There is a contention among childhood educators whether children should engage in play that makes use of technology-based tools and devices. The issue came about as a result of educators' observation that while technology-based tools mimicked some of the children's regular play activities such as coloring and drawing, actual coloring and drawing activities using the traditional drawing materials allowed for more creativity than the more modern method. In addition, it was widely perceived that children experience "behavioral problems, higher psychological difficulty scores, less physical activity, obesity, irregular sleeping patterns, impaired academic performance, violence, and less time for active and imaginative play" (Fitzgerald). However, allowing children to experience using technologically enhanced learning devices together with traditional methods of learning actually help children learn and develop intellectually.
According to studies, technology-based learning tools provide a healthy and conducive learning experience for children. Although the set up is the same as how adults use similar tools, using advanced learning tools teach children about discipline, will power, and planning. These tools also help develop children's problem solving skills and provide avenues for exercising their "emotional and social issues such as anxiety and sharing" (Fitzgerald). Using technology as a means to educate children also teaches them that technology can be used not only as a source of information, but rather as a method to reach out to people from other culture as well. It will also enable the creativity of students in coming up with ideas on how to support global problems affecting the world and not just America ("Technology as a Tool for Global Learning").
Among the tools found to be extremely helpful for children, specifically those from birth to Pre-K and grades K-3 are social networking and micro blogging tools such as Twitter and Skype, digital storytelling, electronic math worksheets, FM listening systems, and others.
Twitter, although often perceived as used by teenagers for broadcasting their activities can actually teach young students about connecting with others coming from a different culture. What a typical class can do is to make it part of their morning ritual to "meet and greet" their counterparts coming from another country to learn more about its culture and tradition. It can aid in the discussion regarding history of another nation. It can also begin discussions about languages, time zones, holidays, and other types of questions that may be directed to subject matter experts ("Technology as a Tool for Global Learning").
The same concept applies to the use of Skype, which enables students to share information and actually have direct collaboration with experts as they can see and communicate directly with their subject matter experts. Thus, communication and learning is faster. In addition, Skype can help children explore more about a topic when discussion types of learning are initiated with people considered experts on their fields. It can also be used for digital presentations, thus, people at the other end can also share their own knowledge ("Technology as a Tool for Global Learning").
Math students may also be provided with devices that help them in computing numbers and placing the numeric values in proper alignment or columns. Electronic worksheets such as the MathPad are effective for students who are finding it hard to copy mathematical problems using the traditional paper and pencil (Heatherschulte, 2012). Another alternative to teaching students about Math is with the use of the talking calculator, which has "built-in speech synthesizer" (Heatherschulte, 2012) that tells the user which button was pressed. Another popular alternative to learning math are the products from Rock N Go that combines math and music to stimulate learning for kids with "attention deficit disorder (ADD), attention-deficit hyperactivity disorder (ADHD), autism, dyslexia and dyscalculia" (Marsh, n.d.). Although some of these are used for students with learning disabilities, mainstream students can also benefit in using such devices.
Reading can be a great experience for students when they are given alternatives on how to read text and convert it into words. Using optical character recognition scanning devices that read the word "through computer generated speech [students hear the] text in audio format" (Heatherschulte, 2012), schoolchildren experience a different kind of reading pleasure. They may also be exposed to word checking software and grammar tools, including software they can use to dictate answers instead of writing them down (Heatherschulte, 2012) and speak through a "portable voice synthesizer" (Behrmann, 1998). Another specially useful software for reading is Compu Thera designed for the "special needs [of] kids with autism, Down syndrome, ADHD and those who are visual learners who have trouble learning just by observation" (Marsh, n.d.). This technique makes use of "images, symbols, words, [and] phrases, [while] music [teaches] reading in a way that complements traditional learning" (Marsh, n.d.).
With all the advancements in technology that aid teachers in educating students using complementary methods of teaching, teachers are able to make learning fun and interesting for children instead of just using traditional methods.
References
Behrmann, M. (1998). Assistive technology for young children in special education: It makes a difference. Edutopia. Retrieved from http://www.edutopia.org/assistive-technology-young-children-special-education
Fitsgerald, J. (2011). Child's play: Should preschoolers engage in technology or good-old fashioned fun. Preschool Matters Today. Retrieved from http://preschoolmatters.org/2011/06/30/child%E2%80%99s-play-should-preschoolers-engage-with-technology-or-good-old-fashioned-fun/
Heatherschulte. (2012). A list of assistive technology used in schoolrooms. Bright Hub Education. Retrieved from http://www.brighthubeducation.com/special-ed-inclusion-strategies/76087-a-checklist-for-assistive-technology-for-special-needs-students-at-school-and-home/?cid=parsely_rec
Marsh, D. (n.d.). Special education needs: Top nine assistive technology products for special needs kids. Disaboom. Retrieved from http://www.disaboom.com/k-12-for-children-with-disabilities/special-education-needs-assistive-technology-products
Technology as a tool for global learning. (n.d.) EA PreK-2nd Technology. Retrieved from http://mpowerstech.edublogs.org/teacher-resources/technology-as-a-tool-for-global-learning/
