{"id":255,"date":"2026-07-03T18:56:22","date_gmt":"2026-07-03T18:56:22","guid":{"rendered":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/?post_type=chapter&#038;p=255"},"modified":"2026-07-03T23:45:04","modified_gmt":"2026-07-03T23:45:04","slug":"technology","status":"publish","type":"chapter","link":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/chapter\/technology\/","title":{"raw":"Technology","rendered":"Technology"},"content":{"raw":"<h2>Introduction<\/h2>\r\nFinding ways to utilize technology into regular routines can make collecting observation evidence much more efficient for busy teachers. Photographs, video, and audio recordings can authentically capture children\u2019s explorations, investigations, play and learning experiences in the actual moment. With this type of documentation, teachers can replay key moments in a child\u2019s day to look for specific interactions, play patterns, developmental milestones, struggles and accomplishments. With this technique, teachers can also listen for language development by recording actual conversations that children are having with their peers. Teachers can also monitor how children problem solve and can tape special moments as well as capture every day moments. As with work samples, teachers can share their observation evidence with the children. Children are fascinated with seeing and hearing themselves. This type of documentation provides the most authentic evidence of all the observation methods.\r\n\r\nEven though the use of audio or video recording or taking pictures provides lasting documentation of the child's development, if you rely too heavily on it, you will not develop \"soft eyes\" (Gonzalez-Mena, 1997 cited in Bentzen, 2009). Soft eyes are the ability that involves a kind of \"seeing\" that enables one to look at a particular child while taking in what is happening in the entire classroom (Bentzen, 2009). This is a critical skill for teachers to develop. Soft eyes are the teacher's ability to sit at a table with a young child working with playdough and hear two children in the block area where their conversation is getting heated. As the teacher hears the conversation, the teacher stands up and starts walking to the block area, but stops a child whose shoe is untied and ties it on their way. All the while, the teacher is still visually focused on the block area. Not all teachers are born with the ability of soft eyes. It can increase as the teacher gains more experience, but some teachers will never get it.\r\n\r\n<hr \/>\r\n\r\n<h2>Collecting Your Data<\/h2>\r\nThere are numerous ways to incorporate technology into your classroom. It is important to keep in mind that each early care and education program would have their own protocol, policies and procedures regarding the use of technology to document children\u2019s learning, growth and development, so be sure to verify what you can and cannot do. Here are a few suggestions that you may want to incorporate:\r\n<ul>\r\n \t<li>Use a camera, laptop, tablet, or smartphone to record observations and take pictures<\/li>\r\n \t<li>Ask a child to dictate a story and you can type it up on a computer or use an audio recorder<\/li>\r\n \t<li>Scan or make copies of children\u2019s work, such as drawings or writing, to create a visual timeline that shows a child's skill development over time.<\/li>\r\n \t<li>Use email or a parent communication app to post work samples<\/li>\r\n \t<li>Use voice-to-text software to document important discussions. For example, children can explain how they created their piece of art.<\/li>\r\n \t<li>Take pictures of three-dimensional work. For example, woodworking projects, block towers, sandcastles, and culinary creations.<\/li>\r\n \t<li>Film dramatic plays and musical performances that the children produce.<\/li>\r\n \t<li>Use a video camera to document how children are progressing with their developmental milestones in each of the domains. For example, look at playful interactions to track social-emotional development; watch children on the playground to track physical development; observe how children tackle science or math activities to track cognitive development.