Abstract
As today’s preschoolers become the school-age children of tomorrow, early learning educators are faced with a unique and exciting challenge of integrating technology into mathematics instruction. This article examines theory, standards, guidelines, and rationale that supports technology in the preschool environment. Examining practices at 12 diverse preschool sites, four designs emerge as the “typical” models that enable early learners to engage and experience technology within a developmentally appropriate learning environment. The designs outlined are viewed through the lens of preschool mathematics instruction and provide early learning educators as well as parents with models for replication.
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Craig, D.V. Technology, math, and the early learner: Models for learning. Early Childhood Educ J 27, 179–184 (2000). https://doi.org/10.1007/BF02694232
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DOI: https://doi.org/10.1007/BF02694232