Bringing Technology To Early Childhood Education

Bringing Technology To Early minorishness EducationThere have been studies conducted on bringing engine room to early childishness discipline. There has been seen benefits on introducing applied science to early education but they were equal to see some difficulties and disadvantages in doing so. The look forer is act to find out the different advantages and disadvantages and see which outweighs, benefits or the shortcomings.The function of engineering in early childhood education, birth to age eight, is a contentious matter. P bents and educators ar concerned regarding attainable benefits or damages to spring chicken children. Critics argue that applied science in tames wastes judgment of conviction, money, and childhood itself by getting a move on the ill-treat and cutting d induce on important teaching practices (Cordes Miller, 2000 Healy, 1998). Supporters propose that children should have the benefits that modern technologies domiciliate offer. unselfish obs ervers ar worried that at the same season as exciting and potentially valuable things are occurring with children and figurers, we may non be utilizing these jibes in the paramount ways, or acquiring the results we expect (Healy, 1998 Kleiman, 2000).The topic is from time to time presented as a simple question Should my students, my children, make habituate of estimators or not? spot this query is valid, the questions are broader and more complicated. Computers are by now in homes and schoolrooms, and little children are utilize them. Additional assistful question is what are suitable and important uses of technology with children? Furthermore, given that technology is universe utilize, how skunk determineers take advantage of the capacity of these peters to improve childrens learning and growth, while holding away from possible problems?Research proposes suitable and efficient uses of technology in early learning and offers guidance in decision making on the tools and making the environs necessary for profitable technology use. Studies point to how technology can be employ to hold up and promote the growth and education of preschool and primary age children. The significant federal agent is a fair regularity to technology in learning, with considerate preparation to give for the significant necessitate of early days.Vygotsky (1978) states that, childrens learning begins long before they attend school and that any learning a child encounters in school always has a previous history. According to the Harvard University Scientific Council on the Developing pincer (2007) the quality of a childs early environment and the avai research science lability of appropriate experiences at the right stages of development are crucial in determining the strength or weakness of the brains architecture, which, in turn, determines how substantially he or she go forth be able to think and to regulate emotions. It is important to get an understanding of t he preschool environment roughly the way the children learn and that the social and intellectual characteristics of teachers and parents have an influence on the children (Vygotsky, 1978).Vygotsky (1978) further argues that there is a difference in the way preschool and school children learn. Children are born as being inquisitive, energetic, passionate motivated, bump taking, thinking and do the impossible, creative, can see the end product, try over and over again and can learn through mistakes (Peel Prinsloo, 2001 5). Conezio French (2002) states that umpteen early childhood teachers are hesitant more or less introducing acquirement in their classrooms, often because of their own unpleasant science education experiences.Statement of the problemIs it beneficial when technology is injected to children in early education? How does technology, being part of the curriculum, become an improvement in teaching methods?Does technology help children build interest to learning? How does this help the children in being participant in school?Is it the right timing for children aged 6 and below to learn with technology around them? What are its implications in terms of learning?Literature ReviewStudies show that when calculators are located in the classroom, childrens developmental gains from development appropriate software are significantly greater than when they are in a computer lab (Davis timber, 1999). Reasons cited includeLimited exposure to computers when they are placed in labsThe tendency to use drill-and-practice software in labs, while more tool-oriented software is used in classroomsLess collaboration and peer tutoring in lab settingsOther studies offer additional support for locating computers in the classroomUsing a computer laboratory pulls children out of their usual setting and takes away other rich options (Bredekamp Rosegrant, 1994)Using a syllabus as whole-group instruction, common in a lab setting, denies the computers power as an indi vidual teaching tool (Bredekamp Rosegrant, 1994)Computers within the classroom enable children to use or not use them as they wish (Davidson Wright, 1994)As detailed in the Social and Emotional Development section, arranging the classroom to allow and encourage communication around the computers is essential in creating opportunities for student interaction.High-quality pedagogy and rigorous learning aims should direct the option of materials and tools, as well as technology, to be utilized in learning activities (Bredekamp Rosegrant, 1994 Davis Shade, 1999). Whatever materials or tools are beat out suited to the activity depart be used sometimes computers are the best tool for the job, and sometimes they are not the secret is knowing the difference (Davis Shade, 1999, p. 237).Computers are powerful tools that, as with other technologies, are most beneficial when used as a natural part of the learning experience. This includesIntegrating computers into the classroom environm entUsing them as a part of the ongoing curriculumApplying their use to accepted number problems for a real purpose (Davis Shade, 1994)Written language, like oral language, is learned by doing things with words in the real world, use language for a purpose (Novick, 1998). Early childhood classrooms encourage compose literacy by providing materials to use in pretend play, and by encouraging children to express themselves in writing (IRA NAEYC, 1998). Studies indicate that word-processing software encourages writing, and leads to increase motivation and improvement in writing skills.Computers and writing programs can be used with preschool aged children to look for written language, and their use can be successfully integrated into process-oriented writing programs as early as first grade or kindergarten (Clements Nastasi, 1993). Such softwareProvides critical support, or scaffolding, for young writers, enabling them to fare tasks they could not perform by themselves (Clements Nastasi, 1993)Allows