Sarah High
Professor
Thomas
Segl 101
December 7, 2012
The
“Igeneration”
Their
Revolutionary Transformation For the use of Technology in Elementary Schools
Since the first signs of
technology for what people call the “baby boomers”, technology has been rising
very quickly. Technology has increased
from simple radio talk shows, to now interactive boards and ipads. As technology is being invented, the
developers are finding more ways for it to benefit our community. Technology used to be rarely seen, but now it
is found at every corner we turn. According
to Matt Richtel in his article “Grading the Digital School; In Classroom of
Future, Stagnant Scores" that was written in the New York Times, says that because of a science and technology
committee assembled by President Clinton in 1997 technology is also now seen in
almost every classroom including those in elementary school. The committee’s
report cited, “the successes of individual schools that embraced computers saw
test scores rise or dropout rates fall.”
Derrick Mears, who wrote
an article in, The Journal of Physical
Education, Recreation & Dance, says that the generation of children
entering elementary schools over the past couple of years are known as the
“Igeneration”. With these children being
introduced to technology since birth, they are becoming expectant on its great
use. This generation is learning much
more quickly and differently than previous ones; they seem to easily catch on
the new aged technology that is put into their hands at home and school. Mears says that Children are becoming
advanced multitaskers who embrace every bit of technology and the information
it provides. Children are motivated to
learn through technology, which is beneficial in every school setting. Upon first entering the school setting children are being exposed to
daily activities with various types of technology. Because of this, technology has become a
necessary tool for teaching in today’s classrooms. There are many that agree with The Board of
Education who entirely approve the use of technology in elementary schools, and
there are also critics that say there is no reason in spending out the amount
of money it takes to supply the technology when pencils, paper, and chalkboards
work fine. Children, teachers, and the
producers of the new aged technology alike benefit by its use because it draws
the children’s attention making it easier for the teacher to instruct the
class, and the produces are making millions getting it inside the classrooms. However there are also many detrimental
aspects caused by its placement such as the cost, the children’s social skills
and attention span possibly being hindered, and the time it takes for the
teachers to learn the new equipment; I personally believe both sides in that
too much of a good thing will be bad. It is quoted in the report “Computer
Integration into the Early Childhood Curriculum” by Mona and Heyam Mohammad
that, “Piaget's theory, known also as the constructivist perspective, says that
learners benefit most from "concrete" experiences or hands-on
activities that allow the learner to manipulate his/her environment in order to
construct knowledge based on interactions with the world.” So in other words, Piaget is saying that
children learn best through play.
Children love to use their imagination to build, paint, and to role
play. In previous generations, if a
kindergartener was asked what their favorite activity at school was, most
answers would be the same few. You would
hear them say, “I love to build with blocks,” or “I love the kitchen
center.” If asked the same question to
today’s generation, the majority of the answers would be, “I love to play on
the computer or Ipad.” The updated
answers make sense considering the world’s present use for technology, and the
kindergartener’s feelings towards technology still follow Piaget’s theory. Because of how advanced technology has
become, Ipads and computers are considered concrete objects that children can
manipulate and have “hands on” experiences from around the world with. Many ask the question, “How are children
learning with classroom technology, when all they are doing is playing
interactive games?” That is just not the
case. During a personal interview with
Mrs. Stiffler who is the technology teacher at Hendrix Elementary School, She
stated that “through the interactive games and websites children are learning
without realizing it.” In Kristina
Hatch’s article, "Determining the Effects of Technology on Children,” she
agrees with Mrs. Stiffler in that technology accelerates and enriches basic
skills, and that students who have
access to technology become more quickly engrossed in the material, and as such
are able to absorb the information more quickly. It is a known fact that children have to
always be engaged in things that interest them and that they think are fun. That is how they learn. They enjoy the new aged virtual world, so why
not make it part of their learning experience? Mrs. Stiffler stated that children starting in 4K are
learning the components of the computer.
They are starting to understand the mouse and how to manipulate it to
draw under the paint program as well as navigating through interactive
children’s websites, which is further improving their fine motor skills and
hand eye coordination. In Kindergarten
and first grade each child is starting to understand the keyboard and how to
type sight words they are learning. By
the time a child is in the third grade, they understand how to use their
creative thinking skills and knowledge to put together a power point. Educators understand a child’s development,
which is why they introduce children to the components of the computer for them
to be able to get the most out of their experiences. It must be known that computers and other types of
technology supplement and do not replace highly valued early childhood
activities and materials, such as art, blocks, sand, water, books, explorations
with writing materials, and dramatic play(Mohammad). Mona and Heyam Mohammad reported that as long
as teachers choose and find developmentally appropriate software and web sites
that meet children's interests and needs, and integrate them into the curriculum
to best support the way young children learn best, the children will develop
positive attitudes towards learning.
Although the same material is being taught as those in previous
generations, electronic materials give children a three dimensional
representation of what they are learning (Hatch). I think it is great that with the help of
interactive educational games and other software, teachers are able to make the
learning of math, reading, science, and social studies fun for children; at the
same time children with disabilities like autism are able to get their
education in a regular classroom. Kristina
Hatch stated, “Getting children involved with many types of educational tools,
including technology, at an early age will further enhance their capabilities
to be more successful in the real world and prepare them for the workforce.” Jeffery Macdonald, a journalist for USA Today, agrees with Hatch in that he
feels that academic performance rose among those who routinely engaged in
writing e-mail or running educational software.
Although the board of education and many researchers see there being
many positive reasons to include various technologies within the educational
experience, parents question if the use will interfere with children’s ability
to express their social skills within the classroom. Early
childhood teachers must understand that they are one of the most important
factors in a child developing social skills.
Although many feel the use of technology hinders a child’s social interaction,
it is actually completely up to the teacher.
Children love to share their computer experiences with their classmates,
help one another, and enjoy expressing their success when a goal has been
reached. Research has proven that if the
teachers allow the natural process of interacting between children to take
place while engaging with computers or ipads, children will be encouraged to
work together cooperatively. Unlike
traditional activities such as building blocks and puzzles, Mona and Heyam
Mohammad state that “the computer elicits more social interaction and different
types of interaction.” There are moments
when children must focus by themselves on an assignment, but I feel if a
teacher wants the children to remain quiet during every computer generated
activity, this will affect how they interact with their peers in a negative
way. Children need those little moments
throughout the day to discuss with their peers about things in their
environment that they interact with or notice, including the virtual world. Although
teachers must work extra hard to find appropriate ways for children to engage
with computers, ipads, and other types of technology, they see it to be very
beneficial for the children of this generation.
Teachers must go
through extensive trainings to keep up with the new types of technology and
software being brought into the classroom.
This for them is very time consuming outside of the classroom. But according to the website Education
Corner, because each teacher is different with the way they teach their
classes, and each school district has various requirements, technology will
continue to create roadblocks for the teachers.
They must work hard to find programs that not only benefit each child,
but also supports their teaching style. Just
like with traditional teaching materials, when the teachers create a curriculum
that is age appropriate, keeps the child in control, has clear instructions,
expands the child’s complexity, gives Independence, and shows real world
models, the teaching will have a positive impact on the children (Mohammad). Richtel says that, “Good teachers can make
good use of computers, while bad teachers won’t, and they and their students
could wind up becoming distracted by the technology.” This is true.
You have to keep the child engaged while creating an up to date learning
experience, that will help the child expand their thinking and rational skills
to help them grow within the world we live.
According to Mrs. Stiffler teachers
have programs that are set up for the individual child. These programs are set up according to the
child’s own MAP scores, so each child will have the opportunity to work at
their own learning pace. This serves to
be beneficial for the teachers and the students. I think this is great because teachers are
able to keep up with how much each child is retaining, and who might need extra
help. Even though there are so many
benefits from the use of technology it does have some teachers a bit
frustrated. Because classrooms are growing at an extensive rate, and
the technology used is requiring more time, research says that teachers are
finding it difficult to stay on top of the new programs. Teachers also understand the cost of the
technology being brought into each classroom.
And Richtel feels that although teaching with technology has lowered the
cost of many things, some wonder why the schools are equipped with so much
expensive technology when school budgets have been cut. Many teachers are depending on their own
money to pay for numerous things needed for their classrooms and find it
unfair. But because of the amount of
benefits technology has on the classroom as a whole, such as written in
Mortimer Zuckerman’s article "Classroom Revolution,”
that students can take virtual trips and collaborate with other students around
the world and research in the best libraries in the country, teachers tend to
overlook little things like having to buy paper or hand sanitizer. Despite the technology companies making
millions of dollars off of schools and the teachers losing money to help
provide needed supplies for their classroom, educators will do what is needed
to help their students succeed. Companies like Apple and Microsoft
have numerous engineers and computer programmers who work daily to develop the
technology that is used in classroom.
With schools having the luxuries of the technology, these companies are
benefitting from the growth of the technological world. Each school district that is up to
date with the technology world has roughly $15,000 worth of technology in each
classroom. With interactive white boards
costing $1,200 a piece, and each classroom having three ipads and at least ten
computers that are composed with the top ranked software, it is no wonder how
these companies are so successful. .
Matt Richtel understands that it’s easy to see why technology is such an
easy sell here, given the enthusiasm surrounding it in classrooms, and that
technology seems to be the only way this generation will learn. Mrs. Stiffler said the reason why
Hendrix Elementary is so up to date with technology is because of help from the
Government. They are given what is
called title 1 money. This is issued to
schools who qualify based on the amount of students who get free or reduced
lunch. This Government issued money
helps schools stay on top of the technological world to ensure that every child
gets the same benefits out of school. I
think this is such a great opportunity in that it gives every child, no matter
what their background is, a chance to be successful and grow with the world.
With the research and my personal
experiences with my own children, I understand why technology is being used
with the elementary aged children. Although school has become fun and
interesting for children because of the approach technology takes, I also
believe technology can become a problem.
Because children enjoy their interactions with it so much, if parents
don’t step in and put a limit on how much they are allowed children will become
dependent on the sole use of technology.
Outside play will wind up becoming obsolete, and that’s when children’s
health will start to decline. The
technological world has transformed to where it is more than just an
entertainer, and there are more benefits from its use than ways it will hurt
the children. As long as parents
understand they need to engage with their children more than their children
engage with technology, children will be well rounded children who can interact
with the world.
Works
Cited
Hatch, Kristina E.
"Determining the Effects of Technology on Children." Senior Honors Projects.
(2011) Paper 260. Web.16 Nov. 2012
Macdonald, Jeffrey G.
"Too Much Computer Exposure May Hinder Learning." USATODAY. 08 Dec.2004.
Web. 15 Nov. 2012
Mears, Derrick.
"The influence of technology in pop culture on curriculum and instruction:
the iGeneration of children has a
unique set of learning characteristics that must be taken into account when teaching."
JOPERD--The Journal of Physical
Education, Recreation & Dance
83.8(2012): 15+. Academic OneFile.
Web. 24 Nov. 2012.
MOHAMMAD, MONA, and
HEYAM MOHAMMAD. "Computer Integration Into The Early Childhood Curriculum." Education 133.1 (2012): 97-116. Academic Search Complete. Web. 16 Nov. 2012.
"Myths and
Realities About Technology in K-12 Schools.” Education Corner. 2005- 2011.Web.24
Nov. 2012.
Richtel, Matt.
"Grading the Digital School; In Classroom of Future, Stagnant
Scores." The New York Times. 04
Sept. 2011. Web. 24 Nov. 2012.
Stiffler, Beth.
Personal interview. 19 Nov. 2012
Zuckerman, Mortimer B.
"Classroom Revolution." U.S.
News & World Report. 10 Oct. 2005: 68. Academic Search Complete. Web. 17 Nov.
2012.
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