Technology in Early Childhood Family Education Classrooms

Main ideas and concepts

• Daily classroom routine uses structured whole-group times

  • After playtime, children transition to a “motor room.”
  • The class follows a daily schedule, including:
    • Circle time
    • “Green choices” during circle time
    • Greeting friends (children are called by name and respond/acknowledge each other)

• Smartboard use improved engagement and attention

  • Circle time previously lasted about 10–15 minutes.
  • With the Smartboard, educators can hold attention up to ~30 minutes.

• Smartboards support diverse learners and specific needs

  • Used for children from about age 2 through 5.
  • The program serves a wide variety of children, including:
    • Autism spectrum
    • Developmental delays
    • Speech-only learners
  • The claim is that many different kinds of students benefit.

• Visual and interactive content makes learning easier

  • The Smartboard allows sharing stories and pictures far more easily than one teacher holding a small book/story and showing it to all children.
  • Example idea: interactive story imagery supports comprehension (story shown on-screen is “huge” compared to teacher-only visuals).

• Interactive/skill-based games reinforce learning

  • Teachers can use group-accessible computer games on the Smartboard.
  • With small groups (e.g., 4 kids), children can work on games targeting:
    • Specific sounds
    • Specific skills

• Smartboard practice can accelerate targeted communication skills

  • A key skill mentioned is requesting a turn.
  • This year, children appear to learn it more quickly, and they become eager to interact with the Smartboard (e.g., “my turn,” asking to go up).

Methodology / “how it’s used” (detailed)

• Whole-group / circle time structure

  • Repeat a daily routine and include Smartboard-supported activities during circle time.
  • Use prompts and participation:
    • Teacher calls children by name (e.g., “come find your name” / “go say hi”).

• Use Smartboard content tailored to the skill

  • Select activities centered on:
    • Sounds
    • Skills
    • Communication goals (example: requesting turns)

• Group interaction model

  • For small groups (around 4 children):
    • Sit in front of the Smartboard.
    • Play a game aligned to the current learning objective.
    • Encourage turn-taking and interaction (children touch/engage with the screen).

• Supplement with online resources

  • Teachers look online for “really great” websites.
  • Sometimes incorporate videos to build instruction.
  • Add Smartboard visuals that match classroom goals.

• Training and implementation approach

  • Teachers follow district training:
    • Beginner Smartboard class
    • Additional classes (described as appropriate and well-paced)
  • After training, teachers practice at home and then apply the skills in the classroom immediately the next day.

• Motivation-driven instruction

  • The teaching approach emphasizes that increased student motivation can lead to:
    • Faster skill pickup for some children.
    • More enthusiastic participation and reduced difficulty in learning objectives.

Lessons / outcomes emphasized

• More engaging instruction leads to longer attention spans and improved classroom participation.
• Technology provides inclusive access for children across different developmental profiles.
• Interactive, visually supported learning improves participation and can speed up skill acquisition (especially turn requesting).
• Early Smartboard exposure can prepare children for future “typical” classrooms that also use Smartboards, helping them be “one step ahead.”

Speakers or sources featured

• No specific individual speakers are clearly identified by name.
• The video features:
  • An educator/teacher leading classroom routines and describing Smartboard training and teaching impact.
  • Children in the class participating (names mentioned in subtitles: Atley and Dylan, Lucas).