Read this free chapter from AMS's publication, Montessori in Contemporary Culture. Read the entire publication online (AMS members only).

 

Become a member today to read Montessori in Contemporary Culture plus access to exclusive benefits including the complete Montessori Life magazine digital archives.

In today’s society, where technology is ubiquitous, the question inevitably arises: What would Maria Montessori, the visionary educator behind the renowned Montessori approach to education, say about the constant presence of technology in today’s educational settings?

Moretti(2021) posits that the profound essence of Montessori’s pedagogy was an unwavering commitment to fostering a society of peace and social justice through the empowerment of children. For Montessori, education was not merely a transmission of knowledge but a transformative journey through which children could realize their potential as architects of a better world. As we navigate the digital age, exploring Montessori’s philosophy offers invaluable insights into how incorporating digital citizenship (as defined later in this chapter) aligns seamlessly with her vision for holistic child development and societal progress.

Compelling philosophical underpinnings for modern-day discussions surrounding technology and digital citizenship in Montessori environments are found in Dr. Montessori’s original works. In writings and speeches, Montessori repeatedly refers to preparing children to be the masters and creators of new technologies. She eloquently stated,

Man finds himself no longer limited to his hands for the accomplishment of his desires, for he has machines. Supernature is now his desire, for he has machines. Supernature is now his background of potentiality. A wider, loftier life is his than ever before, and children have to be prepared for it, so the fundamental principle in education is correlation of all subjects and their centralization in the cosmic plan. (Montessori, 1948, p. 55)

This profound insight underscores the necessity of integrating technology into Montessori education to equip children with the skills necessary for success in the digital age. Montessori’s vision extends beyond mere preparation for technological advancements. She envisioned children as the creators of a better future, asserting, “The children of today will make all the discoveries of tomorrow” (Montessori, 1946, p. 140). This underscores the imperative for educators to cultivate a generation of digital natives capable of harnessing technology for positive societal change. Furthermore, Montessori emphasized the importance of preparing children to go beyond existing knowledge and make fresh discoveries, highlighting the need for a dynamic and innovative approach to education (Montessori, 2012).

After examining Montessori’s writings, we believe she would assert that a framework for integrating technology —which might include exploration, experimentation, observation, and innovation—could be powerfully applied by educators, children, and adolescents across all Montessori curriculum areas. Peace education emerges as a particularly fertile ground for incorporating digital citizenship principles.

It may seem disparate to discuss technological advancements and Montessori-based peace education in the same conversation. Yet Montessori’s original writings suggest an overt obligation to prepare children to be the drivers of advancements in both technology and peace (Montessori, 1946). Learning to function and communicate peacefully in our world—including the digital world—is a form of peace education. In today’s terms, this is commonly known as digital citizenship.

Digital citizenship is also referred to as digital literacy (DQ, similar to IQ or EQ) or digital agency, and it is sometimes connected to science, technology, engineering, and math (STEM), language arts, and/or social-emotional learning (SEL) education (Manasia et al., 2018). Some common definitions of digital citizenship include concepts such as:

• Having respect, integrity, and responsibility; kindness, empathy, and tolerance; honesty, transparency, and authenticity; privacy and control of personal information (What is Cybercitizenship/Cybercitizenship.org).
• Helping children and adolescents “learn, create, and participate” in the digital world using critical thinking and “habits of mind needed to navigate digital dilemmas” while empowering them to use digital media and technology well (Common Sense Education).
• Dealing with bullying and identifying fake images and misinformation (Google’s Be Internet Awesome).
• Knowing their digital rights and responsibilities; digital entrepreneurship (World Economic Forum).
• Understanding “the use, abuse, and misuse of technology” as well as the “norms of appropriate, responsible, and ethical behaviors related to online rights, roles, identity, safety, security, and communication” (NAEYC/Fred Rogers Center).

Digital citizenship has been taught in European schools for over a decade. It is now gaining solid ground as a core subject in most U.S. schools. Over 70% of U.S. schools have adopted Common Sense Education’s Digital Citizenship K-12 Curriculum (Common Sense Media, n.d.). Topics such as Being Kind Online, “Red Flag Feelings,” Cyberbullying, Protecting Your Digital Footprint, Developing Healthy Relationships Online, Fair Use, and more contain lessons that fall thematically under the Montessori lessons of Grace and Courtesy, Practical Life, Language, and Peace Education, illustrating the natural integration of digital tech-based content and tools in Montessori practice. As Montessori taught shoe polishing a century ago, modern-day Practical Life lessons must include teaching children how to use tech tools and gain related digital citizenship skills. As science builds upon new discoveries, so must Montessori education build upon what we now know and have been given to empower the child.

