blended learning

Blended learning within early childhood education is an interesting concept; how can a student who lacks the ability to read and write be part of a virtual community?

While many of the children at the primary level lack the ability to read, incorporating technology enhanced learning is still a reality. Teachers can enhance an existing curriculum, improve communication with the school community and devise forums which reinforce & enrich the early childhood education. Even though adaptations must occur in order for e-learning to be successful with young children, primary students "should not be excluded from the virtual learning world simply because of their age and developmental levels" (Scott; 2003).

When the topic of blended learning arises people often think of students meeting within a classroom setting and then continue the learning experience online in the comfort of their home. However within primary classrooms, blended learning can be more comparable to technology integration; serving the class environment as a teaching aide. Since many primary classrooms now have a technology center which can include anywhere from one to half a dozen computers e-learning is becoming a reality. While this is not the true definition of blended learning, this type of face-to-face instruction followed by independent activities based on individual student needs is the building blocks for higher level blended learning

What is Blended?

A blended learning approach combines face to face classroom methods with computer-mediated activities to form an integrated instructional approach. In the past, digital materials have served in a supplementary role, helping to support face to face instruction.

For example, a blended approach to a traditional, face to face course might mean that the class meets once per week instead of the usual three-session format. Learning activities that otherwise would have taken place during classroom time can be moved online.

As of now, there is no consensus on a single agree-upon definition for blended learning. The Resources page contains cites to several articles that provide definitions. In addition, the terms "blended," "hybrid," and "mixed-mode" are used interchangeably in current research literature. For the purposes of the Blended Learning Initiative at Penn State, the term "blended" is preferred.

What is Blended Learning?

1. Blended learning combines online with face-to-face learning. The goal of blended learning is to provide the most efficient and effective instruction experience by combining delivery modalities.

2. "The term blended learning is used to describe a solution that combines several different delivery methods, such as collaboration software, Web-based courses, EPSS, and knowledge management practices. Blended learning also is used to describe learning that mixes various event-based activities, including face-to-face classrooms, live e-learning, and self-paced instruction." By Purnima Valiathan

Why use Blended Learning?

1. "Students not only learned more when online sessions were added to traditional courses, but student interaction and satisfaction improved as well." DeLacey and Leonard, Harvard Business School, 2002

2. "Providing several linked options for learners, in addition to classroom training, increased what they learned." Peter Dean (this is quoted everywhere but I haven't found the study although, experientially this is the case.)

3. Speedier performance was detected on real world tasks by those who learned through blended strategies as opposed to those that learned via e-learning along. Thomson & NETg, 2003.

4. "Adults don't just "learn" in one way. Likewise, associations should not make the mistake of providing just one way for adult learners to receive their educational content." by Judith Smith

http://escalate.ac.uk/downloads/2917.pdf

http://www.youtube.com/watch?v=LilegXH1jao&feature=related

http://www.youtube.com/watch?v=JF16EEnSupk

AISHA ALAHMARY

The term blended learning is used to describe a solution that combines several different delivery methods, such as collaboration software, Web-based courses, EPSS, and knowledge management practices. Blended learning also is used to describe learning that mixes various event-based activities, including face-to-face classrooms, live e-learning, and self-paced learning. Unfortunately, there's no single formula that guarantees learning, but here are some guidelines from NIIT on how to order your learning activities.

NIIT categorizes blended learning into three models:

skill-driven learning, which combines self-paced learning with instructor or facilitator support to develop specific knowledge and skills
attitude-driven learning, which mixes various events and delivery media to develop specific behaviors
competency-driven learning, which blends performance support tools with knowledge management resources and mentoring to develop workplace competencies.

both face-to-face and online learning

really it's the best !!!

this is some books talk about BLENDED LEARNING

http://www.amazon.com/Blended-Learning-Book-Practices-Methodologies/dp/0787972967

take a look to this short vedio

http://www.youtube.com/watch?v=W2YTd1xwrSo&feature=related

http://www.youtube.com/watch?v=3MSM15mRq8k&feature=related

lamia alsannat

blended learning

What is Blended Learning?

