Computers are woven into every aspect of our lives. From the microwave oven that small children can learn to use to heat up a hot dog, to the computers under the hoods of our cars, we interact with computers whether we realise it or not. (Campbell, 1999). But when it comes to the education of our children, the use of computers becomes a controversial issue. Of course, as stated above, computers are an everyday tool in the education of children, but the question being asked is, what effect do these computers really have on our children? Are computers being used in age-appropriate ways? Do program designers take into account the developmental needs of children? Are teachers receiving sufficient technology training? Is "learning software" really what it purports to be, or is it simply "edutainment" that reinforces impulsive point-and-click behaviour in the pursuit of a trivial goal? (Healy 1998) Many people are beginning to wonder about these questions, and are coming to the conclusion that computers may be very harmful to the development of our children. Academically, physically, socially and emotionally.
There are many negative issues surrounding the use of computers as educational tools. These range from ineffective learning, impacts on children’s health, creativity, brain development and social and emotional growth. Also, besides the issue of computers affecting children’s development, there is the ongoing issue of costs of this new and constantly updating technology. These issues, combined with many others, are beginning to emerge, and we can see why many people are reconsidering the validity of computers in education, especially that of young, primary school-aged children.
In relation to the issue of the negative effects computers have on the physical development of children, Jane Healy has presented the following fact:
The American Academy of Paediatrics has expressed concern about the amount of time children spend in front of various types of screens, and several experts in eye development have stated that computer use is creating problems in children developing visual systems. (Healy 1998, p.18)
Healy also cites literature that suggests that during the first six years of life, misuses of technology may adversely affect brain maturation and development.
Computers do have physical effects on those who use them, and these effects can be serious and long lasting, even permanent. Moreover, they contribute to a wide range of disorders – to muscle, joint and tendon damage, to headaches and eyestrain, to seizures and skin problems.
David Gelernter author of the essay, “Unplugged: The Myth of Computers in the Classroom,” used some rhetorical appeals but not many in his essay, whilst trying to logically persuade his audience that computers could be utilized in the classroom, but under certain stipulations. Gelernter has great credibility for speaking on education and technology, as he is a professor of computer science at Yale University, so he more than anyone should know the outcomes of using a computer as a tool while teaching. However, when it comes to technology a lot of older generations usually are pretty biased when discussing technologies advancements, Gelernter still had some very good points! Using computers while teaching our young children can be useful but with strict moderations; when, where, and why, because if not heavily monitored, computers could be extremely detrimental to the learning experience and processes for many students.
In the movie Mulan ,it shows that women are not held at the same level as men, and that women are only fit for breeding. But, at the same time they show mulan being independent .This film strays away in many other ways as well. Like when the “Huns” attack. Huns weren’t the problem, in this point in time. Xiongnu were the people having trouble with that
Disney proclaims that the adaptations of the Chinese story of Mulan is to transform ethnic materials into a “timeless” or “universal” classic (Kurtti 1998). Peter Schneider, Disney Feature Animation President, avers that “the search for who we are, the search for self, it an ever-ongoing process and universal theme” (Kurtti 1998, 189). Guided by this principle, Disney appropriated the Mulan story into its typical formula of a hero’s journey of self-discovery. The film features Mulan as a tomboyish girl who could not fit in the traditional gender role in China. She dressed like a man and went to fight the war against the Huns in her father’s place. Only in the military – a men’s world traditionally – Mulan could “be true to herself” and prove herself. Eventually Mulan single-handedly won the war, saved the Chinese kingdom, and lived happily ever after (Brown, 64-66). This, in my opinion is an interesting message to the world, that reflect how women can achieve anything in this world given the strength, courage and bravery that she could attain in a man’s dominated world. Mulan represents a women of substance, who achieved great heights due to her courage. This is a very insightful and thought-provoking message that highly justifies the idea behind the story.
The role of technology in early childhood education is a controversial topic to both teachers and parents. The main concerns of both teachers and parents is the potential benefits for young children’s learning and development.. Supporters and non-supporters agree on the importance of young children’s social, emotional, cognitive and physical development. Supporters feel children should have the opportunity to use the computer as another tool to aide in and encourage their development. Non-supporters agree the computer may be a useful tool for young children but feel many teachers may not be using the computers in the best way to promote a healthy development in the child. They also contend that introducing the computer takes away from important learning experiences such as play and art (NWREL, 2001). School programs are now working on ways to better integrate computers into the classrooms in order to offer the young children the opportunities to develop the necessary skills to grow as students (Gimbert, 2004). The purpose of this research paper is to examine the controversies that surround technology use in early childhood classrooms.
Raising a child can be an overwhelming situation for any working mother and father, but it is an even more daunting task when there is only one parents to take on this mission. I commend all parents who juggle and multi-task their lives to provide a balance and nurturing life for their children, but I must still remain objective. I can say that I speak with knowledge, having female friends and female family members who are single-handedly taking on this challenge. Being a parent has made me realize that there is no one plan that works for all, but certainly there is one desired result; children who become caring, independent and productive members of society. Due to my observations, I have come the the conclusion that single mothers spoil their children with unearned gifts, give too much freedom to their children, and let their children get away with uncorrected bad behavior.
