Computer-Based Technology in Kindergarten - Literature review Example

Review of Related Literature Introduction The use of computers as part of the learning materials and/or instructions is gradually becoming the trend in today’s educational institutions. Recent reports on the use of computers for instruction are beginning to show evidence of relationships between computer use and academic achievement (Wenglinsky, 1998). Other researchers are finding positive relationships between using computers and improved performances by young children (Salerno, 1995). As it has already been established that part of the teachers’ and the educational institutions’ task is to provide a well-rounded learning instructional plan, particularly for the kindergarten learners. This is exactly where the idea of introducing the computer-based technology to teaching kindergarten students comes in. It should be noted that learning is always a collaborative activity for the learners. Collaboration in learning is significant for the cultural development of the young students. This can be in comparison with computation as an integral part of mathematical learning. If collaboration is for the cultural growth, computation is important for the “cognitive tradition and construction to the constructivist tradition”. Thus, in summary, the use of collaborative learning is to enhance the chance of teachers in providing “a structure of support for children-learners who are aiming at achieving a goal, which is enhanced knowledge” (Crook, 1994). In lieu of this, Crook (1994) has instigated that the use of computers can be play a significant role in facilitating a collaborative learning for students, especially for the kindergarten. Crook (1994) also provides various categories with which computers can be used to facilitate the learning. These include: 1. Inducing the children-student’s social character By allowing the children-students to use and play or learn around different programs in the computer, their minds are stirred thereby awakening their ability to create social characters and be creative in doing so. “Collaboration with computers sometimes is an idea that brings to mind a solitary, individual sitting at a keyboard working on a computer program. But, collaboration with computers is the goal of making such programs in order to "reproduce the social character of a face to face tutorial dialogue” (Crook, 1994) 2. Encouraging teacher-student support Using computer-based technology as part of the teachers’ instructional plan creates a venue for the teachers to reach out more to their children-students (Crook, 1994). This further provides a one-on-one interaction wherein the teachers will try their very best to accommodate each children-students questions and/or in ensuring that the learners are greatly interested with the computer peripherals in front of them. 3. Stimulating group activity and shared learning “Collaboration at computers refers to times when small groups of learners work on the same computer activity at the same time. Two students working on the same task, such as drawing a picture using a Paint program” (Crook, 1994) It is just customary that schools could not accommodate a 1:1 ratio of the numbers of computers to the number of children-students and at some point in time, this is not highly suggested. This is because the idea of shared learning can also benefit the students, however young they may be. Two or three kindergarten students who may be sharing in one computer to finish the tasks assigned by the teacher, will not only learn how to exactly do and finish the particular task, but will also learn how to interact with his/her group mates. This is how confidence and interpersonal communication are also developed. “Collaboration around computers refers to learners working together more informally than when a small group is working at a computer on a common task. Material environments will constrain and facilitate a whole range of social interactions that can occur within them” (Crook, 1994) 4. Enabling to view of the world With computers, children-students will be able to use and/or access the Internet at a specified time and to the suggested websites only. This alone will give ample idea for the child’s young mind to know and realize how wide and rich the world really is. He/she will be able to discover some things which may not be present in his/her current environment. He/she may be able to see and meet new people just through browsing the Internet. He/she can actually see different places through the images in the Internet. In retrospect, the child will be able to see the world and broaden his/her knowledge through the use of computer-based technology. Aside from the main computers, there are also other forms of technology which can be used to facilitate the learning for kindergarten students. These include tape recorders, TV and/or DVDs, cameras and portable keyboards. Tape recorders are played and listened to by the kindergarten learners. As what most radio owners will tell, ‘radios [or tape recorders for that matter] are the theater of the mind’. The kids’ minds or imaginations are at work every time they will something from the recorder. They will be able to create scenarios and forms images in their minds while listening to the recorder. TVs and DVDs, on the other hand, can also serve as good source of knowledge for the children-students. Some of the know TV programs like Teletubbies, Barney and Blue’s Clues can be recorded and be played during special class sessions. Other scientific and/or educational movies with which the teachers believed can be grasped by the younger minds will also give ample knowledge to the children-students. Kindergarten Learner and Development Kindergarten learners are one of the most challenging groups of students to handle with. This is because kindergarten learners possess specific qualities that are unique in their age brackets. Kindergarten learners are very active and curious (Fassler, 1998). Children at this very age love, running, playing and talking all the time. They will show great signs of curiosity over things which do not normally found at home such as the school boards, and other materials. Also, since there are other children of their age in the classroom, they will be very curious to get to know them, as their classmates, and will then initiate playing and talking with the other kids. Also, it should be noted that the minds of the kindergarten learners are usually still at home. They will be looking and longing for their parents’ and/or guardians’ nurturing (Fassler, 1998). Their emotions are unstable in a way it will always depend on what they see, hear and feel in the school environment. They are still used to the attention that their parents are giving them and would always try to find it through their teachers. Some are used to just roaming around and will hate it if they will be asked to do certain tasks (i.e. classroom activities). Because of this, teachers there is a high demand for teachers who will know how to handles kindergarten students and who knows how to deal with the unique characteristics of this group of students. Kindergarten teachers will have to find ways to infuse reading, writing and oral development as part of the kindergarten’s daily activities. The children-students will have to enjoy learning and consider it as their own play. Research Overview of Computer-based Technology in Kindergarten There are several number of ways for the kindergarten teachers to use successfully the computer-based technology as part of their teaching materials. The best way to facilitate the collaborative learning through computer-mediated means is by (Shade and Watson, 1990): 1. Discussing computers and other related issues. Discussions should be based on printed material illustrating computers at several places, printers, and other devices. 