Chapter 9: Using Technology To Educate Young Children With and Without Disabilities

Technology is increasingly used in schools and homes, and young children are not immune from the influx of technology in one’s daily life (Herold, 2016; Plowman, 2015). Although technology use has increased for all, including young children, individuals debate the merits of technology use in the home and the school. The controversy regarding technology use is probably most centered on young children, particularly when considering technology involving screens (e.g., computers, tablets, smartphones, and televisions; American Academy of Pediatrics, 2010; Plowman, McPake, & Stephen, 2012). Screen time for young children is associated with negative implications such as the increased likelihood of obesity, lower academic achievement, decreased language development, and poorer quality or quantity of adult interactions (Barr, Lauricella, Zack, & Calvert, 2010; Duch, Fisher, Ensari, & Harrington, 2013; Mendelsohn et al., 2008; Schmidt et al., 2012; Tomopoulos et al., 2010). Although, other researchers have found no negative associations or some determined positive associations that exist with regard to academic content for young children as a result of interaction with sophisticated technology (e.g., computers; Clements & Sarama, 2007; Penuel et al., 2009; Plowman & McPake, 2013; Primavera, Wieder-light, & DiGiacomo, 2001). In fact, it is argued the “what” of young children and technology (i.e., the content) is more important than the “how” (i.e., via screen; National Association for the Education of Young Children and the Fred Rogers Center, 2012).