Spring 2005 - TAEYC - "Early Years" Journal
Technology: Preparing Children for the Future
During a recent childcare conference, workshop participants were asked to list all the ways that technology affects them on a daily basis. Not surprisingly, most listed only the most obvious before time was called: computers and cell-phones. A few listed the not so obvious such as microwaves, gas pumps, ATM machines, and CD/DVD players. As discussion ensued, everyone soon agreed that technology affects virtually every aspect of today's home, school, and work environments: retail, manufacturing, health care, banking, travel, law enforcement, entertainment, communication, education, etc.
The topic quickly evolved into a discussion as to how this will affect children in the future and the implications it has for their education today. At what age should children be introduced to technology? Should technology be integrated as a tool for learning, or should it be the object of instruction? In the future will these children be able to live independently without an understanding of the technology that surrounds them? Will technology and the ability to use it effectively be the primary discriminator between the haves and the have-nots? -Dan Golden, Director of NASA
When the U.S. Department of Labor asked businesses around the country to describe the kinds of skills potential employees should possess, employers agreed that technology is one of five basic competencies they look for and that students should be acquiring (What Work Requires of Schools: A SCANS Report for America 2000, U.S. Dept. of Labor, 1991).
Without argument, computers and information technology has become an essential component of education. Computer literacy will be as important to employers as reading, writing, and arithmetic. U.S. Secretary of Education, Richard W. Riley, said in an address to Congress, Computers are the new basic of American education.
Whether or not technology in the early-childhood setting is appropriate or inappropriate is no longer an issue. It is a necessity. In fact, as more and more early childhood programs begin to incorporate technology into their curriculum, it is evident that young children are very comfortable with and motivated to use technology despite the concerns only a decade ago.
Studies have shown that technology in early childhood education, when used appropriately, can benefit students in many ways: it can enhance student achievement, as seen in standardized test scores; through positive emotional experiences and personal accomplishments, technology builds self-esteem and self-confidence; when working in small groups or side by side, there is increased social interaction among students that includes peer tutoring, leadership, and collaboration; technology aids in acquiring problem-solving skills and concepts; and most importantly, learning is retained because of the physical and emotional involvement of the child.
Most educators probably understand how technology enhances learning and the impact it will have on their students futures. In Texas, educators are required to meet technology objectives at each grade level (beginning in Kindergarten) as outlined in the Texas Essential Knowledge and Skills.
Technology in the early education environment is no longer an option. Children must not only be prepared for their futures, but they need the skills necessary to begin their formal education at a level that is equitable to that of their peer group.
Tammy Perry - Co/Founder of PC Kidz
