Abstract

This paper describes research-in-progress to examine how teachers use technology in Kindergarten to meet multiple curriculum outcomes.
Earlier studies looked at how iPads support literacy and numeracy acquisition but studies examining iPad use for other curriculum areas are not as prevalent. There is a shortage of literature on how young children use technology for play. The literature research conducted for this research study shows that young children and technology use can have positive results though it is under-used in early years’ classrooms. The literature also indicates that there are multiple, known barriers to the use of technology in schools. The province of Ontario, Canada has introduced a new, play-based Kindergarten curriculum policy but our analysis is that it provides insufficient support to help teachers use technology within play-based early years’ settings. Findings indicate learning other than literacy, numeracy and
science is considered less in both policy and the literature related to technology use. These findings point to the need for more specific guidance for early childhood educators

Published in: Canada International Conference on Education, 2017

  • Date of Conference: 26-29 June, 2017
  • DOI: 10.2053/CICE.2017.0190
  • Electronic ISBN: 978-1-908320-83-4
  • Conference Location: University of Toronto Mississauga, Canada