| Abstract: |
Three major types of technology being used as part of the curriculum in preschools serving children with varied abilities and needs are discussed, namely television, videos/interactive videodisc, and computers/software. The discussion covers how the technology is used, its impact on developmental domains, and suggestions for improved development and use of technology with very young children. First, technology and assistive technology are defined. Early concerns regarding the use of technology with young children are addressed, such as the quantity of television watched and the value of computers. Current research findings regarding the developmental impact of television, video technology, and computers and software are summarized. Effects of the use of instructional computer technology on written language, mathematics, and social/emotional development are specified. Factors affecting successful technology integration into the curriculum are specified. Assistive adaptations of technology for young children with disabilities are also considered for television, video, and computers. Finally, a set of recommendations addresses: technology transfer, technology integration, appropriate choices, needed areas of development, adult mediation and scaffolding, and continuing education and support for parents and teachers. Specific resources in assistive technology, emergent literacy, software, sources of books on computers, sources of independent software reviews, a software list, and a courseware definition form are attached. (Contains 100 references.) (DB) |