1. Blended learning combines online with face-to-face learning. The goal of blended learning is to provide the most efficient and effective instruction experience by combining delivery modalities.

2. "The term blended learning is used to describe a solution that combines several different delivery methods, such as collaboration software, Web-based courses, EPSS, and knowledge management practices. Blended learning also is used to describe learning that mixes various event-based activities, including face-to-face classrooms, live e-learning, and self-paced instruction." By Purnima Valiathan

Top

Why use Blended Learning?

1. "Students not only learned more when online sessions were added to traditional courses, but student interaction and satisfaction improved as well." DeLacey and Leonard, Harvard Business School, 2002

2. "Providing several linked options for learners, in addition to classroom training, increased what they learned." Peter Dean (this is quoted everywhere but I haven't found the study although, experientially this is the case.)

3. Speedier performance was detected on real world tasks by those who learned through blended strategies as opposed to those that learned via e-learning along. Thomson & NETg, 2003.

4. "Adults don't just "learn" in one way. Likewise, associations should not make the mistake of providing just one way for adult learners to receive their educational content." by Judith Smith

Considerations in blended learning

Whether a course should be proposed as a face-to-face interaction, an online course or a blended course depends on the analysis of the competences at stake, the nature and location of the audience, and the resources available. Depending on the cross-analysis of these 3 parameters, the course designer will opt for one of the 3 options. In his course scenario he/she will then have to decide which parts are online, which parts are offline. A basic example of this is a course of English as a second language where the instructor reaches the conclusion that all audio-based activities (listening comprehension, oral expression) will take place in the classroom where all text-based activities will take place online (reading comprehension, essays writing). ^[2]

BLENDED learning increases the options for greater quality and quantity of human interaction in a learning environment. Blended learning offers learners the opportunity “to be both together and apart.”^[3] A community of learners can interact at any time and anywhere because of the benefits that computer-mediated educational tools provide. Blended learning provides a ‘good’ mix of technologies and interactions, resulting in a socially supported, constructive, learning experience; this is especially significant given the profound effect that it could have on distance learning.

Role of the instructor

The instructor can combine two or more methods of teaching method. A typical example of blended learning methodology would be a combination of technology-based materials and face-to-face sessions to present content. An instructor can begin a course with a well-structured introductory lesson in the classroom, and then proceed with follow-up materials online. Blended learning can also be applied to the integration of e-learning with a Learning Management System using computers in a physical classroom, along with face-to-face instruction^[4]. Guidance is suggested early in the process, to be used more sparingly as learners gain expertise.^[5]

The role of the instructor is critical as this requires a transformation process to that of learning facilitator. Quite often, with the increase of baby boomers going back to school and pursuing higher education the skills required for technology use are limited. Instructors then find themselves more in the role of assisting students with computer skills and applications, helping them access the internet, and encouraging them to be independent learners. Blended learning takes time for both the instructor and learner to adapt to this relatively new instructional concept

Top

How does one design Blended Learning?

To design blended training, the instructional designers start by analyzing the training or course objectives and braking them down into the smallest possible pedagogically (for children) or andragogically (for adults) appropriate chunks (learning object).

After the course or training has been chunked, the best approach to deliver each segment of instruction (learning object) is identified. In some cases the best approach might be using online learning but in others it might be live instruction, for exapmple.

The course is then aggregated by grouping the instruction logically while taking into account the medium of delivery. In this way, one may require a few lessons online and some others live, for example.

What are the advantages of Blended Learning?

As stated before, one obvious advantage of blended learning is its ability to maximize effectiveness by matching the best medium for each learning object (course segment). Here are some of the benefits of a few of the mediums that might be used:

Classroom: is good for workshops, coaching, exercises, feedback on activities and paper-based tests.
Self-paced e-learning: is good for simulations, online case studies, interactive learning modules, e-mail, bulletin boards interactions, online assessments, and other forms of CBT (computer based training).
Live e-Learning: is good for application exercises, online coaching, interaction between students, online feedback, assessment, chats and instant messaging.
Source: Blended Learning by Ron Kurtus

To summarize, the theory is that Blended Learning has the potential of offering courses or training that, through the wise choice of the blend, can have results that are better that the sum of the parts

