lecture 3 technology in the classroom backup

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Because computers can be used to facilitate learning (Clements et al., 1993;

Haugland, 1992), it is important that educators are familiar enough with the

technology to be able to guide young children's learning.

Early childhood teachers must be (Haugland ,1995) :

1. open to technology and receptive to the placement of the computers in

the classroom (how)

2. must be aware of the potential benefits of computers and that computers

can play a positive role in the classroom (what)

3. they must be trained in early childhood computer integration(how)

4. computers must be available in the early childhood setting(how

GROUP DISCUSSION – 4 factors for each number



USING TECHNOLOGY AS

A TEACHING ANDLEARNING TOOL



Educators, psychologists,technologists, cognitive scientists,

and philosophers continue to

debate the advantages anddisadvantages of using computers

in early childhood education ( Mc

Carty 2000)



5. All software designated for young children is

age appropriate and of high quality.

6. Computers don’t foster prosocial interactions,

and will overshadow the use of otherclassroom materials.

7. As long as children are having fun using the

computer that is sufficient reason for useby three and four year olds.



MYTHSIN USING

TECHNOLOGY IN TEACHING

YOUNG CHILDREN(1-7)



MYTH 1:

COMPUTERS ARE EASY TO USE.



MYTH 1: COMPUTERS ARE EASY TOUSE.

This perception may make anyone who

isn’t an immediate success with thecomputer feel a little incompetent; this can

undermine confidence and diminish

interest in learning how to use computers.



MYTH 1: COMPUTERS ARE EASY TOUSE.

Research confirms that computers are

more likely to be valuable instructionaltools when teachers are personally

comfortable using them (Mc Carty 2000)



MYTH 2:

I MIGHT DOSOMETHING THAT

COULD BREAK THECOMPUTER.



MYTH 2 : I MIGHT DOSOMETHING THAT COULD

BREAK THE COMPUTER.

Most computers today back up filesautomatically. This process creates a

copy of your work, and in the event

of system failure, your files are easily retrieved.




BREAK THE COMPUTER.

It is still prudent to get into the habitof saving your work frequently in any

software program use.




BREAK THE COMPUTER.

Many schools have protections oncomputers that prevent anyone from

accessing deleting, or changing the

files you create or the files needed torun your computer software.



MYTH 3:

IT’S OKAY IF CHILDREN

KNOW MORE ABOUT THE

COMPUTERS THAN

TEACHERRS DO.



MYTH 3: IT’S OKAY IF CHILDREN KNOW MORE

ABOUT THE COMPUTERS THAN TEACHERRSDO.

When teachers feel they don’t need to be

familiar with computers or engaged in

the process of helping children reflect on

what they are learning while using the

computer, the value of the technology isseriously diminished.



MYTH 3: IT’S OKAY IF CHILDREN KNOW MORE

ABOUT THE COMPUTERS THAN TEACHERRSDO.

Since the early days of classroom computer use,

researchers and staff development specialist haveunderscored that the teacher is key to educational use

of technology (MOBIUS Corporation

1990;1994;Huhmann 1994; Wright and Thouvenelle

1996 ; Bewick 2000; Sarama and Clements 2001;

Thouvenelle and Bewick 2003).



MYTH 4: Computers can

provide solutions to any problems encountered in

education



MYTH 4: Computers can provide solutions toany problems encountered in education

While computers can play a positive role, the

successful use of computers is in no way an

automatic process, nor one that happens quickly

or inexpensively.



The thoughtful and advanced planning necessary for a responsible investment in

technology includes selection and

acquisition of appropriate hardware

and software, staff development and

ongoing support, and funds for the

other costs associated with implementing

the plan.



Myth # 5. All software

designated for young childrenis age appropriate and of

high quality.



Myth # 5. All software designated foryoung children is age appropriate

and of high quality.

Some teachers purchase software without

asking questions or really understanding

the implications of children’s interactive

use of the program.



Teachers fail to examine the educational content

or to carefully consider the implicit messages

communicated during use of the software.Colorful graphics, cute animation, and musical

tunes may distract even highly informed

educators from critically reviewing content and

underlying objectives.



Myth # 6. Computers don’t foster

prosocial interactions, and will

overshadow the use of otherclassroom materials.



Myth #6. Computers don’t foster prosocial interactions,

and will overshadow the use of other classroom

materials.

A well-designed computer center can promote

almost as much social interaction as dramatic play and for some children it offers a unique medium

that taps their ability to creatively collaborate with

their peers (Anderson, Hilton, & Wouden-Miller,

in press).



Research has confirmed that for many children

the computer is a catalyst for information

sharing, language development, and decision

making (Wright 1994; Haugland & Wright

1997; Sarama & Clements 2001; Fischer &Gillespie 2003). Some quality early childhood

software programs are specifically designed to

elicit, encourage, and extend young children’s

communication and collaboration (Davidson & Wright 1994; Wright 1994).



Myth # 7. As long as children are

having fun using the computer

that is sufficient reason for use by

three and four year olds.



Myth # 7. As long as children are having fun using the

computer that is sufficient reason for use by threeand four year olds.

This myth also dismisses the importance of

developing computer awareness and basic computerliteracy skills (understanding how computers can be

used) as early as the preschool level.

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