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M6 Journal Report

Stella William-Benett

ECET 3060: Young Children and Technology

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M1 Reflective Journal

Feb 9, 2025

Reflective Journal on Technology and Interactive Media in Early Childhood Education

The Fred Rogers Center for Early Learning and Children's Media, in collaboration with the

National Association for the Education of Young Children (NAEYC), provided a position

statement (2012), and the use of technology is addressed as intentional and appropriate use in

early childhood programs. However, it emphasizes that technology is best used as a tool to

enhance, not supplant, valid interactions and play-based learning experiences. What I found

interesting about this article was the importance placed on developmentally appropriate practices

and the need for educators to assess what technology adds to the learning experience critically.

When technology is utilized appropriately, it deepens the learning experience, promotes

interaction, and creates engaging learning experiences for young children.

According to Donohue (2015), Chapter 1 of Technology and Digital Media in the Early Years:

This site shares how digital tools inspire creativity, collaboration, and individualized learning.

One key takeaway I found from this chapter was the importance of setting balances between

screen time and hands-on experiential learning. What I found particularly interesting is how

educational professionals can utilize digital storytelling tools to allow language development and

cultural awareness. This aligns with my work around promoting literacy and cultural awareness

in family life. Technology can be used as a bridge to foster children’s exposure to stories and

traditions that are different from their own.

Another insightful reading is the Common Sense Media report, Zero to Eight: Children's Media

Use in America (Rideout, 2011), which offers critical findings of a rise in young children's
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exposure to digital media. The report finds that the increasing exposure of children to media at

ever younger ages requires more deliberate guidance and supervision. Thinking about it raises

the concept of educators and caregivers serving curators of high-quality educational content that

meets developmental needs and ethical needs.

As I try other technologies for classrooms, interactive whiteboards and education apps like

ABCmouse and Khan Academy Kids have much potential for engagement and individualized

instruction. These platforms allow for adaptive learning experiences that will vary according to

different children's learning styles, in addition to offering children the ability to progress through

education at their speed. Furthermore, augmented reality (AR) apps like Quiver make abstract

ideas come alive by making learning an immersive, curiosity and exploration-driven experience.

However, ease of use is an issue, especially as some of these technologies require training for

both educators and students to unveil their strengths at their best. Technological tools should

complement, not replace, effective learning methods so that such technology actually enriches

and does not detract from meaningful exchanges and developmental growth.
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References

Donohue, C. (Ed.). (2015). Technology and digital media in the early years: Tools for teaching

and learning. Routledge.

National Association for the Education of Young Children & Fred Rogers Center for Early

Learning and Children’s Media. (2012). Technology and interactive media as tools in

early childhood programs serving children from birth through age 8.

https://www.naeyc.org

Rideout, V. (2011). Zero to eight: Children’s media use in America. Common Sense Media.

https://www.commonsensemedia.org
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M2 Reflective Journal

Date: 11th Feb, 2025

Introduction

Today, technology is integral to an early childhood education system that emphasizes

knowledge acquisition and interpersonal relations. In the articles by Crawford (2023) and Aladé

(2023), the authors discuss how technology should be used purposefully and in a

developmentally constructive way for students.

According to technological resources within early learning settings, a need to do so with

purpose, according to Crawford (2023). Her model states that more 2D interaction is introduced,

but real-life interaction should be encouraged rather than technology replacing interaction. The

article describes how teachers can foster positive associations with technology in the classroom

to improve learners' achievements, for instance, by employing video calls to remind children of

their grandparents or using narratives to promote the child's language skills.

Similarly, Aladé (2023) focuses on the impact of media and technology on young

learners. If applied appropriately, she provides valuable insights into how children develop C/SE

skills using technology such as interactive apps, educational videos, and digital games. However,

she frowns at passive screen time and emphasizes the need to get honest with it.

From the above readings, I explored a few technologies that could be useful in early

childhood settings:

1. Osmo Learning System—Osmo is a tool that connects the physical game with the tablet,

applying physical objects to play with iPads. It develops social skills such as problem-
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solving, reading, and writing arithmetic skills among children. It may include the

following benefits since it can be easily used and introduced into the learning process of

early childhood education.

2. Khan Academy Kids – This free application serves children with games, books, and

various activities appropriate for a young age. It is in harmony with the principles

outlined by Aladé (2023), according to which YouTube is active and not passive

consuming.

3. Seesaw – A web-based tool for students to record their learning process through pictures,

drawings, and voice recordings. This tool fosters relationships between educators,

children, and families, and it addresses the first of Crawford's (2023) tenets of

relationship.

