Mobile Technology in Early Childhood Education

Abstract

Current research on mobile technology suggests that there may be significant potential benefits to early learning and skill development for young children, particularly children with disabilities. Literature also suggests there may be collateral effects of mobile technology use, including a potentially decreased number of social interaction opportunities. This study discusses literature on the subject and builds upon it by exploring common mobile technology practices of inclusive early childhood educators across the United States and effects they observe with their students. Descriptive and inferential statistics were used to analyze practices and observations. Relationships between practices and child outcomes reported were also explored. Results indicate that educators who used inclusive practices during mobile technology use were more likely to report higher levels of social interaction and benefits to skill development across domains. A number of trends and observations of mobile technology use with young children both with and without disabilities are discussed.