8082mod4 dissuion 2
For this Discussion, you will explore a variety of technological tools to determine which are appropriate and enhance development and learning
Discussion 2: Evaluating Technology in Early Childhood Settings
Professionals in many fields are required to incorporate the use of technology on a regular basis. In some learning environments, early childhood professionals are required to incorporate technology as part of children’s learning experience. Technology can be used to engage children or spark their interest. Technology can also help prepare children for the future. With that being said, not all technology provides equitable benefits for children.
For this Discussion, you will explore a variety of technological tools to determine which are appropriate and enhance development and learning.
Consider the ways technology is infused into every aspect of daily life. Think about your experience and perspective regarding the following statement: It is no longer a question of whether or not technology should be a part of early childhood settings but instead, which technology tools are appropriate and truly enhance development and learning.
By Day 3 of Week 8
Based on scholarly resources from the last 5 years, share examples of at least two technology tools and how they could be incorporated into early childhood settings in ways that enhance children’s development and learning. Provide rationales for why you selected these tools, the ages for which they are appropriate, and how they may enhance children’s development and learning experiences.
Response 1 Angel
For computers to be used in ways that enhance learning, adult support and guidance are required. Computers can be used to effectively promote learning and development among 2-5-year-old children. Linguistic and mathematical applications promote children’s engagement especially if the applications are colorful and fun to use (Lai et al., 2018). Teachers should guide children on how to use computer applications for meaningful learning to occur. Additionally, teachers and parents should install games meant for learning including vocabulary and mathematical games. Computer educational games keep children interested and engaged in learning, which increases their performance, reduces performance gaps, and fosters their love for education (Lai et al., 2018). Besides, learning computers at an early age endows children with technical competencies that would make it easy for them to use computers and other digital devices in their future personal and professional lives (Lai et al., 2018). The rationale for selecting computers is that they are affordable thus can be found in many households. Additionally, computers are used in almost every organization thus using them to teach children will increase their interest in learning given that they often see them in social settings.
Tablets can be incorporated in early childhood educational settings in ways to promote children’s learning and development. A systematic review conducted by Herodotou (2018) shows that tablets increase children’s reading, writing, vocabulary acquirement, and digital competencies. However, for 2-5-year-old children to benefit from the use of tablets, their use should be implemented with guidance and support by parents and teachers (Herodotou, 2018). The support is crucial since it gives children insights into how to operate the tablets and the learning applications used for learning purposes. Additionally, teachers and parents should install simple learning applications that do not confuse children to keep them engaged. Children should also be supervised when using the tablets to ensure that children do not engage in non-learning activities when using the devices (Herodotou, 2018). The rationale for selecting tablets is that they are common devices found in most households including low-income families. Since there are affordable but quality tablet brands and models, most families can afford tablets thus most school-going children are sufficiently exposed to them at home (Herodotou, 2018). Furthermore, children can learn how to use tablets at home with assistance from parents and guardians, which promotes their ease of use of tablets for learning in school. Tablets improve children’s learning and development because of the interactive nature of the applications including appealing visuals and sounds, and familiarity with the technology, which gives them technical skills that will be crucial in their future personal and professional lives.
Herodotou, C. (2018). Young children and tablets: a systematic review of effects on learning and development. Journal of Computer Assisted Learning, 34(1), 1-9.
Lai, N. K., Ang, T. F., Por, L. Y., & Liew, C. S. (2018). Learning through intuitive interface: a case study on preschool learning. Computers & Education, 126, 443-458.
Response 2Katheryn Gonzales
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Research indicates that young children who use iPads or tablets will do so with a high level of engagement. Teachers should capitalize off this and bring in student technology funds of knowledge (Oakley et al, 2020). Young students like to play games. There are a wide variety of apps that can be downloaded onto a tablet that engage students in both literacy and math. My school for one uses a reading application from Kids A-Z called Headsprout. This is a great tool that takes kids on an adventure as they learn how to decode words and begin reading text. This is an app that levels kids up as they gain more knowledge and understanding. As they pass levels, they earn stickers on the app that they can turn in to build parts of a robot. Students love to earn stickers because the reward of building their robot is engaging. For math, my students use an app called Dreambox. This is another application where teachers can determine student level through a pretest. Students play games and level up. Both applications allow teachers to assign work and students can receive feedback from the teacher.
Coding is the new digital literacy that schools are introducing students to in the classroom. Early childhood educators are finding that interactive media, including programing are common in children’s lives. Children learn though play and the interaction of their environment. Learning to code allows students to interact with the technological environment much like they would on the playground. Students can solve problems, discuss, make choices, and follow rules while coding (Lee & Junoh, 2019). At my school my kindergarten students are taught how to code on Bee-Bots. The students use a large graph which tells them how many spaces the Bee-Bot needs to go up and how many spaces it needs to move to the left or right. The Bee-Bot can be programed to turn around and go backwards as well. We create games where they must get to different objects on the graph. Students are highly engaged in this activity.
Lee, J., & Junoh, J. (2019). Implementing Unplugged Coding Activities in Early Childhood
Classrooms. Early Childhood Education Journal, 47(6), 709–716. https://doi.org/10.1007/s10643-019-00967-z
Oakley, G., Wildy, H., & Berman, Y. (2020). Multimodal Digital Text Creation Using Tablets
and Open-Ended Creative Apps to Improve the Literacy Learning of Children in Early Childhood Classrooms. Journal of Early Childhood Literacy, 20(4), 655–679.
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