If education were to continue along the old lines of mere transmission of knowledge, the problem would be insoluble and there would be no hope for the world. Alone, a scientific enquiry into human personality can lead us to salvation, and we have before us in the child a psychic entity, a social group of immense size, a veritable world-power if rightly used. (Montessori, 1946, p. 1)

“Rightly used” power in the hands of multiple generations of digital natives, including the current Generation Alpha (children born between 2010–2025), requires critical knowledge acquisition of how to be good digital citizens. Just as citizens of a country need to know the rules and norms of that country to positively cohabitate with their fellow citizens and proactively contribute to their shared society, people who live large portions of their lives online (including children) need to know the rules and norms of digital society.

A special note must be made here that we Montessorians must practice digital citizenship in our own words and actions regarding our conversations about integrating technology in the Montessori environment. To build the peace we seek to teach, our discussions must include respectful dialogue about the differences of opinion in the community about this topic and how it is managed through already established community norms such as freedom within limits, mutual respect for all approaches in various environments depending on community needs and norms—high-tech, low-tech, and no-tech.

Digital citizenship lessons in the Montessori environment can integrate technology but do not require any use of tech. We believe all children in today’s world must have the opportunity to learn this vital information about staying safe and feeling empowered as they traverse the digital landscape. And just like any other real-world tool they already use, they should also understand how technology affects their lives, positively and negatively.

Perhaps Dr. Montessori intended her cosmic curriculum to include modern technological innovations through this framework within its central principles:

The history of human achievements is real, a living witness to the greatness of [humankind] and the children can easily be brought to thrill to the knowledge that there are millions of people like themselves, striving mentally and physically to solve the problems of life, and that all contribute to a solution though one may find it. In the field of thought as in geological eras, environment has to be prepared for an impending change. When the right preparation of thought is complete, discoveries may take place by the organization of many minds in this suitable mental atmosphere…. the fundamental principle in education is correlation of all subjects and their centralization in the cosmic plan. (Montessori, 1948, pp. 54–55)

Technology and Digital Citizenship in Montessori Classrooms

Exploring the integration of technology and digital citizenship in Montessori classrooms can lead to a robust discussion about best practices when it comes to that integration within the Montessori educational framework. These discussions can focus on appropriately maintaining Montessori’s foundational principles while modernizing environments by adding new tech-oriented aspects to the curriculum. This integration represents a holistic approach to preparing children to be future leaders and innovators. If we accept Montessori’s call to empower children today to use new technologies to create a better future, we can do so in ways consistent with our core values by keeping the following Montessori principles in mind.

Follow the Child and Encourage Autonomy

Establishing guidelines for developmentally appropriate use across the planes of development is central to everything we do in Montessori, and this certainly applies to the digital realm. As McNamara (2020) asserts, “How technology can aid in the child’s total development is the question we must ask” (p. 225). For younger children, we can look to the joint position statement on technology of the National Association for the Education of Young Children (NAEYC) and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College as a starting point while also examining what “concrete to abstract” and “simple to complex” mean in practice, especially for children born as digital natives who may not view those terms or experiences related to digital tech the same way non-digital native adult guides do (NAEYC, 2012). One approach could be using or building new, hands-on, concrete tools that are tangential to digital tools but do not contain a screen-based component. For example, block-based robotics kits introduce children to the basics of coding (as well as digital thinking and problem-solving skills) while also allowing them to engage in hands-on work. These and other robotic-based solutions enable screen-free options for technology integration with Montessori education (Oralbayeva et al., 2023; Zhanatkyzy et al., 2023). As students engage with digital tools and content, we must build upon Montessori’s already strong foundations of empowerment within child-led environments, where intrinsic motivation as well as freedom of choice and thought are key. Additionally, it is essential that we research the impact of digital technology on developmental goals such as normalization, self-regulation, and valorization.

Prepare the Environment and Observe

Integrating digital tech-based tools in thoughtful, intentional ways informed by both broad community standards and the specific needs of individual communities is vital. Deploying a digital citizenship curriculum spanning each school year or program level can ensure students receive a comprehensive and relevant education. As students mature and move into the digital space, additional lessons can be adopted or adapted from outside organizations, or digital citizenship concepts can be integrated into existing curriculum presentations. An Acceptable Use Policy should also be part of the prepared environment to provide clear “First period” expectations for “second period” practice around what it means to be a digital citizen. Adults must then objectively observe how students use technology and digital citizenship skills, analyze whether it serves their holistic development or acts as an obstacle, and modify environments accordingly.

