Since the inception of technology in the classroom many decades ago, much discussion has occurred in relation to its effective use for children’s learning.
Many researchers in the space of technology in early childhood have argued about the many benefits of ICT in early childhood education.
They note that while we all accept the popularity of ICT in our lives, it can too easily be ‘taken-for-granted’.
As a result, backing up what Chip Donohue from the Erikson Institute Technology in Early Childhood Center once stated, young children can begin to develop ICT capability and “ICT literacy” as part of their early childhood education experiences.
Technology literacy should be a curriculum entitlement in any broad and balanced curriculum in the 21st century, Siraj-Blatchford and Whitebread (2003).
Such views are already being reflected in the UK Foundation Stage curriculum and that of Swedish researchers, Sheridan and Pramling-Samuelsson.
Children need to learn to become lifelong learners in an ICT-dominated society. It is already a fixture in their lives.
Today, we don’t need researchers to tell that such events in society will continue as we ourselves are witness to it.
If society is to have proficient users of ICT, then technology in early childhood education must set the standard and the focus of researchers should be on the best practices, and not whether or not to use it.