Wetzel, K., Foulger, T., Rathkey, C., & Mitchell, S. (2009). Using technology to support learning in a first grade animal and habitat project. International Journal of Technology in Teaching and Learning, 5(1), 22–36. ________________________________________________________________________ Keith Wetzel is a Professor and Teresa Foulger is an Assistant Professor at the College of Teacher Education and Leadership at Arizona State University in Phoenix, Arizona. Chris Rathkey is a first grade teacher in Arizona. Sasha Mitchell is an Assistant Professor in the Child and Family Development Department at San Diego State University, San Diego, California. Please contact Dr. Wetzel at: k.wetzel@asu.edu Using Technology to Support Learning in a First Grade Animal and Habitat Project Keith Wetzel & Teresa Foulger Arizona State University Chris Rathkey Sasha Mitchell Arizona Public School San Diego State University This qualitative study described the uses of technology by a first grade teacher and her students in each phase of a project on animals and their habitats. Some experts, for example, Cordes and Miller (1999), have written about the potential dangers of using technology by young children. Others such as Labbo, Eakle, and Montero (2002) and Turbill (2003) have studied early childhood teachers and their students who have made the transition from using age appropriate practices such as the language experience approach to the digital language experience approach. This study investigated how an experienced first grade teacher used technology in multiple ways to complete phases of an Animal and Habitat Project. The authors also described the attributes of technology that allowed the teacher to share students’ products: portability and duplicability. These attributes make possible “just-in-time” documenting of student progress for parents. Finally, the authors conclude that technology may be used in meaningful ways in an early childhood classroom to enhance learning for students and facilitate positive communication with parents. Keywords: Early Childhood, Project-Based Learning, Technology Integration INTRODUCTION By first grade students are exposed daily to many hours of media including TV, Internet, video games, music and radio, and reading print. Prensky (2001) estimated that children ages 8-18 use media eight hours per day, and even toddlers are exposed to media two hours per day. Further, students’ media of choice is TV or video games. In this media rich environment, children exhibit both passive and active responses. We sought to study whether students who are growing up in a technology rich environment can also use