Early Childhood - Connecticut State Department of Education
Early Childhood - Connecticut State Department of Education
Early Childhood - Connecticut State Department of Education
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Technology Chapter 8<br />
is another opportunity to study their learning styles and<br />
approaches to problem solving.<br />
Computers also provide special needs children<br />
with many learning opportunities. Multiple input<br />
devices can facilitate use <strong>of</strong> the computer by children<br />
who are physically challenged. Such devices allow<br />
communication that might otherwise be severely limited.<br />
A variety <strong>of</strong> assistive technologies, such as simple<br />
switches, head pointers, touch-sensitive screens and<br />
voice activation devices, are available to early childhood<br />
classrooms. When adaptations like these are needed it is<br />
important to consult with appropriate special education<br />
personnel and provide training for the child, parents<br />
and teachers so that the benefits can be fully realized<br />
(Howard, et. al, 1996).<br />
<strong>Education</strong>al S<strong>of</strong>tware<br />
S<strong>of</strong>tware selection is key in the use <strong>of</strong> computers to<br />
maximize learning. The effectiveness <strong>of</strong> technology<br />
also depends on the characteristics and abilities <strong>of</strong> the<br />
learners, and the ways that teachers implement this tool.<br />
All decisions, including choice <strong>of</strong> s<strong>of</strong>tware, must focus<br />
on appropriateness and benefits to children, rather than<br />
on just keeping the children busy or entertained.<br />
Children generally prefer animated and<br />
interactive programs that allow them to make events<br />
happen and give them a sense <strong>of</strong> control. Computers<br />
can provide numerous opportunities for success. Most<br />
good s<strong>of</strong>tware programs encourage learners to keep<br />
trying, providing supports and clues until they get it<br />
right. Many quality s<strong>of</strong>tware programs have bilingual<br />
options, including those that allow children to listen<br />
to a story in one language and then in another. Highquality<br />
programs and games challenge problem-solving<br />
abilities and encourage the use <strong>of</strong> logic. While images on<br />
the screen are symbolic and cannot be manipulated in<br />
the same way as blocks or clay, they are more interactive<br />
than images in books and can be changed, moved about<br />
on the screen or made to speak (Davidson and Wright,<br />
1994; Davis and Shade, 1994; NAEYC, 1996).<br />
<strong>Education</strong>al s<strong>of</strong>tware selection criteria include:<br />
• Is the program flexible? Can it adjust to the<br />
various ability levels <strong>of</strong> children?<br />
• Are the instructions clear enough to allow<br />
children to work independently?<br />
• Does the program allow children to make<br />
decisions and act on the results?<br />
• Does the program require children to be<br />
able to read?<br />
• Can children set the pace <strong>of</strong> activities?<br />
• Will the s<strong>of</strong>tware encourage collaboration<br />
and sharing?<br />
• Does the program <strong>of</strong>fer children a<br />
multisensory experience?<br />
112<br />
• Will it be fun and engaging?<br />
• Will children experience success and receive<br />
feedback in a relatively short period?<br />
• Does the program encourage exploration<br />
and experimentation (Haugland and Wright,<br />
1997)?<br />
BEST PRACTICES<br />
It is recommended that early childhood teachers and<br />
administrators consider the following best practices in<br />
the field <strong>of</strong> technology.<br />
“What is concrete to the child may have more<br />
to do with what is meaningful and manipulable<br />
than with its physical nature” (Clements,<br />
Nastasi and Swaminathan, 1993).<br />
Teachers<br />
• Choose s<strong>of</strong>tware carefully; spend time<br />
observing and using programs prior to<br />
purchase.<br />
• Collaborate with colleagues to become more<br />
comfortable with the computer as a tool for<br />
children and for pr<strong>of</strong>essional tasks.<br />
• Access training whenever possible to increase<br />
knowledge and awareness <strong>of</strong> the computer<br />
as another tool in the classroom.<br />
• Inform parents about the available programs<br />
and their children’s favorites.<br />
• Make sure all children have access to the<br />
computer regardless <strong>of</strong> gender, ability or<br />
race.<br />
• Support children who are less familiar with<br />
the technology by working with them at the<br />
computer or pairing them with peers who<br />
are strong role models.<br />
• Encourage children who prefer to spend all <strong>of</strong><br />
their time at the computer to find enjoyment<br />
and satisfaction from other centers, such as<br />
blocks, dramatic play and investigation.<br />
• Observe children at the computer to study<br />
their learning styles, abilities to problemsolve<br />
and approaches to new tasks.<br />
Administrators<br />
• Include computer training and support for<br />
teachers and staff members in pr<strong>of</strong>essional<br />
development plans and the budget.<br />
• Encourage teachers to use the computer to<br />
assist with record keeping and research for<br />
children’s projects.