More Than Fun and Games! Digital Technologies and Children’s Learning

Friday, Nov. 14, 20143–4 p.m. EST

The National Center on Quality Teaching and Learning

NCQTL is pleased to present Teacher Time, the webinar for Head Start teachers. Each month, Kristin Ainslie and Dawn Williams consult, learn from, and talk with a special guest, a Head Start teacher, or researcher in the field about the joys and challenges of teaching young children.

Children are fascinated with digital technology and interactive media. But how can teachers use these hands-on, interactive tools to provide more ways for children to learn and create? Join us Friday, Nov. 14, 2014 at 3 p.m. EST for More Than Fun and Games! Digital Technologies and Children’s Learning. We’ll explore safe and fun! ways to use technology in the classroom.

We will look at what research and recommended practices tell us about using digital technologies with young children. Come away with ideas you can use to impact children’s development and imagination through digital storytelling, video recording and playback, and assistive technology.

Topics for the webinar include:

  • Why it’s important to build technological fluency
  • How you can expand young children’s access to new content with interactive technology
  • How technology offers hands-on, engaging, and appropriate additions to the classroom curriculum

To see more on this topic, check out these resources:

Who Should Watch?

While anyone is welcome to participate in these webinars, they are specifically designed to meet the unique demands of Head Start teachers.

Viewing the Webinar

There is no need to pre-register. On the day of the webinar, select this link to join:

To review system requirements and for troubleshooting information, visit:

Stay Connected with #NCQTL

We encourage you to follow us on Twitter! If you don’t have a Twitter account, you can still follow the conversation at

We Want to Hear from You!

What are the children in your class doing? You can share ideas with other Head Start teachers across the country. Just email with a photo, lesson plan, or activity that you’d like us to include in a future Teacher Time webinar. Be sure not to include children or adults in the photos, for confidentiality reasons.


You may send your questions to or call (toll-free) 1-877-731-0764. Sign up to receive information and resources about quality teaching and learning.


Using Early Childhood Education to Bridge the Digital Divide


Technology literacy plays an important role in a child’s ability to succeed in school and later life. Yet, despite rapid growth in society’s use of digital technology, many children in low-income families in the United States are not able to access and use technology in the same ways as their more-advantaged peers. This means they have fewer opportunities to learn, explore, and communicate digitally, and fewer chances to develop the workforce skills they will need to succeed in later life. Early childhood education can play a valuable role in ensuring that low-income children can access technology and learn how to use it. However, there are a number of important issues that need to be addressed. This Perspective frames a discussion on these subjects by exploring the role of early childhood education in bridging the digital divide. We highlight five key questions that need to be considered in the discussion of integrating technology into early childhood education.

Source: RAND

Available at:

Ready to Learn Program Needs Reviewers


Ready to Learn (RTL) is the federal program that has supported many of the educational television shows for young children that you may have seen on PBS (Word World, Super Why!, Peg+Cat, The New Electric Company, etc.). RTL also supports the creation of other educational media such as learning websites, games, and iPad apps. Our goal is to promote school readiness among young children, especially those from low income families, by using the power of mass media to reach into their homes and communities.

Ready to Learn aims to:

  • Create quality educational media via partnerships between professional media producers and early childhood educators
  • Focus on the particular learning needs of low-income children to help promote school readiness or to provide additional enrichment outside the classroom
  • Conduct research on educational effectiveness
  • Conduct community-based outreach programs in settings such as Head Start, libraries, after school programs, and many others.
  • Distribute television programs and digital media products via national broadcasters and other mass media outlets.
  • Create public-private partnerships that will leverage public investments with additional private contributions.

The Ready to Learn program seeks reviewers who can help us in Summer 2014 with an independent panel review of media products and in Fall/Winter 2014-15 with a possible new round of the Ready to Learn grant competition.

Reviewers may include media producers, researchers, PreK or early elementary teachers, researchers, academics, or others. However, all individuals must have knowledge/expertise in some combination of all three of the following areas:

  • Educational media production (including television, games, websites, apps, etc) or the use of educational technology
  • Early Childhood Learning (ages 2-5 or 5-8)
  • Math/Numeracy or Literacy/Reading

Those interested should send their resume (please no more than 5 pages) with up-to-date contact information to

Applications for New Awards; Educational Technology, Media, and Materials Program for Individuals with Disabilities-Center on Technology and Disability

Deadline: 8/15/2013

Purpose of Program: The purpose of the Educational Technology, Media, and Materials for Individuals with Disabilities Program [1] is to: (1) Improve results for children with disabilities by promoting the development, demonstration, and use of technology; (2) support educational media services activities designed to be of educational value in the classroom for children with disabilities; (3) provide support for captioning and video description that is appropriate for use in the classroom; and (4) provide accessible educational materials to children with disabilities in a timely manner.

Priority: In accordance with 34 CFR 75.105(b)(2)(v), this priority is from allowable activities specified in the statute (see sections 674(b)(1), 674(b)(2)(A), and 681(d) of the Individuals with Disabilities Education Act (IDEA) (20 U.S.C. 1400 et seq.)).

Absolute Priority: For FY 2013, this priority is an absolute priority. Under 34 CFR 75.105(c)(3), we consider only applications that meet this priority.

Source: Federal Register

Available at: