Research
Review of Literature about the Appropriate uses of Computers
and Technology with Young Children
As one reviews the
literature on how computers are and should be used in pre-K
through 3rd grade, several commonalities become apparent. These
commonalities make some strong suggestions and recommendations
to K-3 classroom teachers, parents, day care providers, and
preschool teachers on how computers and related technologies
should be used in their specific settings.
There seem to be
two major themes pervasive throughout the literature regarding
technology use with young children. The first is the socialization
and language opportunities technology use affords children (NAEYC
Position Statement 1996; Rhee & Bhavnagri 1991; Johanson
1997; Bhargava 1997; Liu 1996). Care must be taken when setting
up the learning environment-whether it be in a classroom, a
child care center, or at home. In order for children to reap
the benefits of social interaction at the computer, the teacher
or adult in charge must design the setting to allow children
to interact at the computer. This covers everything from having
enough room around the computer for at least two children to
making sure that equitable access is afforded all kids. Closely
related to the socialization component, the distinction is made
throughout the literature between active and passive use of
the computer. Software and classroom environment (physical setting,
teaching pedagogy, etc.) need to be tailored to facilitate active
use of technology. In active use of technology, users are making
decisions, interacting with the software, and often creating
new problems they then have to solve (Bowman & Beyer 1994).
The second major
theme throughout the literature involves the software the children
use. The teacher must 1) make sure it is developmentally appropriate
(Johanson 1997; Bhargava 1997; NAEYC Position Statement 1996);
and 2) that it is used appropriately in context with current
curriculum in the educational program (Johanson 1997; NAEYC
Position Statement 1996; Boone et. al 1996; Davis & Shade
1994). When choosing software, educators and parents need to
look for the following characteristics: (Johanson 1997; Bowman
& Beyer 1994)
- encourages exploration,
use of imagination, and problem solving
- the child needs
to be in control of the pace and path of the software
- contains sound,
music and voice
- open-ended
- animated routines
and directions are interruptible
- children receive
quick feedback so they stay interested
Because young children
learn through manipulation of their environment, exploration
and discovery are their greatest teachers (Talley 1997; Sigmon
1997; Liu 1996). The above software characteristics take this
into consideration and allow children to reap the greatest benefits
from using technology.
Many studies have
measured or noticed that technology has an effect on the attention
span of young children (Liu 1996; Shute & Miksad 1997; Boone
et. al 1996). Studies have also shown children are intrinsically
motivated to use computers (Guthrie & Richardson 1995; Talley
et. al 1997). Children, almost universally, will spend longer
uninterrupted sessions at the computer than they will in other
non-computer related activities. This is especially true with
lively, animated multimedia titles. If software is chosen carefully,
this increased attention span can result in enhanced learning.
However, precautions need to be taken with this type of software.
In a study evaluating the use of children's literature in three
formats (animated CD-ROM, non-animated CD-ROM, and adult reading
the book to the child), it was found that children spent almost
four times as much time "reading" the book in the
high animation situation compared to the adult reader condition,
but students obtained the highest scores on comprehension questions
in the adult reader condition. The high animation condition
appeared to mislead students into drawing wrong conclusions
about the text. They also noticed the students did not make
extensive use of features such as clicking on words to hear
them pronounced or requesting that pages be reread. (Okolo &
Hayes 1996). The researchers make a recommendation that if this
type of high interest software is used, teachers need to offer
plenty of instruction, monitoring and guidance for the children.
The data also suggested that educators should preview educational
applications for the correspondence between images and text.
Another common thread
throughout the literature is the role of the teacher and the
classroom environment in a program where technology is integrated
into the curriculum. The teacher is no longer the holder and
disseminator of knowledge, but rather a questioner, guide and
risk-taker willing to explore, experiment, and incorporate technology
into their learning environment (Guthrie & Richardson 1995;
Murphy & Thuente 1995). In order to move beyond drill and
practice lessons, the teacher needs time to explore appropriate
software and develop curriculum opportunities, and they need
in-depth training and adequate support (NAEYC Position Statement
1996; Johanson 1997).
Students with disabilities
stand to benefit from responsible uses of technology. Assistive
technologies such as alternative keyboards, PowerPads and TouchWindows
can benefit children with physical disabilites (encourages autonomous
behavior and increases the probability of interaction with the
environment), verbal and nonverbal children can benefit from
usage (computers encourage communication) and children with
autism also stand to benefit (computers encourage socialization)
(Johanson 1997).
One of the most important
things to consider when integrating technology into the learning
environment is the responsibility of the teacher or parent.
Any tool can be used in the wrong way. It is very important
the teacher responsibly selects hardware and software, and uses
it appropriately with children. Computers should not be relegated
to a separate room or lab, but be included in the curriculum
in the classroom. "Only when computers are integrated into
the curriculum as a vital element for instruction and are applied
to real problems for a real purpose, will children gain the
most valuable computer skill-the ability to use computers as
natural tools for learning" (Davis & Shade 1994).
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