Overview

"This book is for Teachers who wonder what the best way is to help children navigate the digital world they are immersed in, including teachers who feel comfortable with tech in their own lives Educators who worry that children will choose technology over the play that teachers know is so important Teachers who feel like it would be useful to integrate technology into their classroom but believe they aren't ""tech savvy"" enough to do so Teachers and administrators who are looking for a resource that can help them in a hurry With practical strategies and information grounded in developmentally appropriate practices, this book will empower teachers to see themselves as capable decision makers when it comes to integrating technology in the classroom."

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9781952331046

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Reviews

Finally, a resource that supports practitioners with integrating technology appropriately into the classroom to support student learning goals and connection with families. Victoria uses her classroom experience to provide teachers with strategies that encourage creativity, collaboration, and communication. A great read from start to finish.    —Kimberly Buenger, Early Childhood Special Education Teacher, Olathe School District    The author is committed to the dialogue around technology, play, and young learners, revealing that there is indeed more to the conversation. With a detailed view that is theoretically grounded and quite practical, the book draws on experiences that mirror many an educator’s classroom. It probes deeply into educators’ thoughts, urging us to think about how to harness the power of technology as a tool to create the highest quality learning opportunities for a new generation of children. This is a gem of a resource for understanding how to navigate this constantly evolving debate.    —Ihuoma Iheukwumere, Site Director, South of Market Child Care    Technology is rapidly changing the teaching world for learners of all ages. This book provides a foundation for teachers to incorporate technology into their teaching and assessments daily. It supports teachers in making good choices about using technology not just as a device but as a tool that can enhance learning at multiple entry levels in the curriculum.     —April Grundman, Early Childhood Educator and Professor  

Finally, a resource that supports practitioners with integrating technology appropriately into the classroom to support student learning goals and connection with families. Victoria uses her classroom experience to provide teachers with strategies that encourage creativity, collaboration, and communication. A great read from start to finish. -Kimberly Buenger, Early Childhood Special Education Teacher, Olathe School District The author is committed to the dialogue around technology, play, and young learners, revealing that there is indeed more to the conversation. With a detailed view that is theoretically grounded and quite practical, the book draws on experiences that mirror many an educator's classroom. It probes deeply into educators' thoughts, urging us to think about how to harness the power of technology as a tool to create the highest quality learning opportunities for a new generation of children. This is a gem of a resource for understanding how to navigate this constantly evolving debate. -Ihuoma Iheukwumere, Site Director, South of Market Child Care Technology is rapidly changing the teaching world for learners of all ages. This book provides a foundation for teachers to incorporate technology into their teaching and assessments daily. It supports teachers in making good choices about using technology not just as a device but as a tool that can enhance learning at multiple entry levels in the curriculum. -April Grundman, Early Childhood Educator and Professor

Author Information

Victoria B. Fantozzi , PhD, is a professor of early childhood and childhood education at Manhattanville College in Purchase, New York, where she teaches courses in emergent literacies, early childhood foundations, and research methods. Since 2015, she has partnered with schools to empower teachers to make intentional decisions about integrating technologies into their classroom practice. Her research on developmentally appropriate technologies has been published in Young Children, The Reading Teacher and the Journal of Early Childhood Research and she was a contributor to the fourth edition of Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8 lives in Montclair, New Jersey, with her husband, two sons, and cat and hedgehog. This is her first book.

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