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Technology Guidance for Administrators

Guidance for Technology and Media in ECE Classrooms 

Technology use in the early childhood classroom can support learning opportunities, strengthen relationships with adults/peers, and ultimately prepare children for college and career readiness in the 21st century (US Department of Education; Department of Health and Human Services 2016). Technology best practices include the following:

  • Explicitly teaching digital citizenship and practical technology applications as set forth by the Texas Prekindergarten Guidelines and Texas Essential Knowledge and Skills (TEKS): 
  • Setting parameters for screen time based on leading research: 
    • Screen time (TV, videos, digital media, etc.)-Less than 30 mins for half day programs; less than one hour for full-day programs (McGuire 2012) 
    • Children older than 2 years- no more than 1 hour per day of high-quality programming (HealthyChildren.org from the American Academy of Pediatrics 2016) 
  • Using technology for active, joint engagement and interactions, such as co-viewing of media and asking children questions about what they are viewing, or playing or making connections to what they have learned (Paciga and Donohue 2017).  

Although the use of technology has many benefits within academic settings, it is important to note the parameters and to limit technology use, specifically in early childhood settings. With the common availability of technological devices in classrooms, it is important to keep in mind that any and all technology use counts as screen time.   

Examples of what to use in the kindergarten classroom instead of technology include the following:

  • Digital media use during whole group time: It is recommended that early childhood programs limit the use of teacher-led digital activities (e.g., playing a music video; interactive slide deck). It is recommended that a teacher use manipulatives, interactive wall décor or modeled music and movement (audio only or instruments) to engage a child’s five-senses during whole group time. A decrease in the use of one-way models of teaching, such as children viewing a screen, increases two-way social interactions and promotes the use of language and communication.
  • Digital media use in centers: It is recommended that classrooms have set parameters and limit time for student use of computers and tablets. This can be implemented through the structured use of timers, “sign in” sheets or limiting a technology center for use only during specific day(s) of the week. 
  • Digital media use for literacy activities: It is highly recommended that all books be directly read by adults and children (e.g., picture walk) and not through primary means of technology. Classroom staff should model the developmentally appropriate use of book handling procedures and print directionality, as well as skills that build the comprehension of text.

See CLI for more resources and exemplars on learning centers and the Technology in Early Childhood Center for more resources with technology in the early childhood classroom.

Sources

US Department of Education; Department of Health and Human Services. 2016. "Early Learning and Educational Technology Policy Brief." tech.ed.gov. Accessed 10 10, 2022. https://tech.ed.gov/files/2016/10/Early-Learning-Tech-Policy-Brief.pdf. 

McGuire, Shelley. 2012. "Institute of Medicine (IOM) Early Childhood Obesity Prevention Policies." Advances in Nutrition 3:1. 

2016. HealthyChildren.org from the American Academy of Pediatrics. 11 1. Accessed 10 10, 2022. https://www.healthychildren.org/English/family-life/Media/Pages/Where-We-Stand-TV-Viewing-Time.aspx. 

Paciga, Katie E., and Chip Donohue. 2017. Technology and Interactive Media for Young Children: A Whole Child Approach Connecting the Vision of Fred Rogers with Research and Practice. Latrobe, PA: Fred Rogers Center for Early Learning and Children's Media at Saint Vincent College. 

Last Updated 1/10/24

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