| 2 years? 3 years? 6? 8? 12? 15? Never? When do we start the process of introducing children to computers? Educators, parents, even grey-haired and learned professors cannot agree. The question that then arises is whether computer based content positively or negatively affects the learning process. I can hear the screams of protest and support in full interactive, multi-media; broadband enhanced detail even as I write.
Meanwhile millions of dollars are being spent to bring computers and the Internet to elementary schools around the globe.
The only area all agree on, well maybe, is that all students should be taught how to use computers and the Internet eventually. As all will need an understanding of technology to enjoy the products of technology and in many cases within the future work environment.
In this article I will try to summarize some of the arguments for and against technology in early education and finally to make a synopsis of how I believe we should address this vital issue.
Firstly let’s take a look at the arguments for early introduction.
Future Needs - the use of computers and an understanding of how to use the Internet are already critical to modern society today in manifest directions. These include, the work environment, information gathering for work or pleasure, shopping, communications etc. and if true today, how much more tomorrow. The Office of Occupational Statistics and Employment predicts that the computer industry will continue to show the greatest growth of any industry in the USA.
According to the Bureau of Labour Statistics (BLS), more than half of all workers used a computer on the job in September 2001. And nearly three-fourths of those workers connected to the Internet or used e-mail.
Early Skills Acquisition – As with all fundamental skills, the earlier the education system allows students to become familiar with technology the greater will be their depth of understanding and effectiveness in using it.
It is immaterial to argue that skills acquired today by a five year old will not be relevant later in life because technology will develop beyond comprehension. This is because skills acquired can focus on an understanding of what computers can do rather than just how to interact with today’s computers. In addition, once the initial groundwork has been obtained the potential for adaptation to a dynamic system can be incrementally updated in the same way as adults have to adapt to new technology.
Personalization - Computer based content allows a level of individual engagement and interactivity that comparative learning systems fail to deliver. By its nature learning with the computer is a one-on-one experience or at worst, small groups.
This alleviates the paradigm of large classes with minimal personal intervention.
Learning Levels - Computers allow users to individualize their speed of attainment to suite their personal needs and capabilities. The speedy are not held back and those that need greater repetition are not passed over. Additionally special groupings can be more easily and effectively catered for.
Wide Distribution of Quality Teaching - Computer based learning allows the maximum effectiveness and distribution of the best quality teaching and content.
A great teacher is not limited by the classroom but can reach out across the Internet to thousands either through building digital lessons or distance learning software and programs. Most distance learning systems today can be configured as live broadcasts with high levels of interactivity with the teacher.
Now, here are the equally strong arguments against.
Accessibility and Suitability - If an individual does not have access to a computer or does not understand the content through a language deficiency or cultural differences they will be relegated to the digitally divided. 44 million at the last count just in the USA according to Professor Howard Besser, The Next Digital Divides.
Interfering with Natural Development - Young children should be utilizing their natural propensity for physically based activity rather than be ‘stuck’ in front of a computer.
They already spend damaging amounts of time glued to televisions, as researchers have discovered, that impairs development. Our children, the Surgeon General warns, are the most sedentary generation ever.
Lack of Depth - Computer based content is a long way from offering the depth, flexibility and tried and tested results that a trained, dedicated and experienced teacher can offer children. In addition, the interaction with a sophisticated adult allows critical advanced vocabulary and personalization skills.
Quality of Content – Most digital content is overly simplistic in its structure. For example, a sum can only be wrong or right. The content will not explain to the student why the sum was wrong.
A real teacher will mark a piece of work and offer the essential logic reasoning for the decision that will enable the student to gain a fundamental understanding of the system behind what constitutes correct/incorrect.
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Joel Josephson's expertise is combining education, business and technology.
Founder and Executive Director of the global Kindersite Project, his expertise is now sought after, in creating synergetic projects and idea generation for the education sector.
Recently he launched the Global, Education foundation of Europe that is creating a world foundation to bring the best educators together to complete major projects that will enhance and impact education on a global scale.
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