ABSTRACT
Educational technology has the potential to make multiple contributions to early education, but whether this potential is realized depends on which technology is used and how. Research on different models of educational technology—technology-assisted instruction (including practice, tutorials, tasks, tools, and games); e-books, word processing and other tools, digital manipulatives, exploratory environments, and scientific tools and simulations; programming, coding, and robotics; and combinations of these—has identified the specific benefits of each. These benefits may be especially promising for children with IEPs. Unfortunately, reality often falls short of realizing this promise. To procure these benefits, teachers require resources, support, and professional development. Fortunately, there is a growing research base for providing each.