Reflecting on these readings and tools used in this lesson, I acknowledge that technology, if

well employed in early education, can be of great benefit. The issue is to ensure that online

learning enacts or supports offline learning rather than replacing it. With the help of interactive,

developmentally appropriate tools, one can enhance the learning process while fostering a child's

development.

References

Aladé, F. (2023). Media and technology for our littlest learners. YC: Young Children, 78(4), 89–

93.

Crawford, P. A. (2023). Intentional use of technology to foster learning and relationships. YC:

Young Children, 78(4), 74–80.

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ECET 3060 M3 Reflective Journal

25th Jan, 2025

Reflecting on the readings this week, I have considered how technology can be integrated into

early childhood education to enhance learning while maintaining developmental appropriateness.

The Technology and Digital Media chapters in the Early Years (Chapters 11-13) emphasize the

importance of balancing screen time with hands-on learning experiences. Technology can be a

powerful tool for engagement, but it must not overshadow the critical importance of human

interaction and play in early childhood development. The use of tablets, for instance, can be

engaging but should always be used in moderation and be aligned with educational goals.

DiCerbo's (2023) article on AI in education also resonated with me, especially the potential for

AI to personalize learning experiences for children. Reflecting on how AI could be used in my

teaching, I envision using tools that adapt to each student's pace, providing them with real-time

feedback and resources tailored to their needs. However, I recognize the importance of balancing

AI-driven personalization with human connections to avoid over-reliance on technology and

preserve the role of teachers in building relationships and fostering social-emotional

development.

Shuler's (2007) work on children’s interactive media further informed my thinking about the

technology landscape. I’m particularly intrigued by interactive apps that promote problem-

solving and creativity, such as those focused on storytelling and exploration. Moving forward, I

plan to explore such apps more deeply to assess how effectively they can be incorporated into

my classroom practices.
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Reflecting on my learning journey with these technologies, I am committed to continually

assessing their impact on student engagement and development, ensuring they complement

rather than replace traditional, hands-on approaches.

References

DiCerbo, K. (2023). AI, Education, and Humanity. In: Horvitz, E. (Ed.), AI Anthology.

Shuler, C. (2007). D is for Digital: An Analysis of the Children’s Interactive Media Environment

with a Focus on Mass-marketed Products That Promote Learning. New York, NY: The Joan

Ganz Cooney Center at Sesame Workshop.

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M4 Journal

Date: Feb 25th, 2025

In this module, the readings that resonated most with me were from Technology and Digital

Media in the Early Years: Tools for Teaching and Learning, particularly Chapters 14-17, as well

as the article by Takeuchi (2011) on how families can engage with media in a digital age. These

readings highlighted the crucial role of technology in bridging gaps between home and school

learning, especially in diverse communities. The insights on designing media that aligns with

children's cognitive development and family dynamics sparked new ideas for incorporating

technology in early childhood education (Levinson et al., 2017). I am particularly excited about

the possibility of using interactive apps and games that support literacy and numeracy skills and

promote social-emotional learning.

As for new technologies, I have been exploring platforms like Seesaw and ClassDojo, which can

foster communication between home and school. These tools enable teachers to share updates

and students' work with families, keeping parents engaged in their children's learning.

Maintaining professionalism, ethics, and confidentiality is crucial to ensure that any technology

used in the classroom or program adheres to privacy policies. Platforms like Seesaw and

ClassDojo offer secure communication features, but it is important to emphasize the importance

of informed consent when sharing content or student information. Social media should be used

thoughtfully and responsibly to create positive educational experiences while safeguarding

confidentiality and student well-being.

References
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Takeuchi, L. M. (2011). Families matter: Designing media for a digital age—New York: The

Joan Ganz Cooney Center at Sesame Workshop.

Levinson, A., & Raynal, A. (2017). Digital connections to link home and school: What

educators, librarians, and care providers can learn from studies of Hispanic-Latino

families and digital media. The Joan Ganz Cooney Center.

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M5 Journal

April 22nd, 2025

This semester, I reviewed technologies that can assist in facilitating early childhood education

with an emphasis on artificial intelligence (AI). It is necessary to thank Education Week for

gathering the following articles: What Teachers Need to Know About AI, But Don’t and Can AI

Improve Instruction? 3 Teachers Share How They Use It. These articles described how AI could

be adopted in the classroom and the pros and cons of introducing it in the learning process

concerning lesson planning, learning facilitation, and students' interest.

