Implementing Technology in an Early Years Program: Teachers and Students as Metacognitive Thinkers

Abstract

Programs for children who are 4-5 years old and in the K-12 school system are referred to as Early Years programs or Early Childhood Education (ECE) programs. Internationally, there is a trend for these Early Years programs to have less of a subjectspecific orientation (e.g., literacy, numeracy, or science) and instead become more oriented toward the development of the whole child. This change in program focus includes an increased emphasis on play as well as more attention focused on metacognition encouraging even young children to think about their thinking. In Ontario, Canada, two Early Years classes were at the point of implementing a new mandated Early Years curriculum policy while at the same time considering the deliberate introduction of technology into the Early Years classes. The Early Years educators involved engaged in an action research project involving two classes of early years’ students, the teachers and ECE assistants. One of the authors participated as one of the two Early Years teachers and as a teacherresearchers. She systematically recorded and analyzed their program planning, assessment, and student interactions with the technology. The findings from this study provide new insight into the barriers faced with technology implementation classrooms as well as recommendations for future Early Years teachers who want to introduce more child-centered, technology-focused programs in Early Years classrooms.