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http://www.youtube.com/watch?v=PFj86CXADe0&feature=related

http://www.youtube.com/watch?v=LilegXH1jao&feature=related

http://www.youtube.com/watch?v=3TTjY8i4w8o&feature=related

http://www.youtube.com/watch?v=iKb3yrRlXaw&feature=related

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http://net.educause.edu/ir/library/pdf/ERB0407.pdf

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NADA AL DAEJ

Blended Learning

Considerations in blended learning
Mixing synchronous and asynchronous instruction
A blended learning approach can combine face-to-face instruction with computer-mediated instruction. It also applies science or IT activities with the assistance of educational technologies using computer, cellular or Smartphones, Satellite television channels, videoconferencing and other emerging electronic media. Learners and teachers work together to improve the quality of learning and teaching, the ultimate aim of blended learning being to provide realistic practical opportunities for learners and teachers to make learning independent, useful, sustainable and ever growing.
Considerations in blended learning
Whether a course should be proposed as a face-to-face interaction, an online course or a blended course depends on the analysis of the competences at stake, the nature and location of the audience, and the resources available. Depending on the cross-analysis of these 3 parameters, the course designer will opt for one of the 3 options. In his course scenario he/she will then have to decide which parts are online, which parts are offline. A basic example of this is a course of English as a second language where the instructor reaches the conclusion that all audio-based activities (listening comprehension, oral expression) will take place in the classroom where all text-based activities will take place online (reading comprehension, essays writing).
BLENDED learning increases the options for greater quality and quantity of human interaction in a learning environment. Blended learning offers learners the opportunity “to be both together and apart.”[3] A community of learners can interact at any time and anywhere because of the benefits that computer-mediated educational tools provide. Blended learning provides a ‘good’ mix of technologies and interactions, resulting in a socially supported, constructive, learning experience; this is especially significant given the profound effect that it could have on distance learning

http://tojde.anadolu.edu.tr/tojde36/pdf/review_3.pdf
http://edtechdigest.wordpress.com/2010/12/08/7-reasons-why-blended-learning-makes-sense/


http://www.youtube.com/watch?v=3TTjY8i4w8o
http://www.youtube.com/watch?v=tPT3N3mGESc&feature=related
http://www.youtube.com/watch?v=eL2p7FgOJBs&feature=related

ARWA ALSADOON

Blended learning

Blended learning positively affects students' satisfaction and the role of the tutor in the problem-based learning process: results of a mixed-method evaluation.

Woltering V, Herrler A, Spitzer K, Spreckelsen C.

Department of Medical Informatics, RWTH Aachen University, Pauwelsstr. 30, 52074, Aachen, Germany. vanessa.woltering@rwth-aachen.de

Abstract

Problem-based learning (PBL) is an established didactic approach in medical education worldwide. The impact of PBL depends on the tutors' quality and the students' motivation. To enhance students' motivation and satisfaction and to overcome the problems with the changing quality of tutors, online learning and face-to-face classes were systematically combined resulting in a blended learning scenario (blended problem-based learning--bPBL). The study aims at determining whether bPBL increases the students' motivation and supports the learning process with respect to the students' cooperation, their orientation, and more reliable tutoring. The blended PBL was developed in a cooperation of students and teachers. The well-established Seven Jump-scheme of PBL was carefully complemented by eLearning modules. On the first training day of bPBL the students start to work together with the online program, but without a tutor, on the final training day the tutor participates in the meeting for additional help and feedback. The program was evaluated by a mixed-method study. The traditional PBL course was compared with the blended PBL by means of qualitative and quantitative questionnaires, standardized group interviews, and students' test results. In addition log-files were analyzed. A total of 185 third-year students and 14 tutors took part in the study. Motivation, subjective learning gains and satisfaction achieved significantly higher ratings by the bPBL students compared with the students learning by traditional PBL. The tutors' opinion and the test results showed no differences between the groups. Working with the web-based learning environment was assessed as very good by the students. According to the log-file analysis, the web-based learning module was frequently used and improved the cooperation during the self-directed learning.