2. Having some visits to places where computers existed (outdoor visits, field trips, etc.) 3. Bringing a real computer in the classroom where children could experiment and practice with the new tool. Not all preschool teachers managed to have a computer in their classroom. For that reason teachers can arrange some visits to the Department's or school’s computer laboratory where the children will have the opportunity to experiment with various software packages such as drawing packages (Paint and Dazzle), Word processing packages and other multimedia software . Collaborative patterns will surely be noticed when children interacted with the computer. Moreover, kindergarten teachers without basic computer skills would need some technology training to initiate computer-based instruction. Teachers, especially those with no prior technological experience, should ask technology assistance from parents, community members or other teachers or relying on school-based technology consultants. Needless to say, teachers need vision more than technological know-how to incorporate computer-based activities into a literacy program (Watson, 2001). With all of these being said, there is one very clear concept that has been established. This is the fact that the use of computer-based technology can help the kindergarten teachers increase children's exposure to information. Teachers can also support skill development and activate meaning construction though the computer-based technology. The addition of customized materials as part of the learning instructions also increases variety and the amount of personal involvement to and from the teachers and students, as well as from the students to other students (Watson, 2001). Kindergarten Technology Curriculum In every part of teaching-learning endeavor, consistency is always the key to its successful implementation. If the teachers would like to establish a computer-based technology as part of the kindergarten’s curriculum, they will have to find ways to match the lesson plan with the computer-based activities. Even if it computer-based, teachers must ensure that they consider the age and interest of the children (Fassler, 1998). The activities must always instill positive learning for the kids and their interest to learning must be enhanced. There should be no room for fears or phobia. It will be the teachers’ responsibility to make sure that the kids are enjoying the computer-based technology as part of their curriculum instead of hating it. Organization of things in the classroom must also be done in a way that it will not be hard for the children to recognize which is needed for a particular activity. Everything must be tagged and in the right places. Computer-based technology, especially those that are run by electricity, should be in a room where children-students cannot play especially if there are no teachers watching (Fassler, 1998). It should be noted that because kindergarten learners are very active and curious they can, at some point, play the plugs and will result to them being electrocuted. The aftermath of which, aside from the health-related concerns, will be their fear and phobia to anything that is computer or electric-based. Indeed, proper use of computer-based instructional materials coupled with effective classroom management will not only ensure teacher’s ability to handle the children-students well, but it will also guarantee that the students will achieve the desired learning undertaking Successful infusion of Computer-based Technology into the Kindergarten Classroom Kindergarten learning is one of the most challenging educational levels for both the teachers and the learners. This is not only because the students in this particular level are very young, but also because this is considered as the preparatory stage for the kids going to primary level of schooling and at the same time, the assessment stage if children-students are indeed ready to face another phase of learning. The real challenge for the teachers here is to get the attention of these learners and motivate them the continue learning. Teachers are an important factor to kindergarten students’ learning. Because of this, it is indeed a very important attribute for every kindergarten teachers teacher to know, not only the basics of teaching, not only the knowledge or information they are to provide with their young students, but also the very process of effective teaching so as to maintain effective and efficient learning endeavor for the children-students. It is also greatly recommended for the educators to maintain not only adequate knowledge towards the subject matter but also adept teaching skills which would help his/her young students motivate for a good learning experience. The approach of teachers in dealing with the kindergarten learners should address four major aspects: (1) Predisposition towards learning (2) The ways in which a body of knowledge can be structured so that it can be most readily grasped by the learner (3) The most effective sequences in which to present material, and (4) The nature and pacing of rewards and punishments. Good methods for structuring knowledge should result in simplifying, generating new propositions, and increasing the manipulation of information (Bruner, 1966). To be an effective kindergarten teacher, it is not enough that a teacher knows how to teach the subject, but also a teacher must learn to keep and maintain the power of enhancing the kindergarten students’ ability and skills through motivation. And as a teacher, he/she must know how to deal with all of the kinds of young students. He/she must be well aware on how to be objective in his/her treatment keeping up with his ultimate goal, which is to teach and help develop the young students in any way possible. Another factor that will add up to a successful establishment of effective learning experience for the kindergarten students is the use of good and effective instructional designs. The proponents of education must learn to accept that one learner is totally different from the other. Hence, every educator must take into consideration the various personalities, upbringing and most especially cultural background of each and every learner. There are different barriers to a successful instructional design, especially pertaining to the students/learners. Some of these include (Bruner, 1966): Cultural and cross cultural diversity (children-students coming from different continents and/or