| A |
CTTive Technology, a quarterly publication of Macomb Projects, features
articles about technology application for young children and curriculum activities.
www.wiu.edu/users/mimacp/wiu/articles.html
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| T |
he America Connects Consortium (ACC) supports the work of community
technology centers (CTCs) across the country. Through training, evaluation,
resource development, and information referral, ACC supports the use of
information technology to improve adult literacy and achievement in education.
In this article, “With Computers, Children Learn the 3 Rs Plus the S: Self-
Esteem,” by Carolyn Moore, parents and teachers in a Head Start program in
Connecticut are surprised at the changes taking place in the students.
www.americaconnects.net/field/F7abcd.asp
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| A |
pple Learning Interchange’s extensive use of digital video ignites conversation,
imagination, and improvement in education by showcasing the exemplary
content that educators deliver in classrooms every day.
http://ali.apple.com/ali_sites/ali/new_elem.html
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| “B |
usiness Leaders Warn of Early Learning Gap; Urge States, Federal Government
to Build High-Quality Early Childhood Education Programs” is a Business
Roundtable Press Release dated May 7, 2003. www.brt.org/press.cfm/902
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| C |
andy’s Project Website—Walking through the spring 2000 project on chickens
a visitor can see an excellent example of a teacher-created Website showcasing
a preschool class’s project. www.cds-sf.org/cproject/index.htm
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| C |
AST (Center for Applied Special Technology) uses technology to expand
opportunities for all people, including those with disabilities.
www.cast.org/index.cfm
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| C |
enter for Media Education is dedicated to creating a quality electronic media
culture for children and youth, their families and communities. CME’s research
focuses on the potential—and peril—for children and youth of the
rapidly evolving digital media culture. www.cme.org
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| C |
enter for Media Literacy provides clear explanations and relevant connections
about media and technology and their impact on our culture, our schools,
and ourselves—especially children and young people. www.medialit.org
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| C |
hild Care plus+: The Center on Inclusion in Early Childhood offers a number
of free and inexpensive resources, including an Adapting Toys Tool Kit that
contains materials and instructions for adapting toys, adding sensory input,
and promoting independent play. www.ccplus.org
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| C |
hildren and Computers site contains developmental software and Website
evaluation tools, award winning software suggestions, and articles and research
pertaining to young children and technology. www.childrenandcomputers.com
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| “C |
hildren and Computer Technology” is the theme of this special issue of The
Future of Children (Fall/Winter 2000, vol. 10, no. 2).
www.futureofchildren.org/pubs-info2825/pubs-info.htm?doc_id=69787
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| C |
hildren Now’s Children and the Media program works to improve the quality
of news and entertainment media both for children and about children’s issues,
with particular attention to media images of race, class, and gender.
www.childrennow.org
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| “C |
onnected to the Future: A Report on Children’s Internet Use from the Corporation
for Public Broadcasting.” American children, regardless of their age,
ethnicity, or income, greatly increased their Internet use from home, school,
or library between 2000 and 2002. Even so, children from underserved populations
still significantly lag behind more advantaged children, both in home
and school access. This report discusses the trends and implications for the
future. www.cpb.org/pdfs/ed/resources/connected/03_connect_report.pdf
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| “C |
onnecting Kids to Technology: Challenges and Opportunities,” by Tony Wilhelm,
Delia Carmen, and Megan Reynolds; Annie E. Casey Foundation and
Benton Foundation. July 8, 2002. This report, presented on the Digital Divide
Network, examines the demographics of the digital divide, discusses some
implications of current trends, and highlights a few efforts to bridge the divide
and provide a level playing field for all children.
www.digitaldividenetwork.org/content/stories/index.cfm?key=244
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| C |
ontentbank guides teachers to a wealth of education resources, including
links to Websites with lesson plans, grammar lessons, puzzles, and games—
for example, sites where users can build a Webpage without knowing any
html. www.contentbank.org/firsttime/index.asp
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| C |
yberStart Pennsylvania, a unique multiyear state initiative, has for its goal
making technology and educational programs available to expand the learning
opportunities for young children. www.cyberstart.org
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| D |
ivision of Early Childhood of the Council for Exceptional Children (DEC/
CEC) is an international organization for those who work with young children
with special needs from infancy through age eight. www.dec-sped.org
“Early Childhood Research and Practice” is an Internet journal on the development,
care, and education of young children. http://ecrp.uiuc.edu
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| T |
he Early Childhood Technology Literacy Project won the Computerworld
Smithsonian Award in Education and Academia in 2000 for focusing on using
technology to enhance early literacy. Lesson plans, vignettes, suggested software,
Websites, professional development resources, and articles can be
found here. www.ectlp.org
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| E |
arly Connections: Technology in Early Childhood Education (a project of
the Northwest Educational Technology Consortium and Northwest Regional
Educational Laboratory’s Child & Family Program) connects technology with
the way young children learn. Find resources and information for educators
and care providers here. www.netc.org/earlyconnections/index.html
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| E |
ncarta Encyclopedia can be used formally and informally
to research topics in which children are interested.
