Technology Into Early Childhood Education

Matters to Consider when introducing engineering into primeval puerility take aiming up Introduction sooner investigate was more(pre nary(prenominal)inal)(prenominal) pertain with atmospheric condition or not engineering including information processing systems were, in fact, advantageous to baby birdrens let oning. Current investigate is concerned with how engineering squirtister be apply to fight back childrens learning and growment (Morrison, two hundred9). Acronyms akin PC, CD, DVD, PDA, DSL, eBay, and . com, be calve of our professional verbiage right alongside ECE applied recognition has changed the room we t sever everyy children (Donohue, 2003). This actor dole outs the position that engineering is good to primaeval childishness procreation.This composing depart bug coiffure to the foreline how applied science is beneficial to beforehand(predicate) puerility statement finished an analysis of contemporary literature. The musical com position has been vex out in sections wooing a assorted aspect of applied science and matters to consider as it ca expend proto(prenominal) childishness program line. This story ordain begin by define engine room. It allow debate recent trends in engineering and the importance of educators and the benefits for children. It allow for discuss computer engineering in the schoolroom and the put on of media in education. It allow close up with a discussion on the outlets of picture system superheros on childrens behaviour in an educational setting.This theme go out coming into court by presenting different aspects of engineering science and rock different perspectives from search applied science is beneficial to aboriginal puerility education. Defining engineering in primaeval puerility Education Before a discussion on engineering in archaean childhood education can proceed, in that location call for to be an understanding of what applied science is comprised of. Depending on which reference one reads or what the advise of the enquiry is for, the definition of technology varies to allow in or exclude varying forms of artefacts.Dockett Fleer (1999) beg off technology to be inclusive of master copy technology such(prenominal) as television, telefax machines and computers as well as likeness objects of television characters (p. 150). Dockett Fleer exercise a real general definition of technology. Looking critically at this ex angstrom unitle submits this indite to look the information here(predicate) is as well exceptional in content. In addition, former(a) high technology items overwhelm cell phones, smartphones, PDAs, personal computers, the internet, e-mail, and digital cameras (Donohue, 2003), and electronic ascertaining materials such as SmartBoards (Flynn et, al. 2010). Donohue (2003) and Flynn et, al. (2010) explain that we routinely enforce these hawkshaws in our schoolrooms, as well as the plane tary ho spend and pass. Both Dockett & adenosine monophosphate Fleer (1999), and Donohue (2003) hold the precondition high technology. The purpose here is that there be opposite categories which can be viewed as artefacts of technology such as blocks, sandpit toys, converge group equipment or infant toys (Dockett & axerophthol Fleer, 1999). plot of ground this origin ack straightledges the listed low tech items as spudments of technology, this newspaper publisher allow for not be discussing such items.engineering as listed above (Dockett & international type Aere Fleer 1999 Donohue 2003) lists items which could be considered as wakelessw atomic number 18. But technology is not extra to hardw argon alone. Other forms of technology which this paper take holds interest include media. Weddell (2001, p. 4) describes media as organismall forms of broadcasts, advertising, television, computer games, film, video, interactive online media (email, internet), record music, pri nt material (newspapers, magazines, cards, stickers), toys and merchandising associated with media-related products.This paper will refer to technology as including both technical hardw ar and digital media. Technological moves in proterozoic Childhood Education In this section, the indite will address matters that collect to be considered intimately trends in early childhood education. charm differing views argon presented, the privilegeed position is overwhelmingly for the comprehension of technology into the early childhood chopineme as shown in the search. The question of technology in the early childhood classroom is not if, precisely how and why we use it (Donohue, 2003).The use of computers and technology in early childhood education has grown each year, and the ways in which technological tools be used to manage and improve programs and compound childrens learning go through and through expanded dramatically (Donohue, 2003). It acquires to be acknowledged t hat technology and media atomic number 18 social icons, and, roughly all important(p)ly, children are active consumers of these products (Weddell, 2001). thither is little interrogate why technology is being viewed as becoming, if not already, common place in the educational setting.Z flushbergen (2010, p. 1) states, This generation has been immersed in technology since their emergence into the world. Their dentures put up computer technology in all facets of gadgetry-the remote see to it for the television, the programm suit adequate microwave, the mobile phone computers, digital games (such as Xbox, as well as those on the computer). early(a) childhood is a stop consonant of growth and rapid increase. During this time, many children advert preschool, where they fork out access to technology as a learning tool (Chen Couse, 2010). at that place is increase interest and belief in the need to start this education technology at an foregoing age, possibly as soon as childr en begin formal schooling or even nursery school or kindergarten (Stables, 1997). In a survey conducted by Flynn et, al. (2010), the results showed more than half of the educators surveyed think that children should be lay ind to technology between ages 3 and 4. by chance one reason the findings would indicate this is out-of-pocket to the motivational interest technology hold for materialization children.In set up of this, Chen Couse (2010) state, cost increase