COMPUTERS IN THE CLASSROOM
Studies show that when computers are located in the classroom,
children’s developmental gains from using appropriate software
are significantly greater than when they are in a computer lab
(Davis & Shade, 1999). Reasons cited include:
_ Limited exposure to computers when they are placed in labs
_ The tendency to use drill-and-practice software in labs, while
more tool-oriented software is used in classrooms
_ Less collaboration and peer tutoring in lab settings
Other studies offer additional support for locating computers in the classroom:
OTHER TYPES OF TECHNOLOGIES
In addition to computers, many other types of technologies can
be used effectively with children. The setting, the purpose, and
the developmental stages of the children will help decide the best
choices for a particular situation. The technology available and
commonly used in the community may also influence the choice.
Tape recorders support early literacy experiences. They allow
children to listen to recorded stories or songs, or to follow along
in a book as they hear it being read on tape. Children can record
family stories, their own made-up stories, poems, and songs, or
themselves reading aloud. When adults write down children’s
stories—from children’s dictated words or from the tape
recorder—children see how the spoken word can turn into the
written word. These activities integrate all aspects of literacy:
speaking, listening, reading, and writing. They help children
develop their storytelling ability and an understanding of how
sound translates to print.
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
Dos and Don’ts of Using Computers in Early Childhood Programs
- Provide a computer center as one of many equally valued learning centers in the classroom. Allow use, access, and choices as you would any other center.
- Do not use time on the computers as a reward for other activities, behaviors, and task completion. Do not only allow the ‘well behaving’ children to access the computers.
- Allow children lots of time to explore how to use a computer: what can/cannot occur, and simple exploration of the medium.
- Do not sacrifice resources for important basics such as art materials, blocks, books, play dough, puzzles, water tables, outdoor playground equipment, to purchase and maintain computers.
- Do not use computer labs. Public schools seem to love computer labs, but, by definition, it is simply impossible to integrate the ongoing classroom curricula if computers are isolated in a lab, where children must attend at a specific time during the day.
- Don’t use computers for drill and skill activities. This is one of the biggest misuses of computers with young children (NAEYC, 1996).
· Use a screening devise when using the Internet. Kid Desk, Internet Safe, Net Nanny, and Cyber Patrol are some available ones
· Make sure needed training and support for computers in the program does not detract from other needed training and support, such as working with children with special need, literacy instruction, conflict resolution, etc
http://www.youtube.com/watch?v=JWxnEftWX9Ihttp://www.youtube.com/watch?v=WWjHb5evYKA&feature=related
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http://www.youtube.com/watch?v=PP5mOAQVQQk&feature=related
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http://www.netc.org/earlyconnections/byrequest.pdf
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