• resources/equipment present in the classroom or throughout school,
• security of equipment,
• curriculum goals,
• administrative support,
• potential collaborative partners, and
• technology that children will engage with in future grades.
It may helpful to jot down some notes while reflecting on these factors.
After doing so, tuck the notes in the back in chapter 9, where later they can be
used to help in planning and implementing new strategies. Chapter 9 not only
identifies strategies and frameworks to help with planning and implementa-
tion; it also provides various strategies to encourage reflection on the effective-
ness of particular activities or experiences. This chapter also acknowledges
challenges that arise when acquiring technology and attempts to ease anxieties
through suggestions by and anecdotes about educators in difficult situations.
You know that each child comes to class with his or her own set of skills that
have been influenced by prior experiences. Similarly, each reader has his or
her own unique set of skills in terms of technological competencies. Some
readers will know how to operate both an iPad and a laptop, while others may
only know how to operate a digital camera. It is my hope that you can easily
identify the chapter and section that best address your needs and interests. In
order to fully access what this book has to offer, I recommend reading chapter
1 to identify key elements to be aware of while reading through the strate-
gies housed in chapters 2–8. In order to help employ new ideas and strategies,
please read chapter 9 last. This chapter will help you identify how to carry out
goals through collaboration, reflection, and revisiting curriculum mapping.
xxiv COPYRIGHTED MATERIAL