I learned that the teacher is still the best individual to choose what is appropriate for students. For my students, many of whom may not have had access to computers otherwise, working with computers was an issue of having an opportunity to equitable access and equitable resources. In early childhood education environments, these goals translate into demanding more access to staff development and resources that are appropriate for our students. Many times, those of us in early childhood education forget that our students are part of a bigger picture, that eventually children need to become proficient to face to challenges of our times. We need to keep in mind that whether we are ready or not, our students need to experience technology in order to build the social background that will enable them to be successful not only in school, but in life.
Technology is here to stay, and it is transforming our classrooms.
A recurrent theme in the developmentally appropriate practice principles is the theme of development and learning influenced by multiple social and cultural contexts. As the technology revolution unfolds, the way we communicate with each other is evolving. In the past, it was necessary to learn how to write, so letters and notes could convey our thoughts to others. As our students learn to communicate both orally and in writing, we need to introduce the many ways we are now communicating technologically. Today, I think we must add a computer.