While the number of computers in the classroom continues to increase and tremendous support for technology integration exists in government, business, and academia, a major discrepancy exists between the level of technology use that is expected from the educators and the actual use and integration of technology in the classroom. However, effective technology integration in early childhood education depends on an early childhood program’s overall program goals and objectives, and the program’s goals and objectives for each student. Also, it depends on how computers are incorporated into the early childhood curriculum (Haugland, 2000).