The first significant learning was about AI's strengths and weaknesses. The first article discussed

a lack of awareness among educators about AI's function, which may result in synergy or

reluctance to incorporate the tool (Langreo, 2023). This made me relate to the article's author

because I considered AI complicated and not easily implementable in ECE. However, the second

article explained how teachers use AI technology, such as ChatGPT, to generate lesson plans and

give differentiation techniques (Langreo et al., 2023).

Furthermore, during my investigation, I came across ClassDojo and Seesaw to manage the

learning process. One way ClassDojo facilitated communication between teachers, students, and

parents, while Seesaw enabled teachers to give assignments that could be completed with the

help of students' reflection. However, intensifying the two tools was observed to engage the

students, but needed the teachers to guide them in that process.

New developments must be incorporated into the teaching process at the end of this exploration.

Using such possibilities of AI and digital platforms is not wrong, but they must be introduced as

auxiliary tools to enhance conventional learning and teaching.

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References

Langreo, L., McFarlane, L., & Meisner, C. (2023). Can AI Improve Instruction? 3 Teachers

Share How They Use It. Artificial

Intelligence. https://bpb-us-w2.wpmucdn.com/hawksites.newpaltz.edu/dist/7/800/files/

2024/02/1-5-24_AISpotlight_Sponsored-a45a0de0e43014f5.pdf

Langreo, L. (2023). What Teachers Need to Know About AI, But Don’t. Artificial

Intelligence. https://bpb-us-w2.wpmucdn.com/hawksites.newpaltz.edu/dist/7/800/files/

2024/02/1-5-24_AISpotlight_Sponsored-a45a0de0e43014f5.pdf
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M6 Journal

Date: April 24th, 2025

Over the course of this semester, I have developed a deeper understanding of how technology

and interactive media can be thoughtfully integrated into early childhood education to enhance

learning, support development, and foster meaningful relationships. From the beginning, the

foundational principle that stood out to me is that technology should be used intentionally and in

developmentally appropriate ways. It is not meant to replace play-based learning or direct social

interaction but to support and enrich these essential aspects of early childhood development.

One of the most valuable takeaways for me has been the emphasis on balancing screen time with

hands-on, experiential learning. I now understand that while digital tools offer unique

opportunities for engagement and individualized instruction, they should complement—not

replace—traditional methods. Tools like ABCmouse, Khan Academy Kids, and Osmo Learning

System show how technology can adapt to various learning styles and support children's

academic growth in areas such as literacy, math, and problem-solving. For instance, Osmo

connects physical activities with digital interaction, allowing children to build skills while still

engaging with tangible objects. This type of blended learning promotes both cognitive and

social-emotional development.

Another area of growth for me was recognizing the importance of educators acting as curators of

high-quality educational content. As children are increasingly exposed to digital media from an

early age, it is vital for teachers and caregivers to select tools and content that align with

children's developmental stages. I appreciated learning how tools like Seesaw can help

strengthen the connection between school and home. By allowing students to document their
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learning and share it with their families through drawings, voice recordings, and photos,

platforms like Seesaw encourage greater parental involvement and communication.

Additionally, the introduction of augmented reality (AR) and artificial intelligence (AI) in

education broadened my perspective on the future of learning. AR tools such as Quiver bring

abstract concepts to life and create immersive learning experiences that spark curiosity and

exploration. Similarly, AI tools can offer personalized instruction by adjusting to each child's

pace and needs. This has the potential to make learning more engaging and accessible,

particularly for children who may need additional support. However, I’ve also come to

understand that the role of the educator remains central. Technology should serve as an aid, not a

replacement, for the human interactions that are vital for young children's growth.

Through the readings and reflections, I’ve also become more aware of the ethical and practical

considerations in using technology with young children. Issues such as ease of use, accessibility,

privacy, and the need for professional training are crucial factors in successful implementation.

For instance, some tools may seem beneficial but require significant educator training before

they can be effectively used in the classroom. It is essential to provide support for educators so

that they can confidently and competently integrate technology into their teaching practices.

Finally, what resonated most with me was the idea that technology can be a bridge—not just

between academic subjects—but also between cultures, languages, and communities. Through

digital storytelling and media, children can be exposed to diverse traditions and languages,

fostering cultural awareness and empathy. This aligns closely with my personal interest in

promoting literacy and cultural appreciation in family life.

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In conclusion, my journey through this course has helped me see technology not as a distraction

or threat to early childhood education, but as a valuable tool that, when used intentionally and

thoughtfully, can enrich children's learning experiences. I now feel more confident in evaluating

digital tools and am committed to using them in ways that support developmental goals, nurture

relationships, and create meaningful, inclusive learning environments for all children.