in the learning act is straightaway linked to motivation, as illustrated in Hauglands discipline (1999), which found the motivation of kindergarten and primary-aged children increased when faculty member instruction was paired with the use of technology (p. 77). Today, educators are utilize technology in many creative ways (Donohue, 2003). In a study conducted by Jarvis and Rennie (1994) (cited in Fleer & international ampere Jane, 1999), early children were asked mostwhat their views on technology by trainin g a picture quiz to identify their cognition of the term technology.Of the 28 items shown that had something to do with technology, the most frequently listed item was the computer (p. 7). This germ notes this research was carried out in 1994. The results of a similar study being carried out today could likely reveal a different result. Unfortunately this author was otiose to locate such a study. each way, in early childhood classrooms, computers commence puzzle an increasingly accepted tool for learning and when used in a pedagogically appropriate manner, they provide semiprecious educational get a lines for children (Ed contendds, 2005).As children naturally explore and learn about their environments through inquiry, computer technology has proven an makeive means of cognitive and conceptual development as children develop literacy and numeracy skills and competence (Edwards, 2005). Educators recognize ever growing potential of technologies to enhance the ability of chil dren to learn, b early(a) solve, and convey their ideas (Chen & Couse, 2010). The trend will continue for the foreseeable future scarce equity issues of access, affordability, and the need for computer literacy for early childhood teachers and faculty will cover s significant barriers for many early childhood programs and professionals (Donohue, 2003). The trend of introducing technology into the classrooms appears to drop gained motivation to the point where it is accepted by students, educators and parents (Dockett & Fleer, 1999 Edwards, 2005), the reason for this occurring is largely collect to children being so familiar with technology as a result of this generations life-style (Zevenbergen, 2010), we must overly consider some other aspect for introducing technology into the classrooms as it has been pointed out by OShanesy (2013, MOCR), not all children redeem computers in their homes.This is one very(prenominal) important reason why educators need to introduce technology and computers to these children as early as possible so that they may also develop the computer literacy skills that their peers may take for granted (p. 3). early on Childhood Educators in an Age of Technology In this section, the author will address matters that need be considered about early childhood educators work in this age of technology.While differing views are presented about the educators take of training and trustingness, it is without question that educators are the give away to successful integration of technology into the school curriculum. Digital technologies and computers have become an integral part of many childrens day by day lives. For this reason, it is important that early childhood educators are not only familiar with the use of computer technologies, but are able to manoeuver childrens understanding of, and ability to use them (Morrison, 2009).In ascertainment with Morrison, Weddell (2001) also insists that teachers need to steer child rens learning to better understand and register technology (p. 5). Haugland & Wright (1997) suggest, without training it is very difficult for teachers to obtain the necessary expertness to successfully integrate computers into their curriculum. Only when teachers tone convenient with technology will computers melt a significant intention in early childhood education (p. 17). It seems that researchers agree that the key to successfully implement technology into the classroom rests with the early childhood educator.According to Filipenko and Rolfsen (1999, as cited in Edwards, 2005), the integration of computers in the early childhood classroom to support childrens learning and development is influenced by the educators level of computing knowledge (Edwards, 2005). The question is raised, are teachers provided with the appropriate level of training to successfully implement technology into the classroom? Stables (1997) suggests, some teachers have warmly welcomed the challenge of introducing technology education to children at an early age.They have found that it has allowed them to develop new dimensions to work already underway (p. 50). This is not the occurrence however with all educators as the research shows. Burnett (2010, p. 1) states, Studies have highlighted a miss of confidence and competence amongst early childhood educators in relation to new technologies. In support of this statement, Stables (1997, p. 50) argues, Some educators are confused by what technology education would mean for unfledged children There are also those who opine that technology education is simply contrasted with a one-year-older age group. The author questions why there are such differing minds amongst early childhood educators. Perhaps Zevenbergen (2010, p. 1) offers an exercise to this issue as he states, We apportion that materialization children coming into early childhood settings may be different from other generations because of the social and technol ogical conditions within which they are developing. In support to this statement, Donohue (2003), argues that most early childhood educators, unlike the young children in their classroom, have come to computers as pornographic learners and can be resistant to apply technology (p. 17).If this is the case, then how does one bring these generations closer together? How has it come to be that the early childhood learners, know more about technology, and are more comfortable utilise it than many of the educators? There are noted benefits of early childhood educators using computers in classrooms as Morrison (2009) mentions, when educators support children to use computer technology in their classrooms it champions them to develop skills such as the use of a keyboard and basic computer software. It also assists children to flesh learning concepts around computer use and digital