The Role of Technology in Early Childhood Education: Benefits and Challenges

A Concept Paper presented in Purposive Communication of Elementary Education

In Partial Fulfillment of the Requirements for the Degree of Bachelor of Science in Elementary
Education

Ambo, Princess Mae

Dangoy, Daisy Rie
Ebrano, Camille S.
Lamberto, Jessil G.
Tagura, Amy Grace C.

November 2024
 Introduction

Over the past two decades, technology has undergone significant evolution and continues
to develop. The influence of technology is evident in early childhood education, both at home
and in educational settings. This literature review examines the effects of technology on young
learners and how educators can enhance student learning through its use. The review will assess
how technology can positively influence educational outcomes by fostering collaboration,
boosting engagement, and enhancing motivation and creativity. Additionally, it will discuss how
technology can aid in the improvement of academic skills, specifically in reading and
mathematics. Educators play a crucial role in facilitating better student comprehension and the
effective use of technology. With the backing of school leadership and district administration,
teachers can leverage technology to enhance student outcomes. (Paige Davidson, 2021)

Contemporary young children belong to the group known as digital natives (Fleer, 2011;
Prensky, 2001a, 2001b). In this study, young children are defined as those between the ages of 0
and 8 years (Bredekamp & Copple, 1997). They exist in a technology-saturated environment and
incorporate technology into their daily activities (Hague & Payton, 2010; Plowman, Stevenson,
Stephen, & McPake, 2012). Many nations acknowledge the growing significance of technology
in children's lives. They stress the creation of technology-infused curricula that are suitable for
young children's developmental stages and that help connect children's digital experiences at
home with those at school (Mawson, 2003; McKenney & Voogt, 2009; Plowman, Stevenson,
McPake, Stephen, & Adey, 2011). Due to the swift evolution of technologies, there have been
transformations in children's lives and learning methods, especially over the last decade. Scholars
have called for a reassessment of the functions of technology in the development of young
children and subsequently the creation of learning theories and curricula that cater to the needs of
today's children (Fleer, 2011; Yelland, 2011). Despite many researchers and educators
advocating for the value of integrating technology in young children's learning and dedicating
efforts to explore and apply technology-focused practices, the impact of technology use on
children's development remains a topic of debate. Some researchers argue that technology usage
may hinder children's social, emotional, physical, and cognitive growth (e.g., Armstrong &
Casement, 2000; Cordes & Miller, 2000), whereas others advocate for technology's role in
enhancing young children's development in these areas (e.g., Clements & Sarama, 2003;
Plowman & McPake, 2013; Plowman & Stephen, 2003; Yelland, 2011).

The education system has undergone a paradigm shift from where it used to stand years ago. In
the olden days, students had to go to the library and open big books to find the information they
needed. In the 20th century, one would find thousands of results for the same things they need—
in just a fraction of a second. The technology has truly improved, and continues to evolve.
Computers, laptops, smartphones, tablets—these devices have become a necessity in today’s age.
These are not merely for fun and leisure anymore. They are now being heavily used by our
education sector. The power and importance of technology in education is evident now more
than ever, as Filipino students need access to education even during crisis.

The field of Information and Communication Technology (ICT) has made significant progress
during the current age of globalization. It has changed the ways we communicate, learn, work,
and conduct business, among other activities. The information age has opened up numerous
opportunities to organize activities in novel, innovative, immediate, transparent, precise, and
timely manners, providing a more convenient and improved experience in managing and
enjoying life. (David Saro, 2023)

Problem Statement

The advent of technology has significantly reshaped various aspects of human life,
including education. Early childhood education, a critical period for cognitive, social, and
emotional development, has also been influenced by technological advancements. While
technology has become an essential part of modern society, its impact on young children's
development and learning remains a subject of ongoing debate. Despite the increasing
integration of technology in early childhood education, there is a lack of agreement on its
effectiveness in enhancing children's cognitive, social, and emotional skills. This paper aims to
explore into the multifaceted impact of technology on young learners and explore strategies for
its implementation in educational settings.

