Tech in the Early Years
Author Profile: Howard P. Parette
Howard P. Parette
Department of Special Education
Illinois State University
Howard P. Parette, Ed.D., is Professor Emeritus, Department of Special Education at Illinois State University, and former Kara Peters Endowed Chair in Assistive Technology and Director of the Special Education Assistive Technology (SEAT) Center. Across four decades, he has published hundreds of articles in the area of service delivery to children and disabilities and their families, with particular emphasis on cultural issues and technology decision making. In the past eight years, his scholarly work has addressed readily available technology integration in early childhood classrooms. He developed a unique university course developed specifically for early childhood majors—Technology and Young Children with Disabilities. This course is designed to help future practitioners develop planned classroom activities that (a) are couched in universal design for learning (UDL) principles, (a) are supported by technology, (c) employ sound instructional strategies, (d) include assessment approaches to evaluate child learning, and (e) ensure participation of students with disabilities using a problem-solving approach. Experiences from this course provided the foundation for a new co-authored textbook, Instructional Technology in Early Childhood, designed to inform and guide 21st century early childhood practitioners.
Excerpt fromTechnology and Digital Media in the Early Years: Tools for Teaching and Learning
Today’s early childhood teachers want all children to benefit from the exciting and engaging learning experiences that occur in their 21st century inclusive classroom settings. For many teachers, learning experiences in their classrooms are supported in varying degrees by a range of instructional technologies used with diverse groups of young children. Other teachers may not yet be using technology in meaningful ways in their classrooms, but are gaining interest in learning how to integrate today’s technologies effectively. This interest may be influenced by a growing recognition among education professionals that young children are surrounded by technology in their home and community cultural settings (Parette, Blum, & Quesenberry, 2013; Puerling, 2012; Simon & Nemeth, 2012). Additionally, effective practices and standards have been developed that guide professionals in using technology, so it is now considered a developmentally appropriate practice for young children (National Association for the Education of Young Children and Fred Rogers Center, 2012; Parette & Blum, 2013b).
From Chapter 10 Including All Young Children in the Technology-supported Curriculum: A UDL Technology Integration Framework for 21st Century Classrooms