PMID: 19184497 [PubMed - indexed for MEDLINE]

http://www.grayharriman.com/blended_learning_books.htm

http://www.youtube.com/watch?v=PFj86CXADe0&feature=related


Eman asiry

Children and softy internet

Internet Child Safety

As most people know the internet can be an amazing resource and provide hours of fun for kids, but there is a side to the internet that can be worrying for any parent.

Chat rooms have been a main cause of concern for years, with adults posing as young children and chatting to unsuspecting kids, and in extreme cases trying to organise secret meetings with the child. Things are changing slowly and a lot of chat rooms are starting to monitor their sites more closely, but unfortunately not everyone is following suit.

Websites with explicit images are another problem that children may be exposed to, a few of these websites have a warning on their homepage alerting the user to the fact that the site contains this sort of material, but unfortunately not all of them.

Another major worry for a parent is spam email containing explicit images, most of this type of spam gets sent from countries where any type of law is not easily enforced and therefore the culprits can go on sending, hopefully one day we will see the end of this type of marketing but unfortunately at the moment it is here to stay.

There are things that can be done to protect your children from this type of exposure on the internet, and below we will cover a few of these things.

Child Security in Chat Rooms

Chat rooms have long been a favourite pastime on the internet for kids. They can be great fun and the children can make some great new friends online. The problem with chat rooms is that they are generally anonymous, so the person that they are chatting to may not be who they say they are.

Unless you supervise your children whenever they are in a chat room then controlling who they chat too can be a problem, although, there are some general guidelines that your children can follow to make their online chatting safer:

• Stay anonymous, they should use a nickname while online, and never reveal their real name.
• Never tell anyone where they live, not even if they have been chatting to the person for years.
• Never tell anyone what school they go to.
• Never give out phone numbers.
• Never agree to meet someone without a parent present, and ensure the person they are going to meet knows a parent will be accompanying them.
• Tell an adult if anything strange happens or anything is said to them that makes them feel uncomfortable.
• Introduce yourself in the chat room to their online friends, especially if your child wants to meet them.

Although these guidelines may seem fairly obvious, by ensuring that your children follow them they can help remove some of the dangers.

.............

http://www.youtube.com/watch?v=MuaJcjxBK3U

http://www.youtube.com/watch?v=5H07kxemKJk&feature=related

http://www.youtube.com/watch?v=_KecjG6HnNc&feature=related

 http://www.youtube.com/watch?v=psVVhZOsBh4&feature=related

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http://www.safechild.org/internet.htm
http://www.fbi.gov/stats-services/publications/parent-guide/parent-guide


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NADA AL DAEJ

About the Internet Keep Safe Coalition

About the Internet Keep Safe Coalition

The Internet Keep Safe Coalition (iKeepSafe.org) is an international coalition of more than 100 leaders worldwide with a shared vision of seeing generations of the world’s children grow up safely using technology and the Internet. Coalition members include policy leaders, industry, public health, child advocacy, law enforcement, and education experts, working together to bring all communities into full digital citizenship. iKeepSafe tracks global trends and issues surrounding Web-based products and develops positive, research-based resources to teach the safe and healthy use of connected technologies. Internationally, iKeepSafe has outreach programs in Australia, China, Dubai, Nigeria, the UK and US. IKeepSafe is a member of Egypt’s Cyberpeace Initiative with First Lady Suzanne Mubarak, the EastWest Institute’s Cybersecurity initiatives, and the International Telecommunication Union’s Child Online Protection Initiative.

http://www.safechild.org/internet.htm
http://www.youtube.com/watch?v=Oui0IcNpvmQ&feature=related

Eman asiry

Internet Child Safety

As most people know the internet can be an amazing resource and provide hours of fun for kids, but there is a side to the internet that can be worrying for any parent.

Chat rooms have been a main cause of concern for years, with adults posing as young children and chatting to unsuspecting kids, and in extreme cases trying to organise secret meetings with the child. Things are changing slowly and a lot of chat rooms are starting to monitor their sites more closely, but unfortunately not everyone is following suit.

Websites with explicit images are another problem that children may be exposed to, a few of these websites have a warning on their homepage alerting the user to the fact that the site contains this sort of material, but unfortunately not all of them.

