technology in the preschool classroom

Technology in the Preschool Classroom
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Institutional Affiliation
Technology in the Preschool Classroom
Introduction
Scholars perceive that the early exposure of children to literature is essential in regard to their cognitive development in which the benefits associated with the exposure are viewed as long-term (Howard & Wallace, 2016). Also, Howard and Wallace (2016) argue that literacy software brings about positive results when it comes to the literacy development in children. The apps included in the analysis are Hungry Caterpillar Play School, and Lola’s ABC Party Free-Learn to Read which focus on developing basic literacy skills in children. The Hungry Caterpillar Play School app’s seller is StoryToys Entertainment Limited who also serves as its copyright. Its copyright date is 2018 in which one can access it through iTunes. Lola’s ABC Party Free-Learn app’s seller is Beiz Oy who also serves as its copyright. Its copyright date is 2014 in which one can also access it through iTunes. The target group for both applications is children between two and six years old. The age-group is easily identified as both apps contain a comprehensive curriculum for children between two and six years old. The apps were selected on the fact that they focus on language development and literacy. Therefore, it can be viewed that the goal of both applications is to support the development of language and literacy in children. Two standards on language and literacy that the apps support include literacy interest and response, and alphabetic and word recognition (California Department of Education, 2008).

The integration of interesting features and animations which are associated with learning alphabets align with the literacy interest and response standard while the colorful and bold presentation of alphabets makes it easier for children recognize words and alphabets when using either of the applications. The app can be incorporated in the preschool classroom as one of the teaching resources. Teachers can accommodate the use of the applications in the lessons when introducing children to alphabets. The strength of using the apps is that they support in introducing learners to basic literacy skills at a young age. They also make learners more tech savvy such that they gain knowledge on how to use various forms of technology. One of the weaknesses of the apps is that they may fail to accommodate the needs of all learners as learners vary when it comes comprehending content. Another weakness is that they require frequent subscriptions which imply that classroom instructors need to ensure that they are subscribed before using the applications. One change that may be employed that would improve the use of the applications in the classroom is the integration of more alphabet songs to encourage learning. Another change would be integrating strategies that encourage children to write the alphabets on paper while using the applications.
Reference
California Department of Education. (2008). California Preschool Learning Foundations Vol.1. Sacramento: California Department of Education.
Howard, V. & Wallace, M. (2016). Today’s Tech Literacy Tools: Parental Perceptions of Apps for Preschoolers. Association for Library Service to Children, 14(1).