Whether use is purposefully integrated to support learning. Developmentally appropriate teaching practice suggests that, like any tool, technology should be used thoughtfully and intentionally to support learning and build specifc skill sets. Research shows that, used appropriately and pur- posefully, technology can improve reading, mathematics, science, and motor skills.7 Technology- based activities must be built into a larger curricu- lum, and it is important to evaluate both when these activities are likely to be most appropriate and when traditional activities are likely to be more efective. Given the wide range of nontechnology tools and activities that are important in ECE, time spent on technology should be balanced with other activities.8 Te degree to which online and ofine activities are integrated is also important. In some cases, evidence suggests that it can be difcult for young children to move from technology-based activities to activities that do not involve technology.9
2. Whether use is solitary or taking place with oth- ers. Children learn and build social skills partly through interaction with peers and adult facilitators.
The task of defning developmentally appropriate technology use is no different from the task of defning developmentally appropriate use for any other learning tool, such as a book or a set of blocks.
Collaborative, interactive use of technology appears to have positive efects on social skills, whereas excessive solitary use may be harmful.10
3. Whether use is sedentary or mobile. Active play is an important part of ECE, and technology use should support this goal. Sedentary technology use is associated with increased rates of obesity, but incorporating technology into active play (e.g., exploring outdoor environments while using a tablet to identify wildlife, exercise-based games on such devices as the Wii gaming system) can reduce the likelihood of negative health efects associated with technology use among young children.11
4. Te content and features of media. Not all sof- ware, applications, and other media content are created equal. Content with violent or adult themes should, of course, never be used by young children. Sofware and other media must be designed to be developmentally appropriate for the age of the child who uses it, and it should be engaging, interactive, and educational.12
5. Device features. In general, certain devices may be more appropriate for young children than others. For example, young children need devices that are sturdy and easily manipulated. Te appropriateness of a device may also depend on how it is being used. For example, devices used in active play may need to be easily transportable, whereas desktops may be suitable for more-sedentary activities, such as read- ing or writing. Te features of diferent devices may also help build diferent skills. For example, tablets may help children develop certain fne motor skills and with reading and emerging literacy, whereas devices with keyboards may be better for developing writing skills.13

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