Another major worry for a parent is spam email containing explicit images, most of this type of spam gets sent from countries where any type of law is not easily enforced and therefore the culprits can go on sending, hopefully one day we will see the end of this type of marketing but unfortunately at the moment it is here to stay.

There are things that can be done to protect your children from this type of exposure on the internet, and below we will cover a few of these things

Child Security in Chat Rooms

Chat rooms have long been a favourite pastime on the internet for kids. They can be great fun and the children can make some great new friends online. The problem with chat rooms is that they are generally anonymous, so the person that they are chatting to may not be who they say they are.

Unless you supervise your children whenever they are in a chat room then controlling who they chat too can be a problem, although, there are some general guidelines that your children can follow to make their online chatting safer:

• Stay anonymous, they should use a nickname while online, and never reveal their real name.
• Never tell anyone where they live, not even if they have been chatting to the person for years.
• Never tell anyone what school they go to.
• Never give out phone numbers.
• Never agree to meet someone without a parent present, and ensure the person they are going to meet knows a parent will be accompanying them.
• Tell an adult if anything strange happens or anything is said to them that makes them feel uncomfortable.
• Introduce yourself in the chat room to their online friends, especially if your child wants to meet them.

Although these guidelines may seem fairly obvious, by ensuring that your children follow them they can help remove some of the dangers

http://www.fbi.gov/stats-services/publications/parent-guide/parent-guide

http://www.youtube.com/watch?v=SHm4de0UfVc

http://www.youtube.com/watch?v=s6oPm0jipUU

http://www.youtube.com/watch?v=EjgJy1CnXRw&feature=related

http://www.youtube.com/watch?v=MuaJcjxBK3U&feature=related

AISHA AL AHMARY

Internet filtering as a form of soft censorship

Internet filtering as a form of soft censorship
TAGS:censorship, Craig Cunningham, National-Louis University, politics, Second Life, web filtering
IT TOPICS:Government & Regulation, Internet, Security, Security Hardware & Software
The Internet is a powerful tool for education. But teachers are often unable to use it effectively because of clumsy Web filtering tools installed in schools, says Professor Craig Cunningham, of National-Louis University.
Schools routinely install Internet filtering software, designed to protect students from porn, hate speech, and other inappropriate content, as well as shield the children from sexual predators, and from wasting time on social media sites when they should be learning, Cunningham said.
But the filters are put in place without adequate forethought, blocking sites that should be accessible, and vice-versa. Schools don't take an active role in deciding which sites should be blocked, abdicating that responsibility to the private, for-profit vendors who sell the products. The result is that students are deprived of education, Cunningham said.
Cunnningham gave a presentation in Second Life, part of a Smarter Technology series of educational talks. (Disclaimer: I have a personal connection with the subject matter and hosts of this talk. Scroll down to the bottom of this post for details.)
Instead of simply blocking sites, students should be permitted, or even encouraged, to access objectionable material, under teacher supervision, to help them learn, Cunningham said. The sites that are edgiest are the most likely to be most educational.
"It comes down to education versus prohibition. Do you prohibit students from accessing materials, or do you educate them by letting them access the materials?" he said. "True learning occurs at the margins, true learning occurs at the situations where people encounter materials with which they're unfamiliar, and don't understand, and have misconceptions about."
Schools put filtering software in place as part of the requirement of the Children's Internet Protection Act (CIPA), a U.S. law passed in 2001 covering public schools and libraries. The law requires filtering to protect children against "inappropriate" and "harmful materials" on the Internet, as well as protecting students' "safety and security" when using e-mail, chatrooms and "other forms of direct electronic communications." Because of First Amendment restrictions, the law gives U.S. government no oversight authority over the nature of the filters.
In theory, that leaves the rules up to state and local government and the teachers. In practice, local authorities generally install Web filtering from private vendors, who make the decisions what to filter on their own, often keeping the lists of censored sites secret.
Despite the abuse, Cunningham said filtering is necessary. "I'm not arguing that all filtering is bad. But when filtering reaches the point that teachers and students are prevented from accessing materials that in their mind has educational value, that's more like censoring than filtering," Cunningham said. Filtering should be limited to pornography, which is the only thing the law requires.
The U.S. is not alone enacting Internet filtering. In Cuba, if a computer user at a government-controlled Internet cafe types certain words, the word processor or browser is automatically closed and the user gets a state-security warning.
By comparison, in Chicago, if a student or school employee accesses an inappropriate site, a siren sounds, similar to a warning of a natural disaster. The noise is audible to everyone around, and it continues until the site is shut down. Students can disable the siren. A administrator gets an e-mail when inappropriate site access occurs. Inappropriate sites include porn, as well as social networking sites such as MySpace or YouTube.
Filters use a variety of techniques. Some block all sites except those on a whitelist. Others only block sites on a blacklist. Some block sites with banned words, phrases, or even images -- algorithms recognize when a photo is mostly skin. Other filters block some words or phrases from being typed by users, although that's rare. Most companies use a variety of these techniques.
Some filters block all newsgroups, social networking, sites, and some search engines. Some filters block translation sites, because those might be used to access inappropriate contact in foreign languages, Cunningham said.
Some schools give teachers a password to override filters for 30 minutes, which Cunningham said is a great idea. "There are a lot of districts that don't do that, though. In Chicago, nobody has that authority. You have to submit a form to the central district and wait three or four weeks to get a response."
Web filtering denies students equal access to education. "The U.S. has areas like Chicago that are relatively liberal and diverse and tolerant of ideas (although the schools are not like that), and then you have small-town Kansas where everyone is white, everyone is a Republican, everyone is a Christian, and that kid is going to be raised in an environment where he has no access to alternative points of view on homosexuality and religion. So you're denying that kid an education -- you're literally doing that," Cunningham said.
Web filtering also leads to inequities in education based on household income. Students from more affluent areas have access to Internet at home and, often, more enlightened parents who can let them access information blocked in schools and libraries. Poorer students without home access don't have those opportunities, Cunningham said.
Children need to be educated to face the challenges of the 21st Century, not protected from inappropriate content, Cunningham said.