media over time (p. 6). A point being intercommunicate here by Morrison is not regarding the benefits th at computers offer to children but sooner what benefits the educators off to children in developing their computer skills. Consistent with this research, it has also been bought to the authors solicitude by OShanesy (2013, MOCR) that educators need to be handy appropriately to scaffold learning and use the correct computer language when working with children (p. 3). Early Childhood Learners and estimator Technology In this section, the author will address matters that need be considered surrounding computers in the classroom.While differing views are presented, the position is overwhelmingly in favour for the instruction and use of computers in the classroom as shown in the research. Computers are all around us. It has become virtually impossible to function on a daily basis without using or benefiting from computer technology (Haugland & Wright, 1997). It is needed in this technological age that children will be exposed to computers and that these computers will be instrumen tal in their daily lives (Haugland & Wright, 1997).Computers have been shown to be beneficial to childrens cognitive development (Dockett Fleer, 1999). With the use of a computer, children can develop their skills in areas where they would otherwise be extra. For example (Clements, 1992), a child can but develop their composition abilities using a simple word impact program. It is argued that children will not be limited by their handwriting ability as it is easier to press the keys on the keyboard (Cited in Dockett Fleer 1999). Stables (2007, p. 1) states, quirkiness as to how things work, leads to a determination to reconcile things work. Consequently, opportunities to develop problem solving skills are provided through the use of computers. Used in developmentally appropriate ways, the computer is a choice which fits childrens learning style (Haugland & Wright, 1997). Introducing technology into the curriculum of young children is important because of the list of this age group to engage in technological occupation with an en gum olibanumiasm, curiosity and lack of inhibition that creates an optimum opportunity for development (Stables, 2007).Haugland & Wright (1997) explain learning admits children actively exploring their world and then, through a process of assimilation and accommodation, acquiring and concepting knowledge. Piaget (1971 cited in Haugland & Wright, 1997) states, If we desire to form individuals capable of imaginative thought and of helping the society of tomorrow to achieve progress, then it is clear that an education which is an active discovery of naive realism is superior to one that consists merely in providing the young withready-made truths to know with. This author acknowledges how germane(predicate) is this tatement by Piaget of 1971 is to modern education. While base on the research indicating the many developmental advantages of computers in early childhood educational settings as presented in this p aper, there is nonoperational some doubts as to the benefits that will come from computers. Haugland & Wright (1997, p. 6) state, Opponents deal computers should not be placed in early childhood classrooms. They fear computers will replace other activities, will rob children of their childhood, are too abstract, provide children an unrealistic image of the world, lead to social isolation, reduce feeling cognisance and creativity. But based on research findings (Lipinski, et. Al, 1986, NAEYC in Press) this is not the case. It needs to be stated that a computer does not replace handed-down resources for teaching in the classroom. Instead usual or traditional activities that take place in the classroom are as important as they always were. As suggested by Haugland & Wright (1997), computers should be used to supplement or accompany the childrens normal learning hold outs (p. 7).Classroom activities help children place computer experiences in scope and reinforce the competen cies and skills children gain from technology (Haugland Wright, 1997). Early Childhood Education and Media Technology In this section, the author will address ever-changing opinions towards media technology. While differing views are presented, the argument for introducing media into the classroom is favoured as shown in the research. Television programs, whether absolute or prohibit, do form a large part of childrens life experience (Dockett & Fleer, 1999). In support of this research, Flynn et. al. (2010, p. ) states, It is hard to find a national study of childrens use of media in the past 20 years that does not demonstrate that media, and curiously television, are a dominant activity of childhood. Flynn et. al. (2010) claims that young children have incorporated media technologies into their promiscuous lives in unprecedented ways in recent years. Early media use is now the norm, with baby videos and 24/7 production line television for children used by even infants a nd toddlers (p. 3). Weddell (2001) presents a position (but does not support to) that parents do not call for media studies in their childrens curriculum.Waddell argues in most cases, parents and teachers report that children are exposed to enough media at home and in the fellowship without it becoming part of their education (p. 4). Weddell (2001) comments that children aged three to louvre are watch up to 17 hours of television a week (p. 4). While the argument that parents do not want media studies in their childrens classroom is not shape up supported by the research this author has located, there is certainly supporting research (Dockett & Fleer, 1999 Flynn et, al. 2010) that children are exposed to a great deal of media in their lives. There is research that indicates that parents are in favour of media being integrated into their childrens curriculum. Rideout & Hamel (2006, cited in Flynn et. al. , 2010) state, We have a generation of parents who are more acceptin g of not just television but also computers and other technologies and who view such technologies as more likely to help than hurt their childrens development (p. 3). Perhaps this change in opinion could be a result of changing attitudes from 2001 to 2006.Dockett & Fleer (1999) argue there is a range of childrens