Foster Cosmic and Community Connections

To build on what we do best, we can develop new components for the Montessori peace education curriculum that involve concepts related to technology and global rights, peace, and freedom. For example, work done in the Children’s House related to global citizenship and conflict resolution lays the foundation, and then older students can use technology to conduct research, create presentations, and engage in coding courses, all of which expand their horizons. Moving beyond the four walls of the classroom by bringing interactive media into the prepared environment, “going out” on digital Field trips, or using videoconferencing software to connect virtually with others worldwide fosters global connections. We can also engage families and strengthen local communities by providing thoughtful support and guidance to parents and caretakers on how best to prepare a home environment that fosters responsible participation in today’s digital age.

Model Being a Lifelong Learner

Integrating technology in the Montessori classroom for teachers and students should be done carefully and thoughtfully, ensuring that hands-on and real-world learning remains prioritized over screen time. Educators must model on- and off-screen life balance and become digitally literate, not only for the students in their care, but also to leverage technology’s convenience for their own benefit, such as reducing teacher workload and innovating lessons and materials. For example, administrators and guides may choose to use tech-based tools to track student progress or as a tool for observation.

Integrating a digital citizenship curriculum in all Montessori environments is both philosophically sound and essential for equipping children with the skills and knowledge needed to succeed in a rapidly evolving world. By embracing technology intentionally, Montessori educators can empower students to become responsible digital citizens and leaders in the current century.

Digital Citizenship and Diversity, Equity, Inclusion

Montessori’s vision of education as a transformative force, and especially the concept “if rightly used” (Montessori, 1946, p. 1), begs the exploration of the integration of diversity, equity, and inclusion (DEI) principles within technology in Montessori education.

Inclusive app design, tailored to accommodate diverse learning needs, further echoes Montessori’s philosophy of catering to individual learning styles and abilities (Alehegn & Keller, 2019; Rose & Meyer, 2002). Emphasizing cultural sensitivity in digital resources enhances their efficacy, particularly for English language learners in Montessori classrooms (Orosco & O’Connor, 2014). Engaging families/caregivers and broader school communities in discussions surrounding technology integration fosters a collaborative approach rooted in shared values. This inclusive ethos extends to professional development initiatives aimed at equipping educators with the necessary skills to seamlessly integrate technology in alignment with DEI principles (Nansen et al., 2014). Ongoing training ensures educators can adapt to the evolving landscape of inclusive design practices, enhancing their ability to meet the diverse needs of Montessori learners.

In essence, the fusion of DEI principles with educational technology in Montessori classrooms represents a holistic approach to fostering inclusivity and individual growth. By embracing diversity, prioritizing equity, and nurturing a culture of inclusion (regarding technology and beyond), Montessori education realizes its capacity as a transformative force, empowering every child to thrive in an ever-changing world (Park & Murray, 2022). This aligns with Dr. Montessori’s vision of education as a means to unlock the potential of every child, thereby contributing to societal progress (Montessori, 1946).

In digital citizenship, it is imperative to consider diverse perspectives and voices to ensure inclusivity and equity in access and representation. Organizations like the World Economic Forum, the Digital Youth Network, AI for Equity, and the Algorithmic Justice League offer valuable insights into global trends and challenges related to digital access, bias, and citizenship, providing a platform for dialogue and collaboration on DEI initiatives. As educators, we must continuously examine and be lifelong learners, adapting our practices to meet the evolving needs of our students and communities.

Conclusion

Dr. Montessori strongly asserted that we are not to conform to or teach the status quo, but rather to be keen observers and forward thinkers who assist children in their task of becoming the makers of a new society—a society that would include new problems and opportunities, questions and wonders that were far beyond the reach of the adult imagination of her time—precisely what many of today’s technological advances embody.

Leaders in technology, ethics, education, law, philosophy, and geopolitics are sounding a clarion call. The World Economic Forum stresses the immediate need for young people to be prepared for the technological, social, economic, and geopolitical sea changes that will continue to happen as the rate of technological advancements continues ever more rapidly. Duke University law professor and philosopher Dr. Nita Farahany is leading the call at the global community level to enshrine cognitive liberty and freedom of thought as a Universal Human Right by the United Nations (Anderson, 2023).

