When should we start the process of introducing children to computers? Is the technology good or evil for the learning process? Joel Josephson from Ki
When should we begin the process of introducing computers to children? Educators, parents, and even wise and gray-haired professors can't agree. The next question is whether computer-based information has a beneficial or detrimental impact on the learning process.
Even as I type, I can hear the yells of protest and support in full interactive, multi-media, broadband enhanced detail. Meanwhile, millions of dollars are being invested around the world to bring computers and the Internet to primary schools.
The single point on which everyone agrees, at least in theory, is that all pupils should eventually be taught how to use computers and the Internet. As a result, everyone will require a basic understanding of technology in order to enjoy technological items and, in many situations, to succeed in the future workplace.
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Do we teach children how to use computers? |
In this post, I will attempt to describe some of the reasons for and against the use of technology in early childhood education, as well as a summary of how I believe we should approach this critical subject. Let's start with the arguments and an overview of the topic.
Future Needs:
Computers and an understanding of how to use the Internet are already vital to modern society in a number of ways.
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| Do we teach children how to use computers? |
According to the Bureau of Labor Statistics, the computer industry will continue to grow at the fastest rate of any industry in the United States. The Bureau of Labor Statistics (BLS) reports that In September 2001, more than half of all workers utilized a computer at work. And roughly three-quarters of those employed utilized the Internet or e-mail.
Early Skill Acquisition:
Do we teach children how to use computers?
As with any fundamental ability, the sooner students are exposed to technology, the greater their comprehension and ability to use it. It's pointless to claim that a five-year-talents old's will be irrelevant later in life because technology will advance beyond comprehension.
This is because the skills learned can concentrate on comprehending what computers can do rather than just how to interact with them now.
Furthermore, once the initial framework has been laid, the opportunity for adaptability to a new environment exists.
Personalization:
Computer-based content enables a level of personalized involvement and interactivity that is not possible with traditional learning systems. Learning using a computer is, by definition, a one-on-one or, at worst, small group activity. This breaks the mold of big classes with little personal involvement.
Do we teach children how to use computers?
Learning Levels:
Computers allow users to tailor their learning pace to their own requirements and abilities. The quick is not held back, and those who require more practice are not overlooked. Special groupings can also be provided more readily and effectively.
Widespread Delivery of High-Quality Instruction:
Computer-based learning enables the most efficient delivery of high-quality instruction and content. An excellent teacher is not bound by the confines of the classroom but can reach out to students all over the world.
Accessibility and Suitability:
If a person does not have access to a computer or cannot understand the content due to a language barrier or cultural differences, they will be relegated to the digitally divided, of which there are 44 million in the United States alone, according to Professor Howard Besser's book The Next Digital Divides.
Interfering with Natural Development:
Instead of being "trapped" in front of a computer, young children should be using their natural proclivity for physical activity. Researchers have discovered that they already spend harmful amounts of time riveted to televisions, which has hampered their development. The Surgeon General warns that our children are the most sedentary generation in history.
Accessibility and Suitability:
If a person does not have access to a computer or cannot understand the content due to a language barrier or cultural differences, they will be relegated to the digitally divided, of which there are 44 million in the United States alone, according to Professor Howard Besser's book The Next Digital Divides.
Interfering with Natural Development:
Instead of being "trapped" in front of a computer, young children should be using their natural proclivity for physical activity. Researchers have discovered that they already spend harmful amounts of time riveted to televisions, which has hampered their development. The Surgeon General warns that our children are the most sedentary generation in history.
Children's Health:
Computers are hazardous to their health. Repetitive stress injuries, eyestrain, obesity, social isolation, and long-term physical, emotional, or intellectual developmental impairment are among the dangers.
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| Do we teach children how to use computers? |
Safety:
Children must be safeguarded against the perils of the Internet, stalkers, adult content, hate, and violence. Filtering software has a bad reputation for being inefficient.
I am not aiming to explain all of the arguments or address them in detail; rather, I am seeking to raise some of the challenges that we all face. Both the Pros and Cons, in my perspective, are really good reasons that all require serious examination and replies.
To put this in context, digital technology is infiltrating practically every element of modern society, and its influence is becoming increasingly crucial in how we work, play, and learn.
Technology has a significant role to play in education, but its effectiveness and effects have not been researched in the depth and breadth that such a basic development necessitates.
Mistakes in the use of technology in the workplace are penalized financially. How much less can we afford to make mistakes by introducing technology to our children? Mistakes committed here cost far more than a lost business; we're talking about lost lives with education. As I have indicated, we appear to be "throwing" computers and the Internet at teachers and children without any real comprehension of what we are doing to the youngsters, or should I say "guinea pigs."
At least on a governmental level, the logic appears to be that we cannot afford for the next generation to be computer-illiterate, as this competence will be important for a country's economic competitiveness.
Every country, in fact, is being pushed to improve its digital competitiveness. This argument is tough to fault at the government level, but it is our responsibility as educators and parents to guarantee that the effectiveness of the headlong dive is in the best interests of all children.
These individuals must be between the ages of 2 and 8. They need to be geographically scattered. They come from many walks of life and have varying levels of social and educational attainment.
In reality, technology and the Internet provide the ideal environment for conducting this type of research. To enable researchers to carry out this type of large-scale initiative, I developed the Kindersite Project, which is based on the Internet.
Only large research involving thousands of subject children conducted over a lengthy period of time, likely years, will allow the educational community to truly get complete and relevant answers to questions such as:
- Do we teach children how to use computers?
- Is it beneficial or harmful for young children to be exposed to digital content at an early age?
- What (if any) parameters should the introduction have?
- What types of content should be used in the introduction process?
- What makes content 'good' or 'poor,' and why?
- What factors determine whether the content is 'good' or 'bad'?
Guidelines should be created as a consequence of the extensive and thorough investigation. These guidelines should provide instructors and parents with tried-and-true computer usage rules for their children of various ages. It should cover topics such as how long a child should spend on a computer over time, the expected maximum and minimum attainment levels for each age group based on specified proficiency criteria, and how digital content should be integrated into conventional lesson plans in the same manner that other media is.
Most significantly, educational content producers must be held to a set of standards that they must follow if they want to generate instructional content that educationalists can use.
Furthermore, all content for young children, whether instructive or recreational, should be labeled with appropriateness for each age group. The research should specify these norms.
To summarize, whether we like it or not, computer-based educational content is becoming a common element of classrooms. Even the tiniest children are acquiring access to computers in the house, either with their parents or by watching bigger siblings use them.
It is unrealistic to expect the government to turn back the clock and prohibit children under the age of 13 from using computers; this is both unenforceable and useless.
It is our responsibility to guarantee those clear usage standards, content guidelines, and site ratings are established at the federal level, so that children, parents, caregivers, and educators have a clear and safe foundation for utilizing computers and the Internet with their children. Anything less is a denial of our entire responsibilities.