<\/li>\r\n<\/ul>\r\n\r\n<hr \/>\r\n\r\n<h2>Organizing your Data<\/h2>\r\nObservation data can be conveniently stored on a computer and each child can have their own digital portfolio or file folder. For every child, you would include photos of them at play, photos of their work samples, and any audio recordings or video clips that you may have collected (as suggested above). When using smartphones to take photos or videos, you can easily upload information to your computer or transfer information to other devices. Some teachers may want to use an app to formally organize observation evidence, and some schools may purchase a program that links families to daily observations. Some centers may even use an electronic assessment program (e.g. the Desired Results Developmental Program \u2013 DRDP or Learning Genie) to track children\u2019s developmental progress and teachers would regularly upload observation evidence as part of the assessment process. Here are a few added suggestions on how you can organize and use stored electronic observation evidence:\r\n<ul>\r\n \t<li>Photos can be scanned, printed and posted in the classroom<\/li>\r\n \t<li>A photo slideshow can be created for family nights or as a screen saver<\/li>\r\n \t<li>The children can watch a video montage of a themed project they completed<\/li>\r\n \t<li>Children can look at \u201cold\u201d photos to monitor their own developmental progress and can make comments regarding their work, their thought process and their developmental outcomes (West Sussex County Council, 2019).<\/li>\r\n<\/ul>\r\nAdvantages and Disadvantages of Technology in ECE\r\n<table class=\"grid\" style=\"height: 110px;width: 1296px\">\r\n<tbody>\r\n<tr class=\"TableNormal-R\" style=\"height: 15.8pt\">\r\n<th style=\"background-color: #a8dff8;padding: 0px 0pt;border: 0.5pt solid #000000;height: 30px;width: 659px\">\r\n<p class=\"import-TableParagraph\" style=\"text-align: center;margin-left: 0.45pt;margin-right: 0.3pt\"><strong>Advantages<\/strong><\/p>\r\n<\/th>\r\n<td class=\"TableNormal-C\" style=\"background-color: #a8dff8;padding: 0px 0pt;border: 0.5pt solid #000000;height: 30px;width: 637px\">\r\n<p class=\"import-TableParagraph\" style=\"margin-left: 77.6pt\"><strong>Disadvantages<\/strong><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 659px\">\r\n<ul>\r\n \t<li>Provides tangible\/ visible evidence that teachers can use to track a child\u2019s learning, growth and development over time<\/li>\r\n \t<li>Parents and children both enjoy seeing the work on display<\/li>\r\n \t<li>Captures authentic documentation which is ideal for assessment<\/li>\r\n \t<li>Teachers can use information to plan and adjust curriculum to help children achieve their learning goals<\/li>\r\n \t<li>Families can see how children learn through play<\/li>\r\n \t<li>Children can share their insights as to how they created the work sample and offer their perspectives as to what they were thinking (authentic evidence)<\/li>\r\n \t<li>Children enjoy seeing their work on<\/li>\r\n \t<li>Display and they can feel empowered when their work is valued<\/li>\r\n \t<li>With using multi -media, children can be observed in their natural settings<\/li>\r\n \t<li>Works well for teacher-training purposes<\/li>\r\n<\/ul>\r\n<\/td>\r\n<td style=\"width: 637px\">\r\n<ul>\r\n \t<li>Can be time consuming adding anecdotal documentation and creating documentation boards<\/li>\r\n \t<li>Requires ample storage space<\/li>\r\n \t<li>Requires a financial investment in technology (camera, video or audio recorder)<\/li>\r\n \t<li>Teacher must know how to use the technology either through training or time to self-learn<\/li>\r\n \t<li>Concerns over confidentiality and privacy when using photos, audio or videos<\/li>\r\n \t<li>Recordings do not give the observer the actual atmosphere of the classroom (the situation)<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n\r\n<hr \/>\r\n\r\n<h2>In Summary<\/h2>\r\nTechnology plays an increasingly important role in collecting observation data and assessing children\u2019s development in early childhood settings. Digital tools such as apps, tablets, and online assessment platforms allow educators to efficiently document observations, organize work samples, and track developmental progress over time. While technology enhances accuracy, accessibility, and documentation efficiency, its true value depends on thoughtful interpretation grounded in child development knowledge. When used effectively, technology supports timely analysis of observation data, strengthens communication with families, and informs intentional instructional planning. Ultimately, it serves as a supportive tool that enhances\u2014not replaces\u2014professional judgment in understanding and promoting each child\u2019s growth and development.","rendered":"<h2>Introduction<\/h2>\n<p>Finding ways to utilize technology into regular routines can make collecting observation evidence much more efficient for busy teachers. Photographs, video, and audio recordings can authentically capture children\u2019s explorations, investigations, play and learning experiences