This article is the first part of a series of articles on the practical aspects relating to the implementation of modern electronic technology, specifically iPads or similar devices, in early childhood education centres.

We have recently purchased iPads for our centre and have found them to be a fantastic addition to our overall program. We intend to share our story with you in the hope that it may be of interest and that you may benefit from the lessons we have learned so far.

How we use iPads

Our classroom environment is set up to allow children to self-select activities they wish to engage in. One of the self-selected learning experiences is the use of the 'Technology Zone' which among other things, allows children to make use of the iPads. Children use them for a range of pedagogical purposes.

Some of our more frequent uses of these devices include the following:

• Documenting the children's own learning experiences - We found that the children thoroughly enjoy taking photographs of things they have designed and/or created. With assistance from their educator, children select the photographs they would like to print, they cut out the photograph and attach it to their learning story which is sometimes written in collaboration with the educator. In most cases we found increased levels of enthusiasm and participation.
• Researching with the children - Search sites such as Google and Youtube assist both educators and children to search topics of interest. Our educators always supervise the children's use of the internet on the iPads to ensure that they are not accidentally exposed to any inappropriate content.
  
  The research can be used in a practical sense. For example, some of our children shared that they attend instructional dance classes outside of the centre. So, our class explored different genres of dance (Samba, Flamenco, Tap, Jazz, and even cheerleading) as a learning activity. The class then planned and put on an Easter Dance and we invited all of their families too. We also used the iPads at the dance to play all the children's favourite songs.
• Educational apps & games – As discussed below, there are countless age appropriate, educational apps which have been designed specifically to enhance the learning experiences of children. Children obviously love playing these educational games.
  
  However, to reduce the risk of over exposure and ensure that everyone receives a turn, we have introduced a timer which sounds an alarm at 10 minute intervals, for any non-group usage of the iPads. Since introducing the timer the children have learnt to take turns and share the devices.
• Planning - Our educators also use the iPads as a planning tool and the devices provide an easy way to access the plans later if needed. We also often find that future learning experiences and planning flows on from previous or current activities. Because iPads are so portable, our educators can also note down the key points of their next lesson plan which may come to mind during a learning experience they are engaged in.
• Connectivity - For group activities, we connect our iPads up to a bigger TV screen. This is particularly useful for interactive stories and music. There are cables or wireless devices available on the market which allow you to connect an iPad up to a normal TV or speakers.

The Elephant in the Room - Are iPads a Good Idea?

This is one area that is the subject of much debate. Even questions we post on our Facebook page about the use of electronic devices receive extremely mixed responses.

Those arguing against the use of iPads are of the view that children are generally overexposed to electronic devices and are better off learning to play with physical toys, natural resources and other items. At the risk of oversimplifying the matter, there seems to be a general fear that iPads will be used as electronic babysitters.

There has been much academic research done on the pros and cons of exposing children to electronic technology, and you can find research to support either argument. On a local level, the Queensland University of Technology has recently started a year long study, involving three Brisbane early childhood education centres, which aims to understand how parents and children can use iPads to enhance literacy. The results of this study may offer a perspective that we can all relate to.

In our view, iPads used in moderation as a component of an extended learning program, in conjunction with supervision from educators, has enormous educational potential. Having regard to the available research on this topic, we are of the opinion that when used in a balanced manner, the benefits outweigh any perceived negative aspects and that it would be unwise to let such a resource go unused.

As a resource, the iPad's capabilities are endless. There are literally thousands of educational apps designed specifically for children to enhance their learning experience, and better yet, a lot of them can be downloaded for free!

As with all new approaches, there is likely to be some resistance at first. However, we feel that as a group of professionals, early childhood educators in Australia are quite capable of using the technology in a responsible, balanced and effective manner.

Budget Constraints

Let's face it, iPads are not cheap. As such, it becomes essential to plan exactly how you are going to use an iPad before buying one.

It is also important to save money where possible, for example, we selected the iPad2 devices which are considerably cheaper than the latest version - we were happy to forgo the enhanced picture quality and slightly faster speeds of the new iPad. So do your research and shop around!

Part 2 of this series will include some practical tips and practices relating to the use of iPads which you may be able to implement at your centre.

About the authors:

Esther King leads the 4-5 year old Pre-Prep Room teaching the Kindergarten Program at a Brisbane based early childhood education centre. Esther graduated with a Diploma of Teaching (ECE) from Manukau Institute of Technology and has over twenty years of actual teaching experience in the Early Childhood Education and Care sector.

Fahim Khondaker is an owner of a Brisbane based early childhood education centre and is a Chartered Accountant by profession. Fahim has a passionate interest in early childhood education with a particular focus on the use of technology and social media within the sector.

The authors also operate a Facebook page, the EYLF Page, visit the page and leave feedback.

Copyright © Esther King & Fahim Khondaker 2013. All rights reserved.