More than 4,500 articles are available, from
aardvark to Zambia. www.encarta.msn.com/encnet/refpages/artcenter.aspx
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| T |
he International Society for Technology in Education
project developed standards to guide educational
leaders in recognizing and addressing the
essential conditions for effective use of technology to
support pre-K–12 education. The Website includes
performance indicators, lesson examples, and scenarios
to help guide the use of technology as a tool
for learning. http://cnets.iste.org/students
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| “I |
nternet  Access in U.S. Public Schools and Classrooms: 1994–2001,” from the
National Center for Education Statistics (NCES) of the U.S. Department of
Education. Since 1994, NCES has surveyed public schools to estimate access
to information technology in schools and classrooms. Each fall a new nationally
representative sample of approximately 1,000 public schools has been
surveyed about Internet access and Internet-related topics. Read here
about the results. www.nces.ed.gov/pubs2002/internet
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| T |
he Kaiser Family Foundation report, “Zero to Six: Electronic Media in
the Lives of Infants, Toddlers, and Preschoolers,” by Victoria J.
Rideout, Elizabeth A. Vandewater, and Ellen A. Wartella, presents the
finding of one of the only large-scale national studies on the role of
media in the live of young children.
www.kff.org/content/2003/3378/0to6Report.pdf
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| K |
ids’ Space, a children’s educational foundation, provides highquality
yet commercial-free Websites for learning and collaboration
among students and teachers. It seeks to make a difference
in understanding people and ourselves. www.kids-space.org
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| K |
idsmart Guide to Early Learning and Technology for Home and
School has sections for parents and teachers, offered in eight
languages, with areas titled Learning and Playing Together, Integrating Technology,
and Access for All. www.kidsmartearlylearning.org
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| T |
he Lion and Lamb Project’s mission is to stop the marketing of violent toys,
games, and entertainment to children, working with parents and concerned
adults to reduce the demand for violent entertainment products and with
industry and government to reduce the supply.
www.lionlamb.org
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| A |
t Mrs. Feldman’s Kindergarten Homepage you will find Websites that can be
used with young children as well as articles and technology integration ideas.
http://homepage.mac.com/dara_feldman
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| "N |
AEYC Position Statement: Technology and Young Children—Ages 3 through 8.”
www.naeyc.org/resources/position_statements/pstech98.htm
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| T |
he NAEYC Technology and Young Children Interest Forum is available to
NAEYC members through the Get Involved section of NAEYC’s Website. The
Interest Forum’s mission is to lead discussions, share research and information,
and demonstrate best practices regarding technology so it can be used to
benefit children from birth through age eight.
www.naeyc.org/Getinvolved/getinvolved.asp
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| N |
ational Center for Technology Innovation, funded by the U.S. Office of Special
Education Programs, is a catalyst for cutting-edge technology developed
by educators for students with disabilities, their teachers, and their parents.
Look for the launch of their Website.
www.nationaltechcenter.org
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| N |
ational Early Childhood Technical Assistance Center provides information
on various types of assistive technology, funding resources, and current legislation.
http://nectas.unc.edu/topics/atech/atech/asp
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| N |
ational Institute on Media and the Family offers tools and resources to help
families and educators maximize the benefits and minimize the harm of mass
media on children through research, education, and advocacy.
www.mediaandthefamily.org
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| N |
orth Central Regional Education Laboratory offers a one-stop guide to online
publications and Websites on educational technology. www.ncrel.org
|
| P |
BS Kids Website has interactive games, stories, music, and coloring for children,
plus sections with activities for families and classroom activities for teachers.
www.pbskids.org
|
| “T |
echnology: A Key to the Future,” Head Start Bulletin special issue, February
2000. Issue no. 66 describes some of the ways Head Start programs are making
innovative use of technology to achieve program goals. Focus is on the
Internet, with articles such as Head Start programs and the World Wide Web,
designing a useful Website, and ensuring young children’s access to the Web.
www.headstartinfo.org/publications/hsbulletin66/cont_66.htm
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| T |
HE (Technology Helping Educators) Consortium project seeks to improve the
quality of early childhood teacher education programs by enhancing Head
Start teachers’ academic opportunities through increased exposure to and use
of technology in authentic and culturally relevant contexts.
www.thecol.org
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| T |
ots ’n’ Tech Research Institute offers ideas for equipment and materials that
can help children with special needs be more independent in caring for themselves,
making friends, communicating, and doing the things that other young
children do in child care and community activity settings.
http://tnt.asu.edu
|
| “U |
niversal Design for Learning: From the Start,” by Bonnie Blagojevic, Deb
Twomey, & Linda Labas; University of Maine’s Center for Community
Inclusion. The phrase universal design for learning (UDL) was adopted
by educators at CAST (Center for Applied Special Technology) to
reflect the important difference between universal design for access,
which makes information and materials available to children,
and universal design for learning, which takes into account
an actual gain in knowledge or skills. The authors discuss the
concept, history, and use of UDL for children with disabilities.
www.ume.maine.edu/~cci/facts/facts6/udl.htm
|
| “U |
se of Computer Technology to Help Students with Special Needs,”
by Ted S. Hasselbring and Candyce H. Williams Glaser. In the special
Fall/Winter 2000 issue (on children and technology) of The
Future of Children, this article provides an overview of the various
ways computer technology can help the nearly five million
students with disabilities in the U.S. become active learners in the
classroom alongside their nondisabled peers.
www.futureofchildren.org/pubs-info2825/pubsinfo.htm?doc_id=69787
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| w |
 ww4teachers helps teachers who are integrating technology
into the curriculum and classroom. The
Website offers free Webbased programs (many also in Spanish) to help
them create a Web page, make a poster,
write rubrics, and so on.
http://4teachers.org
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