children to compose longer and more complex stories and worry less well-nigh mistakes (Davis Shade, 1994)Facilitates positive attitudes toward writing and word processing among children from kindergarten through primary grades (Clements Nastasi, 1993)Encourages students to write more, more hard-hittingly, and with greater blandness (Apple Classrooms of Tomorrow, 1995)Helps children gain confidence in their writing and increases motivation to write more when using computers than with paper and pencil (Clements Nastasi, 1993)Computers to a fault provide students a private place for practice while learning, without fear of public failure. peculiarly during the primary grades, when children are pass judgment to acquire an acceptable train of mastery of mathematical content and literacy, the computer can serve as a supportive tool for those children who have more than average difficultness succeeding (Bredekamp Rosegrant, 1994, p. 59).Preschool teachers b ring experience with children, knowledge of the limits imposed by the curriculum frameworks and flow of life in kindergartens. They also compulsion to master a number of practices and to be aware of preschool technology experiences and their importance in subsequent school development. They also have to be adaptive learners.One of the teachers role is to gain recover to the childrens ideas about technology and to make the right decisions on how they can be developed. The main goal of education should be seen in the development of intellectual and creative abilities of students. Piaget (1929) worked on how childrens ideas develop. Recent studies (Raper et al 1987, Reiss 1993) show that effective teaching and learning depend on childrens existing ideas and subsequent good teaching. So, the way teachers accept and teach technology is very important to young children. New Technologies (NT) provide new opportunities to the teaching and learning process. Researchers (Clements 1994, Shad e et al 1990) have shown the gains and the obstacles of the use of technology in education. It is noticeable, that they all agree that technology is a reformative tool in the teaching process when it is not misused (Aubrey 1994, Campbell et al. 1992, Shayer et al 1981).As preschool educators become sprightly participants in a technological world, they need training and support to find ways to incorporate technology into their classrooms. So, education on NT to preschool teachers is an important factor of applying technology to childrens classroom.Young children have needs that are real and different from those of older children and adolescents. Children from birth to age eight are learning rapidly, using all of their senses and their built-in bodies to take in sensations and experience the world around them. During this period of their lives they learn through their play and exploration across five essential developmental dimensions (Kagan, Moore, Bredekamp, 1995). These dimens ions includeSocial and Emotional Development. The ability to form and oblige relationships gives meaning to learning experiences. Responsive interactions provide a sense of well-being that enables children to form attachments with others and participate positively in educational activities.Language Development. Language empowers children to participate in both the cognitive and affective split of the educational program. Experience with written and oral language provides children with the tools to interact with others, and to represent their thoughts, feelings, and experiences.Physical Well-Being and repulse Development. A childs health is connected to preparedness for and performance in learning activities. Healthy children are able to focus on and actively engage in experiences crucial to the learning process.Cognition and General Knowledge. Children need opportunities to interact with the people and objects in their environment, and to learn from their surroundings. Experience s and interactions with peers and adults allow children to construct knowledge of patterns, understand relationships between objects or events, and learn ways to solve problems.Approaches Toward Learning. Children can be successful learners in many different ways. By understanding the predispositions and learning styles that influence a childs response to learning opportunities, adults can encourage and increase engagement.Childrens activities and experiences with computers screen outament evolve over time as they grow and develop. Very young children often use computers with help from an adult or older child. As they mature children use computers more independently, and the teachers role moves from guidance toward observe and active facilitation.Young children learn through exploration and discovery. If computers are used with children in kindergarten, preschool, or child-care settings, the computer should be one of many activity choices they can explore (Bredekamp Rosegrant, 1 994).During choice time, for example, a computer plaza may be one of several options.Children frequently use computers for short periods, then become evoke in another activity. Three- to five-year-olds generally spend about the same amount of time at a computer as they do on other activities such as playing with blocks or drawing. They are more interested and less frustrated when an adult is present, and much of the computer use go forth be facilitated or mediated by the teacher, which is consistent with best practice at this level (Clements Nastasi, 1993).For this age the rate of the computer is in its open-ended use, not in creating a product (Davidson Wright, 1994). The teachers role is to create an environment in which children become aware and explore, and then act to support their exploration and inquiry in many different ways. Software programs for this age group should be limited in number and appropriate for childrens skill level and the intended use.As children becom e more able to read and write on their own they are not limited to icons and pictures on the screen for understanding. More opportunities for independent use become accessible with increasing language and literacy skills. For example, simple word processors become important educational tools as children experiment with written language.The teachers role is to set up the environment and activities, matching technology use to the curriculum as well as to the childrens needs and interests. The teacher is less involved in directing the activities, and more involved in monitoring student activities, intervening as necessary to guide and pose questions that encourage thinking.Research use (Methods)The detectives plan to have an evaluation on the students before and after the technology is integrated in the curriculum. The evaluation before introducing technology will help us determine the effect on the performance of the students. The researchers will be asking help from different tea chers and well-known specialists on early