In the beginning, Mulan is seen as a dishonor to her family, first, she brings dishonor by failing to impress her match maker. As it is seen throughout the movie, it shows that women are not allowed to speak in the presence of men, as well as speaking to them in a way that degrades the men. This is another way that, Mulan brings dishonor to her family. Then, Mulan makes a change in her life by deciding to take her father’s place in the army. At this point in the movie is when Mulan ignores the traditional gender roles and begins to take initiative by proving
Mulan pushes gender inequality by reinforcing masculine and feminine stereotypes through the songs that it presents throughout the movie. The roles of what it means to be a man is simply laid out within the influential song, “I’ll Make a Man Out of You.” This song occurred when the fresh new soldiers appeared to be very weak and unfit, so Captain Shang sang of how they must become strong like real men should be. Captain Shang asks the question, “did they send me daughters, when I asked for sons?” (Mulan), implying that women are unfit for the conditions of
Not many people would argue that computer technology is bad for the K-12 classroom. There is, however, a serious and thought-provoking debate going on regarding computer technology in the classroom. At issue is to what extent and at what age should computers be integrated in American classrooms. There is no question that a certain level of technology will bring improvements in academic achievement. In one study on children of low socioeconomic status a definite improvement was seen. It was noted that, “Increasing the technology available to students encourages, facilitates, and supports student achievement – at the elementary level, the most profound effects were found in the area of mathematics” (Page 391). Page also states that, “numerous studies have demonstrated that young children’s self-esteem or self-concept directly affects their academic performance” (Page 391).
In today’s society, we are overwhelmed with technology. Technology is changing everyday, and will forever be a staple in our lives. The effect that technology has on our children has brought some concerns and some praise. Children these days have no choice but to somehow be influenced by the ever growing technology in our society. Our common concern has been that although digital technology has boosted children’s ability to multitask, their ability to process information deeply may be deteriorating (Carpenter, 2010).
...ttention and focus to reduce the negative impacts on development of children. Research suggests that technology use and especially computers enhances development of children when properly used. On the other hand, the uncontrolled use of technology in childhood education may produce negative effects and impair development in children. Uses of technology in childhood education range from enhancing social interactions, language development to initial computer use skills. It is important to note that, technology use in children education is a matter of how it can be harnessed for the purposes of learning in children. Research by health professionals argues that technology use in children education can produce detrimental health effects especially obesity. Thus, children exposure to technological gadgets like computers and tablets among others should be greatly checked.
Children growing up in the modern world of today would rather stay inside and play on the internet, watch television, or play video games than go outside and play. Serious repetitive strain injuries suffered after spending hours glued to game consoles is up 60% since 2002 (Par. 5 Clarke). Technology and modern society have created lifestyle changes that are detrimental to the well being of children. First, this paper will discuss the effects of technology and modern society on the physical and mental health of the children. Second, the paper will discuss the dangers to children resulting from new technology. Lastly, the paper will discuss the modern lifestyle changes in families and their effects on the children.
There has been a long lasting debate in the resent years on whether or not technology has a positive or negative impact on today’s kids. As the years move on, the negative effects have begun to outnumber the positive. The generations previous spent their childhood making forts, fishing, and using their imaginations, contrary to today’s generations who spend their free time texting, playing video games, and watching videos. Damaging effects such as decreases in school performances, addiction to electronics, and lack of brain development have all been linked to the electronic media stimulation. In order to prevent the future generation from following in the current generations footsteps, one must full comprehend just how much technology impacts
Subrahmanyam, K. (2000). The Impact of Home Computer Use on Children’s Activities and Development: The Future of Children and Computer Technology, 10(2), 123-143. Retrieved from http://www.cs.cmu.edu/afs/cs/Web/People/kraut/RKraut.site.files/articles/subrahmanyam00-Compute%26kids.pdf
The use of technology by young children has been shown to correlate to the disruption of normal brain growth. Typically in the past, young children had plenty of time to play, challenging their imaginations and problem solving skills, which is crucial for their transformation to members of society. Presently, much of that time dedicated to play is now being allocated to ‘screen time’ with technology. According to the Huffington Post, “analysis of the impact of technology on the developing child
Andy Carvin states “ internet access in schools isn’t worth a hill of beans if teachers aren’t prepared to take full advantage of technology” (2000). Schools spend a lot of money on computer hardware and software as well as other technologies without realizing that many of their employees are unprepared to include them in their teaching and use them to their advantages. Educators often use technology as a classroom management tool rather than an educational one, allowing computer time as a reward for good behavior (Clark & Gorski, 2001). The problem with this is that students learn to use the computer for games and such because it is their reward instead of using it on their own time for educational purposes. This is teaching them the wrong idea. Margaret Honey, director of the Center for Children and Technology in NYC said it best, “The bottom line is, you don’t just put technology into schools or into homes and expect miracles to happen. The technology is only as good as the program that surrounds it” (Meyer, 2002, p.2).