http://www.ioba.org/newsletter/archive/v12/IOBANL-LibraryFilters-Don-8-03.php

http://www.youtube.com/watch?v=n2Z48UcTdQo&feature=related
http://www.youtube.com/watch?v=MuaJcjxBK3U&feature=related
http://www.youtube.com/watch?v=PQENsGttNk8&feature=related
ARWA ALSADOON

Are Computers Developmentally Appropriate?
Most experts believe computers are not developmentally appropriate for children under the age of three (Elkind, 1998; Haugland, 1999; NAEYC, 1996). However, these same experts believe children three years old and older can begin to effectively explore and use computers. Surely, many of the factors that make computers developmentally inappropriate for children under age three are also present in older children: active learners busily manipulating a wide variety of objects…and in the process of learning about themselves and their environment” (Haugland, 1999, p. 26).

To evaluate whether computers are developmentally appropriate for children over age three, we need to determine the developmental needs of these children. Children this age are developmentally within Piaget’s preoperational stage. This means they are concrete learners who are very interested in using newly learned symbolic representation - speaking, writing, drawing (including maps and geometric figures) and using numbers. Further, children this age are extremely active and mobile. They often have difficulty sitting still; they need frequent changes in learning modalities; and they want a variety of physical experiences involving dance, physical play, climbing and sports. Preoperational children are also are continuing their mastery of language, and exploring various facets of social behavior.

Howard Gardner has shown that young children exhibit a diversity of learning styles, and that the optimum way for many children to learn is not the traditional teacher-directed, verbal approach (Gardner, 1987). We must be sensitive to these different learning approaches, especially as we serve an ever larger diversity of children.

Clearly many of these developmental needs match up well with appropriate use of technology in the classroom, especially exploration, manipulation of symbolic representation, matching alternative learning styles, and quickly changing learning modalities that individual students can control and pace to meet their individual needs. It is also a very powerful tool for students with specific learning disabilities.

