Findings of Research Study on Effectiveness of a Comprehensive Technology System Demonstrate Benefits for Children and Teachers

by Patricia Hutinger, Robert Rippey, and Joyce Johanson
 

The Early Childhoood Comprehensive Technology System (Project ECCTS) was funded by the U.S. Department of Education to study the effects of a comprehensive technology system which included staff training, technology assessment, integration of technology into the curriculum, and transition practices which included technology. Research was conducted at the Just Kids Early Childhood Learning Center in Middle Island, New York. Macomb Projects' technology staff provided training and technical support to the Just Kids1 on-site Technology Team.

The major findings of Project ECCTS point to positive benefits to children, to increased technology skills among teachers, to the efficacy of an on-site Tech Team, and to conditions that promoted maintenance of the system after the funding cycle was completed. A summary of findings is presented here.


Findings Related to Teachers:

Findings Related to Implementation and Maintenance of the System:

Findings Related to Children:

Summary

The benefits of assistive computer technology for children with disabilities have been demonstrated in practice and in the literature for more than 18 years. However, if administrators and teachers are to ensure that children engage in the most appropriate technology experiences, then curricular applications alone are insufficient. Findings from Project ECCTS demonstrated the efectiveness of a comprehensive system. Technology assessment, curriculum integration, and transition elements must be present, in addition to a staff development strategy focusing on equipment use and software integration into daily educational experiences in a variety of content areas.
 


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