Technology Integration in Early Childhood Communities of Practice

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Number of teachers favoring guiding principles in technology use.

This week in CEP 812 we explored the contexts in which we work and in particular, the concept of a community of practice, defined as “a set of relations among persons, activity, and the world, over time and in relation with other tangential and overlapping communities of practice” (Lave & Wenger, p. 98). Our goal was to come to an understanding of how communities of practice shape our use of technology in the classroom. This was accomplished through a survey designed with relevant questions and then presented to my colleagues who served as the research sample.

My particular focus was how technology integration choices are formulated in an early childhood setting. I examined a number of influences, including developmentally-appropriate practice, parent concerns, technology principles for young children, social capital and professional development. The results from the survey were very informative to say the least. At the same time, the research revealed a number of remaining questions, which our school and community must seriously consider if we are to institute change in the most meaningful manner possible. Click here to read the full report.

Click here to view the survey form.

Click here to view an infographic with survey results.


Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.

National Association for the Education of Young Children & Fred Rogers Center for Early Learning and Children’s Media. (2012). Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8. Washington, DC.



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