Dr. Montessori’s poignant observation highlights the urgency of the challenges facing modern society:

Society has not only developed into a state of utmost complication and extreme contrasts, but it has now come to a crisis in which the peace of the world and civilization itself are threatened. The crisis is certainly connected with the immense progress that has been made in science and its practical applications, but it has not been caused by them. More than to anything else it is due to the fact that the development of man himself has not kept pace with that of his external environment. (Montessori, 2007, p. 71)

As Dr. Montessori contends, this crisis stems not solely from technological advancements but from humanity’s failure to evolve at a comparable pace. As we navigate these challenges, Montessori educational philosophy and sound digital citizenship practices present us with a beacon of hope to meet a new need in the holistic development of individuals. In this era of rapid technological change, we must empower children, adolescents, and educators to grow within the complex challenges of our time. With Dr. Montessori’s words as our guide, we can confidently empower young people by helping them learn digital citizenship concepts and skills, knowing they are the creators of a society of peace and advancements yet unknown.

Discussion Questions

• How might you incorporate digital citizenship into your environment?
• What are your personal feelings about integrating technology into the Montessori curriculum?
• Do you have an Acceptable Use Policy for digital tech tools and AI-created content at your school? If not, how can your community begin to develop one?
• Most children in our care are “digital natives,” understanding and working with technology in a way we adults may never grasp. What opportunities are there for you to learn from your students when it comes to technology?
• What digital tools and strategies can be used to embrace diversity, ensure equity, and foster a culture of inclusion in Montessori classrooms?

References

Alehegn, T., & Keller, R. (2019). Mobile apps, universal design, and accessibility in schools: Creating an inclusive classroom experience. In D. Mentor (Ed.), Advancing mobile learning in contemporary educational spaces (pp. 317–343). IGI Global.
Anderson, D. (2023, November 1). Montessori education in the age of neurotechnology: A conversation with labposium keynote speaker Dr. Nita Farahany [Online blog post]. American Montessori Society. https://amshq.org/Blog/2023-11-01-Montessori-Education-in-the-Age-of-Neurotechnology
Common Sense Media. (n.d.). Everything you need to teach digital citizenship. Common Sense Education. Retrieved April 1, 2023 from https://www.commonsense.org/education/digital-citizenship
Eppard, J., Kaviani, A., Bowles, M., & Johnson, J. (2021). EdTech culturation: Integrating a culturally relevant pedagogy into educational technology. The Electronic Journal of e-Learning, 19(6), pp. 516–530.
Luiken, D. D. (2020). Culturally responsive teaching within a Montessori learning environment [Master’s capstone] Hamline University, Saint Paul, Minnesota. Retrieved from digitalcommons.hamline.edu/hse_cp/497
Manasia, L., Negreanu, M.-C., & Macovei, M. (2018). Is Q for DQ? Applying Q-methodology for researching digital intelligence. Proceedings of The International Scientific Conference eLearning and Software for Education, Romania, 3, 84-89.
McNamara, J. (2020). Technology and its use in a Montessori environment. The NAMTA Journal 44(1), 224–232.
Means, B. (2010). Technology and education change: Focus on student learning. Journal of Research on Technology in Education, 42(3), 285–307.
Montessori, M. (1946). Education for a new world. Kalakshetra Publications.
Montessori, M. (1948). To educate the human potential. Kalakshetra Publications.
Montessori, M. (2007). From childhood to adolescence (The Montessori Series Vol. 12). Montessori-Pierson Publishing Company.
Montessori, M. (2012). The 1946 London lectures (The Montessori Series Vol. 17). Montessori-Pierson Publishing Company.
Moretti, E. (2021). The best weapon for peace: Maria Montessori, education, and children’s rights. The University of Wisconsin Press.
Nansen, B., Wilken, R., Arnold, M., & Gibbs, M. (2014). Digital literacies and the national broadband network: Competency, legibility, context. Media International Australia, 145(1). 64–74.
National Association for the Education of Young Children (NAEYC) & Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College. (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8 [Position statement]. NAEYC.
Orosco, M. J., & O’Connor, R. (2014). Culturally responsive instruction for English language learners with learning disabilities. Journal of Learning Disabilities, 47(6), 515–531.
Park, E., & Murray, A. (2022). Montessori education in the digital age. In A. Murray, M. Debs, M. McKenna, & E-M. T. Ahlquist (Eds.), The Bloomsbury handbook of Montessori education (pp. 763–779). Bloomsbury Publishing.
Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for Learning. ASCD.