The Advantages of Integrating Computers into the Early Childhood Classroom
Each year, new technologies hold the promise to alter the way we think and learn.
Computers are prevalent everywhere, and they are making their way into school systems around the country (Roberts, Carter, Friel, and Miller, 1988). It is obvious that there is a demand for technological instruction in high school and college. However, the question of if computers should be implemented into early childhood classrooms is still prudent. With computers all around us, it is inevitable that children will be exposed to them, and they will eventually be facilitated into their daily lives. The purpose of this research paper is to explore the advantages, disadvantages, and methods of integrating computers into the early childhood classroom.
How Computers Effect Young Children
Early childhood experiences should maximize young children’s overall growth and development. Their eyes should be opened to the wonderment of learning and the pleasures of discovery. Computers can by an important tool to optimize young children’s potential, and help aid the learning process (Scoter 2001). Before deciding to introduce children to computers, it is important to address the potential benefits and dangers the machines have on youths.
Potential Dangers
Some people believe that computers should not have a place in early childhood classrooms. They speculate that computers will rob children of their childhood, replace other activities, reduce creativity, and lead to social isolation. It is feared that computers will force them to learn what they are not ready to learn. The machines are often viewed as one more thing to rush young children through their vital childhood years (Scoter, 2001). Whether computers will rob children of their childhood totally depends on how they are used. If children are forced to use computers for lengthy periods of time with drill software, computers could very well rob them of their childhood. On the other hand, if computers are used in appropriate ways that meet children’s development level, they can benefit young children, and teach them what they are ready to learn (NAEYC, 2001).
It is also believed that computers will replace other childhood activities, such as building with blocks, painting pictures, or playing “house”. Exposure to computers may hinder children’s developing understanding of the real world. In reality, this does not occur. Whenever something new, whether it is a paint set or a computer, is first introduced into a classroom, all the children want to use it.
While admitting the power of technology, he also points out the adverse effects of excessive use of technology in the education system. He states, “Computers make our worst educational nightmare come true” (279). According to him, improper or overuse of computers hinders learning ability. He reports that over the past few years, computers have been assumed to be a necessity in America’s classrooms and introduced to children from elementary levels. However, technology can be addictive, and students may overuse it, leading to a drop in educational standards.
At the age of 15, Eliezer Wiesel and his family were placed into concentration camps in Auschwitz. Wiesel accompanied his family for most of the time in the camps. He parted from his mother and sister Tzipora early in life and lived with his father during the years of the Holocaust. During his time in the concentration camps, Wiesel endured tons of pain. When he first reached the concentration camp Eliezer Wiesel witnessed the most disturbing thing. Tons of babies were being thrown into the air and shot to death. “As they marched closer and closer to the ditch, Eliezer decided that rather then let himself be thrown into the fire, he would try to break away and throw himself against the electrified fence that surrounded the camp.” (Pariser 23) It was at that point that Elie and his father knew that they were going to experience the worst years of their life. On April 11, 1945, the two were free from the concentration camp. He was silent for many years and chose not to speak of his suffering. Eventually he spoke and made a pact that he would never be silent again. Eliezer Wiesel stated, "And that is why I swore never to be silent whenever and wherever human beings endure suffering and humiliation.” (Pariser 40) And Mr. Wiesel wasn’t.
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.
Before the move to concentration camps, Elie’s mental state was fairly solid. He had nothing wrong with his life or anything that seemed to be important enough to affect his mental health. When people started dying and getting beaten in front of Elie, he began to wear down mentally. He saw babies being thrown in the crematorium. Elie said, “I’ll run into the electrified barbed wire. That would be easier than a slow death in the flames” (Wiesel 33). As Elie progressed through the concentration camps, he slowly declined mentally. He began to think of his father as a hindrance, and would debate to kill himself and not live anymore. Elie's mental health was worn down greatly. He had gotten to the point where the choice of dying was better than living. But he wasn't the only one, plenty of other Jews suffered the same
In fact, Elie’s childhood was what made him who was and why he fought for peace. The treachery and injustice convinced and changed him. This change made him who he was. At 15 years old, he and his family were sent to the camp Auschwitz. There his mother and one of his sisters were killed while Elie, his father, and his other two sisters survived. At the camp, Elie lost touch with his sisters and was left with his dad. Elie said “Never shall I forget that night, the first night in camp, which has turned my life into one long night, seven times cursed and seven times sealed. Never shall I forget that smoke. Never shall I forget the little faces of the children, whose bodies I saw turned into wreaths of smoke beneath a silent blue sky. Never shall I forget those
The Metamorphosis is said to be one of Franz Kafka's best works of literature. It shows the difficulties of living in a modern society and the struggle for acceptance of others when in a time of need. In this novel Kafka directly reflects upon many of the negative aspects of his personal life, both mentally and physically. The relationship between Gregor and his father is in many ways similar to Franz and his father Herrman. The Metamorphosis also shows resemblance to some of Kafka's diary entries that depict him imagining his own extinction by dozens of elaborated methods. This paper will look into the text to show how this is a story about the author's personal life portrayed through his dream-like fantasies.
Political asylum is the issue that lately crowd was talked of the media in the world. International world also respond to serious about this. The issue become important due to human rights concerns. The definition of political asylum is protection given by a state to a person who had escaped from their country of origin because of fear of persecution. Moreover, human rights defined by the Universal Declaration of human rights. This issue is a political issue, which is special because each country has its own policy in deciding the issue of asylum seekers. The truth definition of the asylum seeker is an individual who is seeking international protection.
Computers can also capture and hold a child’s interest like no other learning tool. Consider, for example, NASA’s recent Mars landing and exploration. It is now possible for an elementary classroom to log on and follow events like these as they unfold - they are witnessing and experiencing a national event as it is occurring. There is no doubt that without technology, an event such as this would not be nearly as interesting or appealing as say, following it in the newspaper.
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.
Exposing the Negative Effects of Technology on Kids. Global Post. ND. Web. 19 February 2014. Martin, Alice.
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
Drenoyianni, Helen, and Ian D. Selwood. "Conception or Misconceptions? Primary Teachers' Perceptions and Use of Computers in the Classroom." Education and Information Technologies 3.2 (1998): 87-99. Web. 15 Feb. 2014.
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).