Technology in the classrooms
- 1. Technology in the Classrooms Felisha Wilbourne SOE 115 Psychology of Teaching and Learning Kendall College
- 2. OVERVIEW OF TECHNOLOGY • Technology plays a significant role in all aspects of American life today, and this role will only increase in the future. The potential benefits of technology for young children's learning and development are well documented (Wright & Shade 1994). As technology becomes easier to use and early childhood software proliferates, young children's use of technology becomes more widespread. Therefore, early childhood educators have a responsibility to critically examine the impact of technology on children and be prepared to use technology to benefit children.
- 3. ANALYSIS OF INFORMATION • Children are actively learning and building an understanding of the world by experiences, interactions and observations. So with technology (when used appropriately) we can help children explore, experiment and create. • We know that Play is an important part in intellectual development. • Technology such as computers, can really help build greater motivation and give them opportunities to discover, make choices and find out the impact of decisions they make.
- 4. CREDIBLE SOURCE • According to NAECY, Early childhood educators must take responsibility to influence events that are transforming the daily lives of children and families. This statement addresses several issues related to technology's use with young children: (1) the essential role of the teacher in evaluating appropriate uses of technology; (2) the potential benefits of appropriate use of technology in early childhood programs; (3) the integration of technology into the typical learning environment; (4) equitable access to technology, including children with special needs; (5) stereotyping and violence in software; (6) the role of teachers and parents as advocates; and (7) the implications of technology for professional development.
- 5. CREDIBLE SOURCE • What makes a computer program, an app, or a TV show educational can be summed up in one word: content. "A well-designed program can improve literacy or math skills and boost school readiness no matter what format it?s delivered on," says Deborah Linebarger, Ph.D., director of the Children's Media Lab at the University of Pennsylvania. Software should be tailored to their developmental stage and have a simple story line (no flashbacks or cutaways). It also needs characters with whom kids can connect, as well as lots of repetition, and it should let a child move at her own pace.
- 6. CREDIBLE SOURCE Parents of preschool aged children doing migrant work in a rural Maine community wanted to better support their children’s early learning and readiness. Many families in the community were struggling to help their children prepare for school because of limited preschool options and/or a lack of quality information accessible to them about early learning topics and activities. Software programs can provide extensive scaffolding of learning, which we know is very important in developing cognitive skills. For example: Computers allow children to access the internet "the largest information bank-with the broadest range of quality and utility- the world has ever known." The parent and teacher can offer some guidance, but ultimately allow a child to accomplish tasks on their own, at their own pace, and work on self direction.
- 7. CONNECTION Technology conditions the brain to pay attention to information very differently than reading. Reading develops reflection, critical thinking, problem solving, and vocabulary better than visual media. Video games and other screen media improve visual-spatial capabilities, increase attentional ability, reaction times, and the capacity to identify details among clutter. So technology better prepares our children for jobs, such as air traffic controllers, than jobs that are more analytical, such as accounting.
- 8. CONNECTION A four-year-old boy, who spoke only Chinese, was having difficulty forming social connections with the other children in his class. The other children did not talk with him in the classroom and sometimes treated him as if he were much younger than he was, in part because they didn’t know how to communicate with him. His teachers discussed ways to help him integrate into the classroom community and form connections with other the children. One solution was to help him create a digital story where he could share details about his home life with the other children. His teacher thought this could serve as a way for the children to open up and learn to relate to each other as they learn about each other’s lives, communicate, interact, and form connections. By drawing, making a picture, playing a game, recording a story, taking a photo, making a book, or engaging in other age appropriate activities helps a child communicate ideas and feelings, and investigate the environment
- 9. CONNECTION A five-year-old kindergartner focused most of his daily classroom time on working through various scenarios that involved the Titanic. Whenever he could – when using manipulates, building materials, or at free play - he created models of the ship. He attempted to talk to other children about the Titanic, but was not making successful connections with his peers. His teachers also noticed through his drawings and use of manipulates, that his small muscles were somewhat undeveloped for a kindergartener. His teachers discussed ways to support his individual needs. This included supporting his exploration of the Titanic, which he was passionate about, but also ways to help him interact with other children and develop his fine motor skills. To help build on cognitive development, social and adult-child relationships, you can view digital photos, using Skype to have interactions with loved ones, viewing e-books together with your child, and engaging with some interactive apps
- 10. CONNECTION Early findings from this research show that practice with various scenarios has improved the quality of the interaction for some of the children. Researchers believe the virtual environment and an increased ability to manage their own behavior enables a child to concentrate on following a virtual character’s gaze or to focus on a pointing gesture, thus developing the skills vital for good communication and effective learning.
- 11. CONCLUSION • Frequent technology users place considerably more emphasis on developing students' 21st century skills--specifically, skills in accountability, collaboration, communication, creativity, critical thinking, ethics, global awareness, innovation, leadership, problem solving, productivity and self-direction. Frequent users also have more positive perceptions about technology's effects on student learning of these skills--and on student behaviors associated with these skills."
- 12. COMMINUCATION WITH PARENTS • The appropriate and beneficial use of technology with young children is ultimately the responsibility of the early childhood educator, working in collaboration with parents. Parents and teachers together need to make better choices as consumers. As they become educated on the appropriate uses of technology, parents and teachers are more likely to make informed decisions and to make it known to developers of technology when they are unhappy with products. Working together, parents and teachers are a large consumer group wielding greater influence on the development of technology for young children. Following are specific recommendations for early childhood professionals as they advocate for more appropriate technology applications for all children.