countries, and even societies) Language barrier (student to student and teacher to student) Availability of resources (such as financial) Level of interest towards the subject matter These are just some of the major reasons why instructional designs turned to be a failure because the specific educator also fails to consider the above stated factors. A cultural and cross-cultural consideration is probably the most important concern, and which should not be taken for granted. Also, the level of interest could be another factor that is attached to cultural and cross-cultural consideration. It is because if the topic or the instructional design set by the educator is unknown or not related to the country where the student came from, he may find it totally less interesting, hence a failure of the instructional design. Lastly, the use of different visual aids, and/or instructional materials greatly affects the kindergarten learners’ interests to learn. A good educational system should provide appropriate teaching materials and equipments, and a place conducive to learning so as to augment the students’ concentration to enjoy and continue learning. The visual aids and other teaching equipments vary, of course, to the age of the learners. Other suggestions are offered which are hoped to enhance the brain-compatible practices for the kindergarten learners within a school include maintaining an emotionally safe environment (Erlauer-Myrah, 2006). To fully inspire students' minds, especially if they belong to the younger age or learners, to learn the academics, teachers and the rest of the school administrators must first capture the students’ hearts. Every day should begin for each student with a warm smile and/or a handshake from staff members in the hallways. Staff members are not tucked away in their offices or behind their desks. Promoting good and proper body and brain movements is another means of enhancing children brain-compatible practices (Erlauer-Myrah, 2006). Teachers need not sit behind the teacher’s table nor be kept standing on one side of the classroom, either writing on the board or pointing something at the board. The teacher is actually suggested to move around, talk with the students and be with the students. He can initiate some classroom activities where students can also walk, talk and perform with or for their classmates. To address and maintain the need for an emotionally safe environment for the kindergarten students is by enforcing common rules throughout the school so students feel secure in the behavioral expectations regardless of where they happen to be working or playing. This may include stressing that each classroom meets with a buddy classroom of a different grade level regularly to promote respect and collaboration amongst all ages of students. Another possible approach is by requiring that each homeroom teacher guide his or her class to craft a social contract in which students decide and commit to how they will treat each other during the school year. Another challenge for the educators is making a right choice on what kind of teaching approach to use: decide theory first, application first, or a mixture (Erlauer-Myrah, 2006). As a teacher, he/she must know how to be flexible in the way he/she teaches. The teacher must know how to adapt with the various qualities and attributes of the students as well as with the kind subject he/she is to teach. By maintaining an objective analysis with and every student coupled with the full understanding of the subject matter, decision on whether to use the mixture of theory and application or just the theory or application can be managed easily. Games are good breather for the kindergarten students. This does not only enhances successful learning outcome, but this also offers an opportunity for the teacher and the students to get really bonded. Indeed, games reinforce learning and are proven useful activities that ensure better instructional practices. Some of the good games that can be used at school are word games, treasure hunt and puzzles. With these ideas, it can be guaranteed that the staff – kindergarten teachers and other educational facilitators – are fully on board with consistently pursuing these initiatives because it makes their school environment pleasurable and, most importantly, they see the positive impact on the kindergarten students. Conclusion and Recommendation Computer-based technology will provide the necessary development of the kindergarten learners. Such developments include emotional stability, enhanced socialization skills, augmented oral and writing skills and broaden knowledge about the world and abut various topics. However, all of these can only be achieved if the kindergarten teachers have properly planned his/her curriculum specifically addressing the needs and interest of the children students. More so, to be effective in combining the computer-based technology to other instructional materials that the kindergarten teachers are used to using, he/she must also be well-equipped with the knowledge on how to operate computer-based technologies. He/she must know first how to use them before he/she can teach and motivate others, such as the kindergarten learners, to using it. As it has already been established that computer-based technology can play a very significant role to honing and shaping the children-students skills, this paper recommends further study which will be focused on culturally diverse classrooms. The impact of computer-based technology in learning to Asian students, American students, African-American students or the combination of any is worth studying. This is particularly important because teachers and students from different cultural background have their own views and perceptions towards the use of technology, hence the result of this suggested study may either be positive or not. References Bruner, J. (1996). The Culture of Education, Cambridge, MA: Harvard University Press. Crook, C. (1994). Computers and the collaborative experience of learning. London: Routledge. Erlauer-Myrah, Laura. 1 December 2006. “Applying brain-friendly instructional practices: one principal's advice: start with a group of motivated teachers to plant the seeds of climate change.” American Association of School Administrators Fassler, R. (1998). Room for talk: Peer support for getting into English in an ESL kindergarten. Early Childhood Research Quarterly, 13(3), 379-409. Salerno, C. (1995). The effect of time on computer-assisted instruction for at-risk students. Journal of Research on Computing in Education, 28(1), 85-97. Shade, D., & Watson, J.A., (1990). Computers in early education: Issues put to rest, theoretical links to sound practice, and the potential contribution of microworids. Journal of Educational Computing Research, 6(4), 375-392. Watson, R. (2001). Literacy and oral language: Implications for early literacy acquisition. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 43-53). New York: Guilford Press. Wenglinsky, H. (1998). Does it compute?: The relationship between educational technology and student achievement in mathematics. Princeton, NJ: Educational Testing Services. Read More