Even though home computers were created in 1977 and, since then, have been used widely, debates about computer and technology usage are still active. One specific debate on this topic, children’s use of computers, has been garnering more attention than most.
Before warning parents about letting their children use computers, those opposed to computer use had to define the ages of “child” and complete more research on the potential harm. The first wave of opposition commented about eyesight development in kids, and how staring at (then darker) computers for too long could stunt growth. This point was generally accepted as true but pointless, as televisions had been doing the same for longer. After proving the eyesight problems, alleged (but later proved true) health problems grew more serious; computers were partially blamed for neck issues, back issues, and Repetitive Motion Disorder (RSD). These accusations were believed, but most were far too excited about the use of computers to let it bother them.
As to the issue of defining the age of a “child,” critics first began with tests on the youngest children. Whatever tests they ended up applying, it turned out that the children from three to five were all considered at risk when using computers because it was predicted that usage would create in them a lack of social abilities because of the lack of social interaction. The previous was predicted in 1983, and social networking sites would not become rough outlines of what they are today until 1994 with a website called Geocities. Because of the former (and an inability to pin harmful effects on children over five), only children under five years of age were told not to go near computers by these experts.
As opposed to those who didn’t believe in the use of computers in young children (even including those from five to ten), Hewitt became a strong advocate of the “Technology Plan” under the guidance of Ms. Lucille Buck and, even more passionate about the topic, Dr. Yuchark. The Technology Plan was the plan that Hewitt formed to deal with physical changes in technology (i.e. rewiring, purchasing the computers, the destruction of the fourth floor) and changes brought into teaching styles by incorporation of technology. The main way that changes in teaching styles were implemented was through a series of faculty meetings held by Dr. Yuchark in which the faculty shared ideas about the integration of technology into everyday schooling. Interestingly enough, the older grades at Hewitt were required to buy or lease computers for the duration of their school years in the year 2000. This program was put together despite concern that many children might work on unrelated subjects while in lessons, and computers would become distractions; as most children can tell you even today, warnings are still given out at the beginning of the school year about straying from classroom notes and projects while on computers.
Ms. Meredith English, 2nd grade teacher was kind enough to answer a few questions about computers and their use in her classes and what she thinks of them in general.
Q. As a general statement, what is your opinion on the use of technology with young children? In a school? In a home?
A. Technology is potentially a powerful learning tool for young children. They learn to use the tool with discretion and discernment. As with any powerful tool, children must be provided with adult guidance as they learn to use the tool with discretion and discernment.
Q. Do you believe that computers can be effective in the classroom as learning tools? Why or why not? Can you think of any ways computers can be detrimental to the classroom environment or McKelvey in particular?
A. Technology such as iPads, SMARTBoards, laptops and netbooks can provide an effective context from which young learners can create meaning. Because this technology requires the student to process it on an auditory, visual, and kinesthetic level, opportunities abound for them to connect deeply to the given learning task. However, to be most useful to the learner, the technology and the tasks selected must accommodate the child’s developmental level, and must also be able to extend and deepen the child’s ability to create meaning.
Q. What do you think is the best use of computers for young children?
A. The best uses are those that extend and deepen a child’s conceptual knowledge, their metacognitive abilities, their ability to think logically, their hand/eye coordination, are appropriately challenging, and are enjoyable. Enjoyment is key, because a stressed or over-challenged brain cannot process deeply and learn effectively.
Q. Do you believe programs such as “The Oregon Trail” are time wasters that kids agree are fun because they are using such programs instead of taking “official” classes, or do you believe that they teach the topic from an interactive view point while encompassing both the subjects of history and technology?
A. When a child is deeply engaged on a sensory, emotional and intellectual level, an activity is never a waste of time!
Q. On the topic of the previous question, do you believe that computers can help tie together many different subjects?
A. Yes, I do. Observing and discovering such connections and creating meaning from them is one of the building blocks of learning.
Q. I think that most can agree that computers are great tools for research. Do you think that there’s anything to be said for going into a dictionary and defining a word rather than typing in dictionary.com or going to a library to look up an old newspaper article?
A. Do we still use sundials to tell time? Do we still use rotary dial telephones? Then why do we need to physically visit a library when the technology enables us to do the same task, but on a more efficient level?
Q. Do you think that it’s fair that young children are taught only to search for .edu websites and are missing a wealth of information, or do you believe that it is necessary so as they do not get false information and do learn good research habits?
A. I’m not aware of our McKelvey students only being guided to such websites. Our librarian, Ms. Blaise, our technology director, Mr. Patten, and all homeroom teachers pre-screen websites and direct our children to the most useful ones.
Q. Do you think that technology class is for teaching kids how to use computers, or does it also discuss the history of computers and the components that make up computers when discussed with young children?
A. In the Lower School, our primary focus is on implementing technology as a learning tool.
*With help from Kate and Meredith English in the interview section.
Especially relevant to the Hewitt community! Prior to reading this article, I had no idea of all the work involved behind integrating technology into the classroom. Very informative!