The danger, however, is that computers will be used only to reinforce the national trend toward earlier and more academic skill acquisition, and that other important developmental needs will be ignored. Further, there is a danger that developmental needs not met through technology will be ignored or radically compromised: physical play, outdoor exploration of the community and of nature; art, music and dance; learning specific social skills and moral values, and experiencing diversity in a myriad of ways. Some also believe the easy access of information through computers will prevent our children from developing the persistence, ingenuity, tenacity, social adeptness and hard work needed to survive in the world (D. Wardle, nd). These are all realistic fears, based on the pressure of politicians and most parents, and the ever-present reality of very limited resources in most early childhood programs and elementary schools. And, finally, there is the reality that, all too often, computers are used in ways that are simply developmentally inappropriate - most often used for drill and practice purposes (Haugland, 1999). So, how can we implement computers into the curriculum in a positive way?

Integrating Technology Into the Overall Curriculum
Use of technology in the early childhood program must not be a goal unto itself: the purpose is not to teach children how to use computers; they can do this as they get older, just as they can learn to drive a car later in their lives (Wardle, 1999). Appropriate use of technology in the classroom is to expand, enrich, implement, individualize, differentiate, and extend the overall curriculum. And, obviously, curricula goals change with age, and differ from program to program. If a goal of the literacy curricula for a certain age child is to learn to write personal journals, then the computer can naturally support that through writing software, digital cameras, and other methods. A science goal that requires learning the habitat of different zoo animals can be augmented by using specific CD ROMS and accessing zoo web sites. Similarly, studying extinct and endangered animals becomes more real and educational through the use of specific software and websites.

If computers are not fully integrated into the overall curriculum, they can actually negatively impact children’s creativity (Haugland, 1982). To integrate computers effectively, these steps must occur:

1.       Create a support team that includes people knowledgeable of technology, and people who understand developmentally appropriate practice;

2.       Select developmentally appropriate software;

3.       Select developmentally appropriate web sites;

4.       Select computers that can run the software selected, and that can be easily upgraded

5.       Provide adequate and periodic staff training, both on the use of computers, and on ways of integrating the computers into the curriculum:

6.       Integrate computer resources in the classroom.

Computers in the Classroom             
“In developmentally appropriate settings children make many choices regarding when and how long they use learning resources. Computers should be no different (Haugland, 2000, p. 17). Preschool and kindergarten children should first be introduced to computers one at a time, or in small groups. Every child should have an opportunity to experience ample hands-on opportunity to explore 4-5 different software programs. Once each child has had this hands-on experience, the computer center becomes one of many equally important learning centers. It should have several chairs close by, to encourage children to work together, and to encourage the more advanced students to act as peer tutors. This also develops cooperative learning activities. Teachers and other adults should resist interfering or helping the children. The maximum number allowed for the center should be determined, and a waiting list established. Children should place their name - or name tag if they can’t write - on the list.

This approach cannot be implemented with only one computer in the classroom. Haugland suggests a ratio of one computer to seven students, the best situation being one to five. If there are not enough computers to go around, it’s better to have two or three in one classroom for a month or two, and then move them into another classroom, than to have one in each classroom all the time (Haugland, 1999).

Results. Of the participating children, 53% had a computer at home. Among families who had a computer, 83% had children’s software on the computer. According to parents’ reports, 29% of these children played on the home computer on a daily basis, and an additional 44% of the children played on the computer at least weekly. Of those families who did not have a home computer, 49% reported that their children had access to a computer somewhere outside home. Among these children, 10% had daily access to the computer and 33% had weekly access. The presence of a computer in the home was significantly associated with the family’s income and the educational attainment of the parents. There was no gender difference in computer accessibility and frequency use among the participating children. Children who had access to a computer performed better on measures of school readiness and cognitive development, controlling for children’s developmental stage and family socioeconomic status. The data in the current study did not suggest a relationship between computer experience and visual motor or gross motor skills among the participating children.

 
http://www.youtube.com/watch?v=DS8IsLqJ22o&feature=related
http://www.youtube.com/watch?v=AhoOG5Kf1w4
http://www.youtube.com/watch?v=UsKjoOu9a5g&feature=related
http://en.wikibooks.org/wiki/Issues_in_Digital_Technology_in_Education/Computers_in_the_Early_Childhood_Classroom
 AISHA ALAHMARY