Exploring Myths And Perceptions Of Early Childhood And Instructional Technology Professionals.i-manager’s Journal on School Education Technology, 6(3),35-48. https://doi.org/10.26634/jsch.6.3.1377

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