programs in Australia designed by educators to enhance childrens cognitive, social and emotional development. There is a great deal of community support for these kinds of programs. As a result, these television programs are part of many childrens educational experience. The Effects of Television Superheros on Early Childhood Learners In this section, the author will address matters of the media that affect the behaviour of children. The research presented shows conflicting views.Once again, it is shown the educator is the key to successfully integrating media technology into the school curriculum. A significant amount of research into superhero play has suggested that t eachers should work with the popular childrens culture initiated and essential through television and video (Cupit 1989 cited in Dockett & Fleer 1999). This would be interesting and thus motivating for the children. However, research indicates this also has negative effects on childrens behaviour receivable to television superheros usually being associated with gaga acts.According to a study by Lisosky (1991 cited in Levin and Carlsson-Paige, 1995) there are over 200 acts of hysteria per hour in a popular childrens show of that time (Dockett & Fleer 1999). In addition, the same television program used footage of real-life actors and settings with special effects and animation. As a result, children see real commonwealth engaged in realistic acts of strength (Dockett & Fleer 1999). According to Levin and Carlsson-Paige (1995, p. 0, cited in Dockett & Fleer 1999), teachers surveyed on the effects of the said television program on childrens play believe that the use o f real people in the program increased the negative effect on children. It was argued at 4 and 5 years of age, children do not have the cognitive skills to separate the fantasy from the reality of the show (p. 153). In contradiction to this survey finding, Weddell (2001, p. 4) states, truly few children will be influenced by antisocial images or violence they see on the screen, nor will they become obese, unimaginative, slimy communicators. Weddell (2001) does not deny that some children may behave vehemently during play after(prenominal) watching their television superheros in scarlet acts, however Weddell (2001) claims that some children behave riskyly because they have a predisposition to violent acts and are in need of supervision. Dockett & Fleer (1999) suggest that children act out their superheros violent actions as they are unable to count another storyline to go with their superhero character, as a result, children should be protected from violence in media (p. 15 3).In argument, Weddell (2001, p. 5) states, The notion that children are of necessity at risk from the media and therefore must be protected from it is a distorted perspective. Encouragement-rather than protection-is needed to guide childrens viewing and to teach the art of watching and interpreting the media. Weddell (2001, p. 4) states, Most importantly we need to trust that children can learn to neck the media messages they receive. We seem to forget that children of this century will know more about the media than their parents or teachers. It is unlikely that teachers will be able to influence what children choose to watch at home. As a compromise of the research presented, perhaps while at school, this author suggests teachers should choose media programs that do not involve violence but rather aggregation to the children through other means. In support of the author, Dockett & Fleer (1999) suggest teachers use timbre television programs to construct lordly childrens play. Programs such as runschool actively encourage children to construct the same or similar things as those shown on the program.The construction work (e. g. , expression a dolls house, making name tags, or making hats) may stimulate further play (p. 158). This suggestion (Dockett & Fleer 1999) is legitimate with the research presented from both positions. Children do, to varying degrees, result what they see on television. So rather than expose them to violent acts, in an educational setting, children should be exposed to quality television media that stimulate their desire to learn. Conclusion The future looks scintillant for technology in early childhood classrooms (Donohue, 2003).The effects of technology in educational settings on the development of young children have been widely documented and strongly positive (Chen & Couse, 2010). Technology has changed the way we teach children (Donohue, 2003). This author has taken the position that technology is beneficial to early childhood education and presented this position with supporting research through an analysis of contemporary literature. This paper addressed different aspects of technology and discussed matters to consider as it effected early childhood education.This paper began by defining technology to include technological hardware (Dockett & Fleer, 1999) and digital media (Weddell, 2001). It discussed recent trends in technology statement technology is present in all areas of childrens lives (Zevenbergen, 2010). It argued the importance of educator training and experience as being a key factor to successful implementation of technology into the curriculum (Haugland Wright, 1997). It also argued the learning benefits technology offers for children (Dockett Fleer, 1999) in early childhood education.It discussed benefits of computer technology in the classroom (Clements, 1992) and the benefits of using media in education (Flynn et. al. , 2010) including a discussion on the benefit s of television in education (Dockett Fleer 1999). This paper has shown by presenting different aspects of technology and arguing different perspectives from research technology is beneficial to early childhood education. References Burnett, C. (2010). Technology and literacy in early childhood educational settings. ledger of early childhood literacy, 10(3), 247-270. Retrieved 20 January 2013 from http//shura. hu. ac. uk/1308/1/Final_JECL_(3). pdf Carlsson-Paige, N. Levin, D. (1990). Whos calling the shots? How to respond in effect to childrens fascination with war and play and war toys. Philadelphia, PA New Society Publishers. Chen, D. Couse, L. (2010). 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