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Computers for young Students: Gold or “Fool’s Gold?”

Article submitted by
Bharda New High School & Jr. College

Computers for young Students: Gold or “Fool’s Gold?”
Since computers were first introduced to young children almost 20 years ago, there has been a certain amount of fear and controversy voiced over technology’s “harm” to this young population.

Despite all we have learned over the years about the positive effects of computers on young children, many are still skeptical about the benefits of technology. The most recent criticism has been voiced by a large coalition in early childhood known as the Alliance for Childhood. In their recent publication, Fool’s Gold: A Critical Look at Computers in Childhood, the Alliance focuses on the negative effects they fear computers are having or will have on young children. Although they claim that research shows many negative effects, no actual studies related to their claims are cited in their publication.

The first question is “Do computers really motivate children to learn faster and better?” The editors provide an answer that they claim is based on “30 years of research on educational technology.” This statement itself is flawed since the technology that was available to children 30 years ago, which certainly was not on a wide spread scale, is not the same technology available today. The authors claim that the only link between computers and children’s learning has been found with drill and practice programs that have improved children’s academic scores on tests. Although drill and practice was the main type of software being developed in the 1980’s, there are many other types of software available today which offer constructivist, interactive experiences for young children.

The second question asked by the Alliance is “Must five-year-olds be trained on computers today to get the high-paying jobs of tomorrow?” The authors answer this question with a statement about the health hazards and developmental problems that computers pose for children. They claim that computers are stunting children’s imaginative thinking. Again no research is cited to back up these statements. “Do computers really ‘connect’ children to the world?” is the third question. Again the authors discuss the damaging effects of “trivial games, inappropriate adult material, and aggressive advertising.” However, this is not the type of computer use seen in most early childhood classrooms. Instead, the authors are discussing the effects of Internet use on children using the World Wide Web by themselves, a practice not seen in developmentally appropriate classrooms.

Another claim made by the Alliance is that overemphasizing technology can weaken bonds between teachers, students, and families. Again, appropriate technology practices encourage interaction between children and adults and promote family involvement.

Overall, the Alliance approaches technology from a negative view and concludes that it fails to “solve the problems of education.” Their publication seems to be based on the premise that technology use replaces teachers and will lead to limited experiences for children. The computer use is discussed in terms of applications for older students and not in terms of what is being used with or is now available for younger children.
Articles in Children and Computer Technology discuss the positive results of computers when applications reinforce fundamental learning characteristics, which include active engagement, group participation, interactivity and feedback, and connections to real world contexts. When computer use is integrated into a constructivist approach, positive effects are seen for children.

The executive summary of Children and Computer Technology contains recommendations which include the following:
• More money is needed for research.
• Children should be encouraged to use computers in ways that encourage social interaction and stimulate desire for knowledge.
• Parents should limit time children are on the computer and supervise the content.
• Software companies should be challenged to examine learning experiences.
• Media literacy training is needed to empower children to make good choices and to use computers to create, to design and to invent.
• Computers should be used wisely to lay a foundation for lifelong learning.
• Universal design features should be incorporated into school computers to provide access for all students.
• USDE needs to make sure that all children have the same technology opportunities.

A comparison of Fools’ Gold and Children and Computer Technology shows that both publications express some of the same concerns with children’s use of computers; however, they each have a different tone. A major concern of both organizations is the “digital divide.” The Foundation recommends that the government work with industry to provide opportunities for low income families to have computer access. It was also reported that schools in the higher socio-economic areas use computers in more creative ways. Training for teachers is the key to closing the digital divide. All early childhood teachers need more training on using computers appropriately with young children.

Health risks of computer use are discussed in both publications. Both admit that risks may be present if technology use is excessive and content is not monitored for young children. However, The Future of Children journal points out that excessive use of computers by young children is not typical. Exposure in school is relatively modest and home use amounted to an average of 27 minutes per day.

Today’s critics and supporters of technology should not be satisfied with statements made in publications for or against computer use in early childhood. Rather, all early childhood educators and advocates need to continuously explore new materials and strategies to further children’s development. Used appropriately, the computer provides children with opportunities to learn in different ways. Used inappropriately, the computer becomes a tool of fear and criticism. Critics and supporters would both agree that further research and training on appropriate activities is needed to dispel fears and to support positive or negative statements about technology in early childhood.