Newsletter Articles

Using the Computer to Enhance Learning
Presented by Barbara Decker 3/3/04
Summarized by Linda Hightower

When using computers in the classroom there are some questions we as early childhood educators need to ask ourselves. Is the computer experience we are providing developmentally appropriate? What does that mean for 3 and 4 year olds?

• Does it encourage open-ended exploration like all the other centers that we set up in our classroom? That means looking carefully at the software. There is a scale to evaluate computer software for children called the Haugland Developmental Software Scale.

• Are we encouraging the children to work together?

• Two additional factors make it meaningful for preschool children. We don't just turn the computer on and not work with the children using the computer.

- The teacher describes what the children are doing "You helped John find the part of the program that sorts the animals."

- And then we encourage the children to put their actions into words by using opened ended questions. "What did you enjoy the most about that program?"

• When using computers in the classroom we also need to look and see if the activity will benefit the child or replace a meaningful activity. For example a child sitting alone at a computer who is having difficulty learning to engage with children is missing needed social interactions.

• We need to make sure that the computer experience provides an opportunity for children to interact. If there is one computer this means two chairs. If there are two computers, it means running the same program so children can chat about what they are doing.

• We need to limit the time children are on the computer to 20 minutes. The ECERS standard says that time includes children standing around watching another child work on the computer.

• Connect the Computer Program to the classroom experience. This is called mirroring. If the program is working on sorting there should be other centers in the room working on the same skill. It means providing the children with the physical experience that they are getting visually on the computer.

• You need to know your programs. You need to play the entire program before it becomes part of your classroom. Software needs to be developmentally appropriate with the following attributes:

  Choice: A variety of activities are available from which children can choose. For a child, feeling comfortable and finding favorite activities provides the groundwork for computer literacy.
  Child Centered Control: The software puts the child in the "driver's seat". Open-ended activities help develop the child's creativity and problem-solving skills.
  Multiple Level of Activity: Some software provides the ground work needed to form foundations of comfort. Other software provides challenge, as children are provided the scaffolding they need from teachers and peers.

• Finally just some safety reminders:
  1. Children's eyes should be 2 to 2 ½ feet from the screen.
  2. Children should sit high enough that their arms bend 90 degrees when typing.
  3. Children's feet should be on the floor or on a footstool.
  4. Pediatricians recommend a maximum of one hour per day of media time for children this includes computers, videos, and TV.

NAEYC guidelines say that we must be sure to determine what we want children to learn before we purchase software and that technology should be a tool that we use to extend the sensory learning in our classroom. Computers need to be integrated into the regular learning environment offered as an option to support learning.