In today’s schools, technology is prevalent, but the bias against the use of technology in early elementary classes is still an obstacle that needs to be overcome. As more and more schools invest money into purchasing and upgrading the technology components that are used, the decision has to be made as to where the technology should go. Many teachers and administrators feel that money for technology should only be spent in the middle and high schools. The belief is that elementary students are not capable of using technology or actually benefiting from it the way an older student would. According to Scoter, Ellis and Railsback (2001), there is a substantial body of research on the use of technology by young children. Studies highlight the opportunities for language use and social interaction that technology offers, along with increased motivation. Critics express concern that computer use will inhibit language development, but in the above mentioned article, research shows rather than isolating children, computer use among young children promotes high levels of spoken communication and cooperation. Compared to more traditional activities such as block building or puzzle assembly, computers elicit more social interaction.
The students are being taught to learn from computers, using them mostly as a tutor to increase basic skills and knowledge, when they could be learning with computers; using the computer as a tool that can be applied to a variety of goals in the learning process. In the book, Using Technology with Classroom Instruction that Works, the authors found that “Teachers who have brought technology into their classrooms are aware that it provides an opportunity to differentiate instruction and change their classrooms into dynamic learning environments.” (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p.2) The computer is a tool that the teacher can use in the classroom, but understanding the most productive and engaging ways to implement this tool is the next challenge. Open ended software-software that provides opportunities to discover make choices and find out the impact of decisions-encourages exploration, imagination, and problem solving. Another issue to address is the technology training for teachers. When questioned, teachers offered that although they had been given software or other components of technology, they didn’t have the time or opportunity to use it with the students. In a large scale, nationwide survey of teachers, students, and administrators conducted for the Gates Foundation, the researchers found that over 53% of the teachers they surveyed do not routinely use technology in the classroom. Even more concerning is approximately one third of teachers have received little or no training with integrating computers into lessons or training on instructional software.
Students and teachers alike need to be encouraged to use technology, and not just as a means of reinforcement or free time activity. Using a SMART board or a document camera for any lesson can help to bring the lesson alive for students. In a case study involving the use of SMART boards, one principal created a students survey to learn more about how the students felt about using the SMART board in their classroom. “He learned that students felt more engaged and excited about learning, they were more likely to go to the board and they found lessons easier to understand because they could see exactly what their teacher was talking about.” (SMART Technologies, n.d. p.2) Effectively equipping our teachers for success and eliminating the bias that only older students can really benefit from computers and other technology in the classroom is an essential ingredient for success.
Resources:
Scoter, J., Ellis, D., & Railsback, J. (2006) Technology in Early Childhood Education: Finding the Balance. Northwest Regional Educational Laboratory, 9, 11, 12.
SMART Technologies, (n.d.) Retrieved December 20, 2007, from http://smarttech.com/casestudies/HallMemorialSchool.
The students are being taught to learn from computers, using them mostly as a tutor to increase basic skills and knowledge, when they could be learning with computers; using the computer as a tool that can be applied to a variety of goals in the learning process. In the book, Using Technology with Classroom Instruction that Works, the authors found that “Teachers who have brought technology into their classrooms are aware that it provides an opportunity to differentiate instruction and change their classrooms into dynamic learning environments.” (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p.2) The computer is a tool that the teacher can use in the classroom, but understanding the most productive and engaging ways to implement this tool is the next challenge. Open ended software-software that provides opportunities to discover make choices and find out the impact of decisions-encourages exploration, imagination, and problem solving. Another issue to address is the technology training for teachers. When questioned, teachers offered that although they had been given software or other components of technology, they didn’t have the time or opportunity to use it with the students. In a large scale, nationwide survey of teachers, students, and administrators conducted for the Gates Foundation, the researchers found that over 53% of the teachers they surveyed do not routinely use technology in the classroom. Even more concerning is approximately one third of teachers have received little or no training with integrating computers into lessons or training on instructional software.
Students and teachers alike need to be encouraged to use technology, and not just as a means of reinforcement or free time activity. Using a SMART board or a document camera for any lesson can help to bring the lesson alive for students. In a case study involving the use of SMART boards, one principal created a students survey to learn more about how the students felt about using the SMART board in their classroom. “He learned that students felt more engaged and excited about learning, they were more likely to go to the board and they found lessons easier to understand because they could see exactly what their teacher was talking about.” (SMART Technologies, n.d. p.2) Effectively equipping our teachers for success and eliminating the bias that only older students can really benefit from computers and other technology in the classroom is an essential ingredient for success.
Resources:
Scoter, J., Ellis, D., & Railsback, J. (2006) Technology in Early Childhood Education: Finding the Balance. Northwest Regional Educational Laboratory, 9, 11, 12.
SMART Technologies, (n.d.) Retrieved December 20, 2007, from http://smarttech.com/casestudies/HallMemorialSchool.