in the actual moment. With this type of documentation, teachers can replay key moments in a child\u2019s day to look for specific interactions, play patterns, developmental milestones, struggles and accomplishments. With this technique, teachers can also listen for language development by recording actual conversations that children are having with their peers. Teachers can also monitor how children problem solve and can tape special moments as well as capture every day moments. As with work samples, teachers can share their observation evidence with the children. Children are fascinated with seeing and hearing themselves. This type of documentation provides the most authentic evidence of all the observation methods.<\/p>\n<p>Even though the use of audio or video recording or taking pictures provides lasting documentation of the child&#8217;s development, if you rely too heavily on it, you will not develop &#8220;soft eyes&#8221; (Gonzalez-Mena, 1997 cited in Bentzen, 2009). Soft eyes are the ability that involves a kind of &#8220;seeing&#8221; that enables one to look at a particular child while taking in what is happening in the entire classroom (Bentzen, 2009). This is a critical skill for teachers to develop. Soft eyes are the teacher&#8217;s ability to sit at a table with a young child working with playdough and hear two children in the block area where their conversation is getting heated. As the teacher hears the conversation, the teacher stands up and starts walking to the block area, but stops a child whose shoe is untied and ties it on their way. All the while, the teacher is still visually focused on the block area. Not all teachers are born with the ability of soft eyes. It can increase as the teacher gains more experience, but some teachers will never get it.<\/p>\n<hr \/>\n<h2>Collecting Your Data<\/h2>\n<p>There are numerous ways to incorporate technology into your classroom. It is important to keep in mind that each early care and education program would have their own protocol, policies and procedures regarding the use of technology to document children\u2019s learning, growth and development, so be sure to verify what you can and cannot do. Here are a few suggestions that you may want to incorporate:<\/p>\n<ul>\n<li>Use a camera, laptop, tablet, or smartphone to record observations and take pictures<\/li>\n<li>Ask a child to dictate a story and you can type it up on a computer or use an audio recorder<\/li>\n<li>Scan or make copies of children\u2019s work, such as drawings or writing, to create a visual timeline that shows a child&#8217;s skill development over time.<\/li>\n<li>Use email or a parent communication app to post work samples<\/li>\n<li>Use voice-to-text software to document important discussions. For example, children can explain how they created their piece of art.<\/li>\n<li>Take pictures of three-dimensional work. For example, woodworking projects, block towers, sandcastles, and culinary creations.<\/li>\n<li>Film dramatic plays and musical performances that the children produce.<\/li>\n<li>Use a video camera to document how children are progressing with their developmental milestones in each of the domains. For example, look at playful interactions to track social-emotional development; watch children on the playground to track physical development; observe how children tackle science or math activities to track cognitive development.<\/li>\n<\/ul>\n<hr \/>\n<h2>Organizing your Data<\/h2>\n<p>Observation data can be conveniently stored on a computer and each child can have their own digital portfolio or file folder. For every child, you would include photos of them at play, photos of their work samples, and any audio recordings or video clips that you may have collected (as suggested above). When using smartphones to take photos or videos, you can easily upload information to your computer or transfer information to other devices. Some teachers may want to use an app to formally organize observation evidence, and some schools may purchase a program that links families to daily observations. Some centers may even use an electronic assessment program (e.g. the Desired Results Developmental Program \u2013 DRDP or Learning Genie) to track children\u2019s developmental progress and teachers would regularly upload observation evidence as part of the assessment process. Here are a few added suggestions on how you can organize and use stored electronic observation evidence:<\/p>\n<ul>\n<li>Photos can be scanned, printed and posted in the classroom<\/li>\n<li>A photo slideshow can be created for family nights or as a screen saver<\/li>\n<li>The children can watch a video montage of a themed project they completed<\/li>\n<li>Children can look at \u201cold\u201d photos to monitor their own developmental progress and can make comments regarding their work, their thought process and their developmental outcomes (West Sussex County Council, 2019).