childhood education.Population and examineOne classroom, which is composed of 30 students, will be the evaluated. The 30 students will be subdivided to different level of thinking and characteristics. This will be enough for the researchers to have an accurate finding and results.Research DesignThe tendency of the show is a correlation research since it is intended to determine first, the relationship of technology to the augmentation of the performance of the students second, the effectivity of the incorporating in the curriculum the technology on increasing good competency in terms of grades and performance.It is also a qualitative study for the researchers will be conducting interviews regarding on the attentiveness of the students due to the introduction of technology mixed with their program.Instrumentation and Data CollectionThe researchers visited the Insert name of University Library or City Library for journals, articles and stu dies needed for the research paper. The researchers gathered time-series data from different physical training institutions to assure of its validity and consistency.The primary data will be gathered using quantitative method, as this is best useful with questionnaires. The use of quantitative method will be appropriate for the research because the results in the questionnaires consist of numerical information, mostly based from the ratings include in the questions. Quantitative methods are used to provide reference to numeric calculations and are often used with questionnaires that have a specific goal and a target to achieve. This is helpful in the research, and its instigation in the process needs to be further culminated so that the problem is solved with efficiency and precision.In forum data, the researcher would like to clear certain ethical issues that might hinder the processing of data. First, confidentiality will be kept at all costs. As the main causal agent why questi onnaires will be used in the research is for the respondents to feel secure and to be assured that their answers will not be associate to who they are. There may be instances wherein the respondent will divulge information that will be prejudicious to the company, or to its competitors, depending on the case. Hence, there is a better chance at more responsive respondents if they can be assured of their confidentiality.Second, the Data Protection Act will be followed at all costs. The residency with the act will be transparently said to the respondents so that they are further assured that anything they arrange in response to the questions asked them will only be used for the benefit of the research and not in any other practices. It should also be clear to the researcher that any information regarding the respondents cannot be released to anyone who is not immediately connected with the research unless permission from the subject respondent has been secured beforehand.Third, the research must always pitch in mind the objectives of the study and never stray away from them. A researcher who has no explicit purpose in doing the research is going nowhere and is exerting effort in a research that is not delimited properly and punctually. The purpose of the research is explicitly stated at the beginning of the research and is implied in every step of the realization of the research so as to not delineate the researcher from his goals.Lastly, the researcher must opt to practice objectivity. As the researcher, he is expected to keep an open-minded approach to the topic, keeping from his mind and personal bias in the subject matter or on the people involved. The reason for doing research is to test existing information, validate, prove or disprove existing ideas, or to test the limits of a certain prospect. Given this simple definition, it is clearly seen that in no form is the personal opinions of the researcher expected to hinder in the subject. Any act that mi ght be biased or subjective will hint of the researchs failure to achieve its goals.Planned Method of AnalysisThe researchers plan to analyze the different test conducted through constant evaluation of the trainers and how they perform. There will be a weekly evaluation in terms of how the training last, and the effect of it to their performance in the field. The performance in the field will be evaluated by the players stamina, body agility, and resistance.ConclusionTechnology is an instrument that can offer another way for children to study and add up to their world. Computers can be utilized in expanding suitable ways that are helpful to children, or they can be misrepresented, just as blocks or any other resources can be tainted. And just as pencils do not substitute crayons but rather offer additional methods of expression, computers, or cameras or some other varieties of technology, do not substitute other tools but increase the cream of tools accessible to children to search , generate, and communicate.When used appropriately by skilled teachers, technology can support and extend learning in valuable ways and can increase educational opportunities for children. The key is finding the balance, knowing how to set out the elements of a healthy childhood with the unique capabilities offered by technology.Preschool teachers bring experience with children, knowledge of the limits imposed by the curriculum frameworks and flow of life in kindergartens. They also need to master a number of practices and to be aware of preschool technology experiences and their importance in subsequent school development. They also have to be adaptive learners.All teachers found the go very interesting and worked on computers very hard. At the end of the course they learned how to write an essay on a computer and they became comfortable and confident in using computers. The problem they had to face at the beginning of the course was that they were not familiar with computers an d NT. For some of them it was their first time to learn how to use a computer. Another problem they had with computers was the linguistic one. Some teachers did not know English very well and others knew foreign languages other than English. So, they had to learn at least the basic English spoken language we use for computers before using the Internet.At the end of the course, technology proved for these teachers, as a tool for communication and collaboration amongst them and also a tool for teaching children. Telecommunications and the Internet enabled preschool teachers to obtain information about children in kindergartens from around the world and interacted with distant experts and peers. They collaborated on classroom projects and they learned how to use computers and technology in the future. Pedagogical considerations behind the course have shown that teachers become confident using NT when they practice on them at least once or twice a week. So we can conclude that technol ogy is a powerful tool for professional development.