Key points are not available for this paper at this time.
This study explored the viability of tablet computers in early education by investigating preschool children’s ease in acclimating to tablet technology and its effectiveness in engaging them to draw. A total of 41 three- to six-year-old children were videotaped while they used the tablets. The study found significant differences in level of tablet use between sessions, and engagement increased with age. Teachers reported high child interest and drawings as typical to above expectation. Children quickly developed ease with the sty-lus for drawing. Although technical issues in learning this new technology were encountered, children were interested and persisted without frustration. What seems to matter for children’s learning is the ways teachers choose to implement this technology. (Keywords: technology and young children, tablet computers, computers and early education, pentop computing) Technology is increasingly recognized as an integral learning tool for promoting the social, linguistic, and cognitive development of young children (Gimbert Cristol, 2004; Information Society for Technol-ogy in Education ISTE, 2007; National Association for the Education of Young Children NAEYC, 1996). Today, the question that educators ask is no longer about whether and to what extent technology should be used with young children in the classroom, but rather how it should be used (Clements Sarama, 2003). Keeping up with new technologies for the classroom presents an ongoing challenge for educators (Clements Sarama, 2002) as they recognize the ever developing potential of technologies to enhance the ability of children to learn, problem solve, and convey their ideas. One of the key questions for teachers to consider is the role of new technology in the curriculum (Swaminathan Wright, 2003). We explored the question: Can stylus-interfaced technology in tablet computers be used with young children to implement preschool curriculum?
Couse et al. (Wed,) studied this question.