<\/li>\n<\/ul>\n<p>Advantages and Disadvantages of Technology in ECE<\/p>\n<table class=\"grid\" style=\"height: 110px;width: 1296px\">\n<tbody>\n<tr class=\"TableNormal-R\" style=\"height: 15.8pt\">\n<th style=\"background-color: #a8dff8;padding: 0px 0pt;border: 0.5pt solid #000000;height: 30px;width: 659px\">\n<p class=\"import-TableParagraph\" style=\"text-align: center;margin-left: 0.45pt;margin-right: 0.3pt\"><strong>Advantages<\/strong><\/p>\n<\/th>\n<td class=\"TableNormal-C\" style=\"background-color: #a8dff8;padding: 0px 0pt;border: 0.5pt solid #000000;height: 30px;width: 637px\">\n<p class=\"import-TableParagraph\" style=\"margin-left: 77.6pt\"><strong>Disadvantages<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 659px\">\n<ul>\n<li>Provides tangible\/ visible evidence that teachers can use to track a child\u2019s learning, growth and development over time<\/li>\n<li>Parents and children both enjoy seeing the work on display<\/li>\n<li>Captures authentic documentation which is ideal for assessment<\/li>\n<li>Teachers can use information to plan and adjust curriculum to help children achieve their learning goals<\/li>\n<li>Families can see how children learn through play<\/li>\n<li>Children can share their insights as to how they created the work sample and offer their perspectives as to what they were thinking (authentic evidence)<\/li>\n<li>Children enjoy seeing their work on<\/li>\n<li>Display and they can feel empowered when their work is valued<\/li>\n<li>With using multi -media, children can be observed in their natural settings<\/li>\n<li>Works well for teacher-training purposes<\/li>\n<\/ul>\n<\/td>\n<td style=\"width: 637px\">\n<ul>\n<li>Can be time consuming adding anecdotal documentation and creating documentation boards<\/li>\n<li>Requires ample storage space<\/li>\n<li>Requires a financial investment in technology (camera, video or audio recorder)<\/li>\n<li>Teacher must know how to use the technology either through training or time to self-learn<\/li>\n<li>Concerns over confidentiality and privacy when using photos, audio or videos<\/li>\n<li>Recordings do not give the observer the actual atmosphere of the classroom (the situation)<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<hr \/>\n<h2>In Summary<\/h2>\n<p>Technology plays an increasingly important role in collecting observation data and assessing children\u2019s development in early childhood settings. Digital tools such as apps, tablets, and online assessment platforms allow educators to efficiently document observations, organize work samples, and track developmental progress over time. While technology enhances accuracy, accessibility, and documentation efficiency, its true value depends on thoughtful interpretation grounded in child development knowledge. When used effectively, technology supports timely analysis of observation data, strengthens communication with families, and informs intentional instructional planning. Ultimately, it serves as a supportive tool that enhances\u2014not replaces\u2014professional judgment in understanding and promoting each child\u2019s growth and development.<\/p>\n","protected":false},"author":17,"menu_order":12,"template":"","meta":{"pb_show_title":"on","pb_short_title":"Technology","pb_subtitle":"","pb_authors":[],"pb_section_license":"cc-by-nc-sa"},"chapter-type":[50],"contributor":[],"license":[58],"class_list":["post-255","chapter","type-chapter","status-publish","hentry","chapter-type-numberless","license-cc-by-nc-sa"],"part":115,"_links":{"self":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/255","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/users\/17"}],"version-history":[{"count":4,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/255\/revisions"}],"predecessor-version":[{"id":399,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/255\/revisions\/399"}],"part":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/parts\/115"}],"metadata":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/255\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/media?parent=255"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapter-type?post=255"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/contributor?post=255"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/license?post=255"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}