Purpose of the Study

The purpose of the study about the Role of Technology in Early childhood Education is to
understand the benefits and challenges of using technology in the classroom and determine how
to use it appropriately. Technology can help children develop skills like self confidence,
curiosity, creativity, and motivation. It can also help children learn to control their emotions and
interact with others. However, there are also concerned that to much screen time can replace
activities that are good for development, like reading and playing. There is also a worry that
screen media can ruin children's attention and self regulation. To use technology appropriately,
It's important to consider the child ages, and developmental stages. It's also important to limit
screen time and encourage frequent breaks. Teachers need training to understand how to
implement technology in the classroom. Training can help teachers feel more comfortable and
interested in using technology. Adults should be educated on how to use technology
appropriately at home and school. Teachers should use their professional judgment to determine
a specific use of technology at age appropriate, individually appropriate and culturally
appropriate.
Research Hypothesis

Technology has become part of our everyday life. Children’s exposure to media,
technology, and screen time has increased in the home and school settings. (Sharkins et al.,
2016). The number of children interacting with devices has been increasing. Almost 98% of
students, under the age of eight, have access to technology (McCarthy et al., 2018). Technology
has prepared our children for the 21st century by providing real world experiences within the
classroom environment (Bavelier et al., 2010). Technology has affected all areas of development
assessed in early childhood classrooms. This literature review will focus on the effects
technology has on the development of children in early childhood. Technology could have an
impact on a child’s development in the areas of (a) social emotional, (b) physical, (c) cognitive,
(d) language, (e) mathematics, and (f) literacy skills. The advantages and disadvantages of
technology will be reviewed in each of these early childhood developmental areas.Children have
been described as digital natives (Sharkins et al., 2016). Children today have been viewed as a
generation of digital technology and the internet (Sharkins et al., 2016). From an early age,
children have been given devices. There have been many devices available, such as computers
and tablets. Children have explored and discovered new concepts when using technology.
(Neumann & Neumann, 2014). Technology has been defined as a tool a student could use to
learn and grow (Sharapan, 2012). The National Association for the Education of Young Children
(NAEYC) addressed the developmentally appropriate practices for technology in the early years.
Technology has extended learning and met the needs of young children in the home and school
setting (Radich, 2012). The purpose of this literature review will be to show the effects of
technology, advantages and disadvantages, for children throughout students’ learning and
development in early.

Related Review Literature

From the research side as well as from the policy development aspect, incorporating
technology into early childhood education globally has recently become more and more
important, since digital devices increasingly influence learning settings. Studies in various
countries demonstrate the evidence that technology, when used correctly, offers great benefits for
complementing early learning, mainly in regard to language skills, numeracy, and problem
solving abilities. It is in the developed world, like in the United States of America and the United
Kingdom, where evidence shows interactive technologies, such as tablets and apps, will help
engage the young child due to personalized adaptive learning experiences (Haugland, 2000). For
example, early childhood education is highly appreciated in Finland for its quality; therefore,
digital tools have been adopted cautiously to expand learning experiences without undermining
traditional play-based pedagogies (Häkkinen & Mäkinen, 2015). These technologies support
thinking and problem-solving skills and increase access to learning materials in multilingual and
diverse communities, helping fill learning disparities in resource-scarce communities.
In general, however, the total world scenario reflects that early childhood technology
development is not a straightforward process, but it is full of challenges, especially in less
developed countries with limited access to digital apparatus and infrastructure. For instance, in
some areas in Sub-Saharan Africa and some regions of Asia, inequality in the access of
technologies translates into differences in educational access. The reason is that children,
especially in these regions, are limited in exposure to digital learning tools compared to their
counterparts in developed nations (Unwin, 2009). But there is also a bigger concern about the
negative impact brought about by heavy dependence on such screens. However, across different
countries such as Australia and Canada, there have been studies indicating how too much screen
time would impact little children and hinder their social skills and impede language development
(Chiong & Shuler, 2010). Internationally, educators and health experts have cautions on
overdependence on technology and lay down a call for fair, balanced use to include both digital
and non-digital learning experiences.

Despite these challenges, the concerned bodies have taken international initiatives to make the
involvement of technology in early childhood education responsible by focusing on supporting
conventional learning methods rather than replacing them. In this regard, teacher training and
policy development worldwide regarding effective technology integration has been considered
crucial. For instance, teacher professional development in Singapore and like countries
emphasizes the up-to-date knowledge that teachers will be armed with to safely choose
developmentally appropriate digital tools to integrate systematically within play-based curricula
(Tan, 2018). International bodies, such as UNESCO and the World Bank, are considering
policies that would provide equal access to educational technology in underserved regions and
then encourage the countries to adopt digital innovations in the light of maintaining traditional
forms of learning, such as face-to-face social interactions and outdoor play (UNESCO, 2013).
The way of a perfect integration is through having a balanced context-sensitive approach where
one will consider the fact that it falls both within and outside the technology's bounds for
applying early childhood education.
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