Week 6 discussion board presentation

1. Technology in the
Classrooms
Felisha Wilbourne
SOE 115 Psychology of Teaching and Learning
Kendall College

2. OVERVIEW OF TECHNOLOGY
• Technology plays a significant role in all aspects of American life today, and
this role will only increase in the future. The potential benefits of technology
for young children's learning and development are well documented (Wright
& Shade 1994). As technology becomes easier to use and early childhood
software proliferates, young children's use of technology becomes more
widespread. Therefore, early childhood educators have a responsibility to
critically examine the impact of technology on children and be prepared to
use technology to benefit children.

3. ANALYSIS OF INFORMATION
• Children are actively learning and building an understanding of the world by
experiences, interactions and observations. So with technology (when used
appropriately) we can help children explore, experiment and create.
• We know that Play is an important part in intellectual development.
• Technology such as computers, can really help build greater motivation and
give them opportunities to discover, make choices and find out the impact of
decisions they make.

4. CREDIBLE SOURCE
• According to NAECY, Early childhood educators must take responsibility to
influence events that are transforming the daily lives of children and families. This
statement addresses several issues related to technology's use with young children:
(1) the essential role of the teacher in evaluating appropriate uses of technology; (2)
the potential benefits of appropriate use of technology in early childhood
programs; (3) the integration of technology into the typical learning environment;
(4) equitable access to technology, including children with special needs; (5)
stereotyping and violence in software; (6) the role of teachers and parents as
advocates; and (7) the implications of technology for professional development.

5. CREDIBLE SOURCE
• What makes a computer program, an app, or a TV show educational can be
summed up in one word: content. "A well-designed program can improve
literacy or math skills and boost school readiness no matter what format it?s
delivered on," says Deborah Linebarger, Ph.D., director of the Children's
Media Lab at the University of Pennsylvania. Software should be tailored to
their developmental stage and have a simple story line (no flashbacks or
cutaways). It also needs characters with whom kids can connect, as well as
lots of repetition, and it should let a child move at her own pace.

6. CREDIBLE SOURCE
Parents of preschool aged children doing migrant work in a rural Maine community
wanted to better support their children’s early learning and readiness. Many families in
the community were struggling to help their children prepare for school because of
limited preschool options and/or a lack of quality information accessible to them
about early learning topics and activities.
Software programs can provide extensive scaffolding of learning, which we know is
very important in developing cognitive skills. For example: Computers allow children
to access the internet "the largest information bank-with the broadest range of quality
and utility- the world has ever known." The parent and teacher can offer some
guidance, but ultimately allow a child to accomplish tasks on their own, at their own
pace, and work on self direction.

7. CONNECTION
Technology conditions the brain to pay attention to information very
differently than reading. Reading develops reflection, critical thinking, problem
solving, and vocabulary better than visual media. Video games and other screen
media improve visual-spatial capabilities, increase attentional ability, reaction
times, and the capacity to identify details among clutter. So technology better
prepares our children for jobs, such as air traffic controllers, than jobs that are
more analytical, such as accounting.

8. CONNECTION
A four-year-old boy, who spoke only Chinese, was having difficulty forming social connections with
the other children in his class. The other children did not talk with him in the classroom and
sometimes treated him as if he were much younger than he was, in part because they didn’t know how
to communicate with him.
His teachers discussed ways to help him integrate into the classroom community and form connections
with other the children. One solution was to help him create a digital story where he could share
details about his home life with the other children. His teacher thought this could serve as a way for
the children to open up and learn to relate to each other as they learn about each other’s lives,
communicate, interact, and form connections. By drawing, making a picture, playing a game,
recording a story, taking a photo, making a book, or engaging in other age appropriate activities helps
a child communicate ideas and feelings, and investigate the environment

9. CONNECTION
A five-year-old kindergartner focused most of his daily classroom time on working through various
scenarios that involved the Titanic. Whenever he could – when using manipulates, building materials,
or at free play - he created models of the ship. He attempted to talk to other children about the Titanic,
but was not making successful connections with his peers. His teachers also noticed through his
drawings and use of manipulates, that his small muscles were somewhat undeveloped for a
kindergartener.
His teachers discussed ways to support his individual needs. This included supporting his exploration
of the Titanic, which he was passionate about, but also ways to help him interact with other children
and develop his fine motor skills. To help build on cognitive development, social and adult-child
relationships, you can view digital photos, using Skype to have interactions with loved ones, viewing
e-books together with your child, and engaging with some interactive apps

10. CONNECTION
Early findings from this research show that practice with various scenarios has
improved the quality of the interaction for some of the children.
Researchers believe the virtual environment and an increased ability to manage
their own behavior enables a child to concentrate on following a virtual
character’s gaze or to focus on a pointing gesture, thus developing the skills
vital for good communication and effective learning.

11. CONCLUSION
• Frequent technology users place considerably more emphasis on developing
students' 21st century skills--specifically, skills in accountability, collaboration,
communication, creativity, critical thinking, ethics, global awareness,
innovation, leadership, problem solving, productivity and self-direction.
Frequent users also have more positive perceptions about technology's
effects on student learning of these skills--and on student behaviors
associated with these skills."

12. COMMINUCATION WITH PARENTS
• The appropriate and beneficial use of technology with young children is ultimately
the responsibility of the early childhood educator, working in collaboration with
parents. Parents and teachers together need to make better choices as consumers. As
they become educated on the appropriate uses of technology, parents and teachers
are more likely to make informed decisions and to make it known to developers of
technology when they are unhappy with products. Working together, parents and
teachers are a large consumer group wielding greater influence on the development
of technology for young children. Following are specific recommendations for early
childhood professionals as they advocate for more appropriate technology
applications for all children.