Technologys Benefits

The Benefits of Technology/Computer Use in Early Education Classrooms

A Review of the Literature
Heather Armstrong
Education 505
Ms. Ann Tenglund
June 15, 2003

Technologys Benefits

The Benefits of Technology/Computer Use in Early Education Classrooms

Review of Literature

Technology plays a significant role in all aspects of American life today, and this role
will only increase in the future (Wright & Shade, 1994). This paper will provide
supporting evidence showing the benefits of computer instruction in early education
classrooms by answering the following questions:
1. How is a childs cognitive ability affected by the use of computers at an early age?
2. What choices need to be made when educators are searching for appropriate
software for the classroom?
3. What are the social benefits for children when using a computer in the classroom?
4. What are the benefits that educators can expect from using computers in the
classroom; beyond that of student proficiency?
5. Why is it necessary that educators learn to be proficient in technology as well as
teach it in the classroom?
How is a childs cognitive ability affected by the use of computers at an early
age?
Computers are intrinsically compelling for young children. Developmentally
appropriate software engages children in creative play, mastery learning, problem solving
and conversation (Haughland & Shade, 1990). When teachers use the computer to extend
a traditional lesson, it can really enhance the overall effect of the lesson for the students.

Technologys Benefits
Ruth Weinstein, director of Wee Care Kindergarten has said that, children as
young as two years old, are adept at handling the computer and experimenting with early
childhood software (1998). Introducing children to computers early gives them a
chance to familiarize themselves with technology (Weinstein, 1998).
At the earliest stages of computer instruction young children are able to further
develop their cognitive abilities. The manipulation of the mouse and use of the keyboard
supports the development of fine motor skills, as well as visual and often auditory
support. Frequently it encourages learners to write more since the mechanical
drudgery associated with writing is minimized, which in turn encourages positive
attitudes toward learning in many curricular areas (Hoot & Kilmer, 1987). A typical
history lesson, which could tend to be uninteresting to a young child, could take on new
meaning when a teacher uses the software, Where in the world in Carmen San Diego?
This can reinforce the lesson and extend the learning to beyond the traditional text book.
What choices need to be made when educators are searching for appropriate
software for the classroom?
Technology can change the way children think, what they learn, and how they interact
with peers and adults (Papert, 1980). The correct software can make any lesson go from
ordinary to one that is set apart with distinction.
When teachers are preparing to choose educational software they need to choose,
well designed software that grows in dimension with the child, enabling them to find new
challenges as they become more proficient. Appropriate visual and verbal prompts
designed in software can expand play themes and opportunities while leaving the child in
control. Software can be made age appropriate for children as young as three or four
(Naeyc, 1996).

Technologys Benefits
Choosing the appropriate software is similar to choosing appropriate books for the
classroom; is it age appropriate, does it enhance and extend the specific curricular area, is
it engaging, does it encourage exploration and imagination, and does it engage the
senses? Early childhood educators must take responsibility to search for these
components. Good teaching practices must always be the guiding goal when selecting
and using new technologies (Naeyc, 1996).
What are the social benefits for children when using a computer in the
classroom?
Studies have shown that the use of age appropriate software engages children in high
levels of spoken communication and cooperation when using the computer (Lipinski,
1986). Children seek help from on another and seem to prefer help from their peers
(King & Alloway, 1992: Natasi & Clements, 1993). They initiate interactions more
frequently and in different ways than when engaged with traditional activities, such as
puzzles or blocks. They also show cooperative play and opt to take turns. Ruth
Weinstein comments, it is amazing how much information they share, one child will
learn something new and this skill is rapidly passed among the group (Apple Australia
press release, 1998).
Working together in groups also helps childrens confidence levels improve, they
feel as if they are accomplishing a personal goal. They receive gratification from solving
a problem or making the correct choice. Good software can influence motivation as well
as affect how children interact with each other (www.netc.org).

What are the benefits that educators can expect from using computers in the
classroom; beyond that of student proficiency?

Technologys Benefits
Using computers for an instruction tool is not only beneficial for the student, but for
the teacher as well. In addition to actually developing childrens abilities, technology
provides an opportunity for assessment. Observing a child at the computer offers
teachers a window onto a childs thinking (Lipinski, 1986). Watching a child on the
computer can demonstrate how well their fine motor skills are developing and how they
are forming word recognition and what level of critical thinking they have achieved.
Software should extend the curriculum for a teacher; it offers new avenues and
perspectives for evaluation. Listening to a rhythm program can help children connect
mathematical pattern to that rhythm pattern, they can visually connect to it, as well as
hear the specific pattern.
Why is it necessary that educators learn to be proficient in technology as well as
teach it in the classroom?
As teachers use computers in the classroom, they broaden their knowledge of
technology. Technology is an area of the curriculum, as well as a tool for learning, in
which teachers must demonstrate their own capacity for learning (Bredekamp &
Rosegrant, 1994). As teachers investigate this new knowledge in the classroom, they
have the opportunity to share this with other teachers. Teachers can and should be
challenged to try to reach higher levels of competence using technology. Early childhood
educators should use technology as a tool for communication and collaboration among
professionals as well as a tool for teaching children (Naeyc, 1998).
Technology is so prevalent in society today, it is almost necessary that teachers
educate themselves on what is the newest in technology. It is constantly changing and
being modified everyday. We as educators must be proficient in this technology. It is our

Technologys Benefits
job to teach children about the history of the world, in the same respects it should be our
job to teach children about technology and how to use a computer, because it will most
certainly be shaping their futures.

In conclusion, the benefits of using technology instruction in an early education

classroom are far reaching, and in most cases is a positive experience for all involved.
Not only are childrens cognitive abilities reinforced, but how they develop socially
among their classmates. Teachers need to take responsibility and accept that technology
is permeating our daily lives. Technology is a powerful tool for professional
development; it can provide information and tools for classroom management, lesson
planning and creation of teacher useable materials. As educators become competent
users of technology for personal and professional growth, they can model appropriate use
for young children (Naeyc, 1993).

References
Bredekamp, S.,& Rosegrant.T. (1994). Learning and Teaching With Technology,Wright

Technologys Benefits
& D.D. Shade, 53-61.
Haughland, S.W., & Shade. D.D.(1994). Software Evaluation for Young Children,
retrieved May 30, from: www.naeyc.org
Hoot, J., & Kilmer, M. (1987). Early Childhood Classrooms and Computers:Programs
with Promise, retrieved May 22, from www.ericfacility.net
Lipinski, J. A.(1986). The Effects of Microcomputers on Young Children. Journal of
Educational Computing Research, 147-168.
Papert, Seymour. (1993). The Childrens Machine:Rethinking School in the Age of the
Computer, New York: Basic Books, 48.
Natasi, B.K.,& Clements, D.H. (1993). Motivational and Social Outcomes of
Cooperative
Education Environments. Journal of Computing in Childhood Education, 15-23.
Weinstein, Ruth. (1998). Wee Care-How Very Young Children use Computers,
retrieved May 30, from: www.apple.com.au/pr/library/1998/9808/weecare.html