What are the pieces of a comprehensive technology system?


The Early Childhood Comprehensive Technology System is comprised of four basic components.
They are

Some background on the pieces of the Early Childhood Comprehensive Technology System:

ECCTS is based on effective early childhood models that had been developed, evaluated, and replicated through funding from the U.S. Department of Education1s Early Education Program for Children with Disabilities (EEPCD). Each model, discussed below, began as an EEPCD model demonstration project. Each produced procedures and materials; worked with children, families, staff, and agencies; and collected positive efficacy data evaluated by peer review and the funding agency. Procedures and materials used in the models underwent continuous updating to reflect current technology advances, legislation, and societal changes.

What makes the technology pieces work together for success?

 

An on-site Tech Team

  • provides technology training to teachers, classroom staff, therapists, and families
  • conducts team-based technology assessments to determine the adaptive equipment, software, and activities that will best meet the needs of children who have moderate to severe disabilities
  • helps teachers find interesting, innovative, effective ways to integrate the computer and software into the classroom curriculum
  • offers technical assistance and follow-up support to teachers, therapists, staff, and families
  • provides information about a child's technology use and history to the receiving school during the transition process

Training Topics/Sample Training Agenda

 

References

Hutinger, P. (1996). Activating Children Through Technology. Final Report. Macomb Projects, Western Illinois University. (ERIC Document Reproduction Service No. ED 395 411)

Hutinger, P. (1995). Technology Inservice Project (TIP). Final Report. Macomb Projects, Western Illinois University. (ERIC Document Reproduction Service No. ED 385 991)

Hutinger, P. (1998). Technology Team Assessment Process (Project TTAP). Final Report. Macomb Projects, Western Illinois University. (ERIC Document Reproduction Service No. ED 420 138)

Hutinger, P., Clark, L., Flannery, B., Johanson, J., Lawson, K., Perry, L., Robinson, L., Schneider, C., & Whitaker, K. (1990). Building ACTTive futures: ACTT1s curriculum guide for young children and technology. Macomb, IL: Macomb Projects, Western Illinois University.

Hutinger, P., Johanson, J., Robinson, L., & Schneider, C. (1992). The technology team assessment process. Macomb, IL: Macomb Projects, Western Illinois University.

Rosenkoetter, S., & Schotts, C. (1991). Family partnership in transition planning packet. Bridging Early Services Transition Project. (ERIC Document Reproduction Service No. ED 377 604)

Rosenkoetter, S. E., Fowler, S.A., & Haines, A. H. (1994). Bridging early services for children with special needs and their families: A practical guide for transition planning. (ERIC Document Reproduction Service No. ED 369 239)