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Technology in Early Childhood Education: Should we or shouldn't we?

An outline of the pros and cons of utilizing technology in the preschool classroom.
by Cecelia Courter on 20 September 2010

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Transcript of Technology in Early Childhood Education: Should we or shouldn't we?

Technology use in
Early Childhood Education Why we should? technology provides interactive activities
for young children Children are attracted to the
images and sounds provided
in learning media Technology can use a variety of
learning styles to deliver a lesson The variety of media available allows
teachers to pull from a large selection of
tasks and learning experiences
Use of technology in the preschool classroom
builds skills needed for later education
and life success Introducing computers and other technology
in the preschool years provides a warm up for
required technology use in the public school system
Positive content for young children is
available and the adult is in control of
the content Media technology can be used to
teach pro-social lessons and a variety
of cognitive skills Provides competitive preschool programs
in comparison to other programs throughout
the country Computers and preschool technology
can provide the active learning and
discovery needed in the early childhood
years. Technology activities can enhance all
areas of early childhood development:
- Language and Literacy Development
- Cognitive Skills (i.e. Math, Science, Geography, etc.)
- SMall and Large Motor Development
- Social Emotional Development During technology instruction, children can control
the pace of learning programs and have the ability
to repeat activities to increase retention Developmentally appropriate early childhood
programs can be used to enhance classroom curriculum Advancements in technology have allowed
specialized programs for children with
special needs Why we shouldn't? Children have plenty of time to
learn technology at an older age Children in the early childhood years need hands-on learning activities Using technology in preschool
takes away from necessary
developmental tasks Excessive technology use can lead to poor motivation Research shows that technology use
in early childhood can lead to symptoms
of learning disabilities Technology media can not replace learning materials that are used in the early childhood classroom:
- BLocks
- Dramatic Play
- Cooking
- Gardening
- Sensory and Art Activities
- Outdoor play
- manipulatives Inappropriate content in media can teach
young children violence and anti-social behavior Too much technology exposure has been linked to lower reading abilities, shorter attention span, and damage to long-term memory The cost of technology purchase and upkeep
is not easy for early childhood programs to sustain Children in the early childhood years benefit most by real life social interactions Research and Statistics Finding a Balance The US Department of Education reports:
- 67% of children between ages 2 and 5
have used computers
- 23% have surfed the Internet with adult
supervision A survey conducted by Princeton Research Association:
- 73% of families with children ages 6 month to
6 years have a computer at home
- 49% of families have a video game player No Child Left Behind requires 8th grade
students to demonstrate computer proficiency The American Academy of Pediatrics
has recommended strict limits on children's
"screen time". The recommendation states
that preschool children should be limited to no
more than 2 hours of "screen time" per day and
toddlers should not be allowed any "screen time" "Screen Time" refers to time spent on
television, video games, videos, and
computers A leading scholar in media and child development,
Ellen Wartella, says that technology can be positive
or negative depending upon the content The National Education Technology Plan states:
- 90% of kids ages 5 - 17 use computers
- 97% of kindergarteners have computers
at home at home and/or at school
- 72% of first graders se a home computer
during the summer break National Association for Education
of Young Children advised that
computers should supplement early
childhood activities, not replace them The International Society of Technology
sets standards for technology education
that chidren must be knowledgable about
by the end of the second grade:
- Demonstrate proficient mouse skills
- Start and shut down a computer
- Use instructional software
- Recognize and use basic computer vocabulary
- Operate commonly used media devices
- Use input devices to navigate the graphic
interface on mulitimedia learning resources
- Use printers to produce hard copy The international Society for
Technology in Education (ISTE)
recommends that children as young
as 4 learn to use a mouse and keyboard Technology in Early Childhood: Finding the Balance recommends that parents spend a little time at the computer with their young child and then head outside for fun in the fresh air Teachers and parents should always supervise computer time carefully Parents and teachers can help build a foundation for school success by limiting computer time, focusing on educational and easy-to-navigate activities, and sharing the technology time with their child control access to content that may not be developmentally appropriate Young children may benefit from
technology if use does not replace
time spent on important foundation skills How can children receive the greatest benefits form technology in the classroom?
- The lesson should be directly related to
the curriculum
- The technology should allow for active
learning and discovery
- The project should be open-ended to
allow for optimal cognitive development
- Students should work at their own pace
- Technology should be applied to real life
situations
- Computers should be in the regular
classroom, not seperated from the group Sources used for this project: "Children and Electronic Media"
A Center on Children and Families Events
www.brookings.edu/.../0423?children.aspx "Using Technology in the Early Childhood Classroom
by Kimberley Moore Kneas, Ph. D and Bruce Perry, M.D., Ph. D.
www.scholastic.com/using_technology.htm "Does Exposure to Digital Technolgy Really Harm Preschoolers?"
Preschool Matters: A Publication of the National Institute for Early Education Research
www.nieer.org/psm/index.php?article "Cybertots: Technology and the Preschool Child"
by Jane Healy
Rethinking Schools Online
www.rethinkingschools.org Early Connections: Technology in Early Childhod Education
"Technology and Curriculum"
www.webcache.googleusercontent.com "Advantages and Disadvantages of Computer Technology in Preschool"
by Laura Gyre
EHow
www.ehow.com "Profile of a Technology Literate Kid: Preschool to Grade 2"
www.familyeducation.com "Computers in Early Learning"
by Cindy Bond
www.familyeducation.com "Tech Tips for Tots"
Education World
www.educationworld.com
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