1 Running head: Elementary Education & Technology

Elementary Education & Technology Cynthia N. Skinner Salem College

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Abstract

Americas education system is inundated with computer education games, calculators, smartboards, smartphones and as !ound in other !ields, i.e., medical, law en!orcement, politics, pri"ate and public businesses, technology plays an intricate part o! the de"elopment, ease and growth in which we learn and li"e our li"es. Technology does not only play a signi!icant role assisting in the education o! our younger students but a "ery direct role in the de"elopment o! our language and literacy curriculums. Computers are increasingly present in early childhood education settings. Studies suggest interaction with computers encourages "erbal communication and collaboration between children #$rensky, %., &''().

Keywords* games, smartboards, web+based,technology, powerpoint,internet

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$erhaps in no other arena has technology changed the dynamics o! learning than in Americas school system. The role o! technology in our elementary schools has assisted teachers in helping students to learn their alphabet, count numbers, !ollow patterns and countless other tasks that accompany the ,+- curriculum. $arents and educators alike clamor !or the .games/ that while entertaining the children, also rein!orce strong academia. 0esearch on young children and technology supports that technology is .de"elopmentally appropriate./ #Clements and Natasi, (112). 3ery young children ha"e shown com!ort and con!idence in using so!tware. They can !ollow pictorial directions as well as being able to use situational and "isual cues to understand and think about their acti"ity #Clements and Nastasi, (112). Typing on the keyboard is natural and gi"es them a source o! pride. Children with physical and emotional disabilities can also use the computer with ease as more so!tware becomes a"ailable. 4esides enhancing their mobility and sense o! control, computers can help impro"e their sel!+esteem. There are no shortages o! apps, games and acti"ities to assist educators with e"ery spectrum o! the curriculum. 5ne o! the more popular sites are Sky!all, a site which embraces teaching with phonics and is one o! the more popular sites !or academic games !or home use and schools. $ower6earning is a "ery popular !ree web+based plat!orm where students, parents and educators can !ind thousands o! online games and acti"ities which are aligned with North Carolinas Common Core. $ower6earning is pro"ided by C78, a national non+pro!it corporation. 96T,+Teach.com, ,indercra:e.blogspot.com, 4rainpop;r.com, all ha"e inundated

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our ,+- classrooms as "irtual assistants. These educational sites empower parents, students and educators alike. Americas retailers ha"e scrambled o"er the past !ew decades to meet the demand o! the surge o! "ideos and computer games. Christmas lists are dominated with games which while pro"iding !un, simultaneously pro"ide a learning source. $arents and ,+- children !or the most part are absorbed in this supplemental teaching source. The de"elopment o! language and literacy are the most studied in curriculum relationship with technology. According to Clements and Natassi #&''&), it is widely supported with se"eral studies claiming computer games encourage more comple< and !luent speech at the ,+- le"el. =t is also promoted that children tell more elaborate stories about the drawings made on the computer. The stimulation o! "ocali:ations by children with speech problems has also been e"idenced in research by #Sayeski and 4rown, &'((). Children are encouraged to use language, especially when they use open programs that encourage e<ploration and !antasy, such as art programs, with which they make descriptions while drawing, mo"ing ob;ects or .writing/. #Clements & Nastasi, &''&). The e!!ecti"eness o! technology in schools has been researched by "arious studies and conclusi"ely report that children are enhanced with technology at a younger age. A report on the e!!ecti"eness o! technology in schools, completed by Si"in+,achala, et al, #(11'+(11>), re"iewed (22 research re"iews on original research pro;ects. Some o! the studies compared the use o! technology to traditional instructional methods while others studied the use o! technology under di!!erent learning conditions and classroom obser"ations. Their e<tensi"e report di"ided their !indings into three sections co"ering the e!!ects o! technology on student achie"ement, the

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e!!ects o! technology on student sel!+concept and attitudes about learning and the e!!ects o! teachers and students in the learning en"ironment. Their !indings concluded that in all three scenarios, students with technology support !aired greater than those without the support o! technology enhanced instruction. The age o! the child and de"elopment stage are to be considered but !or the a"erage kindergartener, students can be helped tremendously by a teacher who sets up the class to enhance the technology in the class. ?ood pedagogy and sound learning ob;ecti"es should direct the teacher in setting up the classroom. Children ages - to @ who ha"e already been introduced to making sentences, should bene!it !rom the use o! computers by enhancing their curriculum. 0esearch shows the use o! computers at this age allows !or more complete sentences and the ease o! correcting errors. The use o! computers has helped students write more thoughts and ease the !rustration associated with pencil and paper. Studies also show when computers are in the actual classroom, as opposed to a computer lab wherein the students "isit as a Special or Encore on a regular daily basis, it increases the childs de"elopmental gains !rom using appropriate so!tware. %ost o! the children #taking in the disparity di"ide) already ha"e been associated with computers and the "arious games. Apart !rom the disparity di"ide, there is also a lack o! knowledge as to the bene!its o! games such as 6eap!rog, electronic board games, etc. according to the #American Academy o! $ediatrics, &'''). Aowe"er, such access is not always eBuitable across our society. 8or e<ample, children attending low+income and high+minority schools ha"e less access to most types o! technology. =n any gi"en elementary classroom, these kids who li"e in homes with .educational games/ under their Christmas tree, more than likely score higher in pre+assessments. Technology !acilitators determine these kids are more likely to ha"e a smooth transition as they sit in !ront o! a computer. ,+- students in general are digital nati"es #$rensky,

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&''(). A digital nati"e is de!ined as a person born during the internet age, persons who ne"er knew dial up internet ser"ices but were born into a world with smartphones or a phone which ga"e other ser"ices besides a phone call. E"en though children born into a world o! technology, discrepancy e<ists with the amount o! e<posure to technology in general. Thus, those students with technology in their homes, signi!icantly come to school moreso more !amiliar with technology in the classroom. 3ideo and computer games ha"e been around !or at least the past two decades. Studies include a strong e!!ect on the cogniti"e de"elopment o! children ages > to @. This e!!ect also impacts their learning process de"elopment #Amante, &''C). A signi!icant Buestion arises as to i! the curriculum had adapted to support or acknowledge these studiesD The answer is an astounding yes. The common core and !ormerly the standards both embraces the integration o! technology in Americas classroom. $arents who at one time thought colors and books were enough !or school supplies now reali:e their children are 9igital Nati"es. The di"iding line o! the ha"es and the ha"e nots is still e"ident. =n &'(2, there are still a number o! ,+- students who return home where the only technology is their tele"ision set. This economic disparity is no doubt due to the lack o! money. =t is also due to the lack o! money management and ignorance o! resources in most communities. Ehile smaller rural communities may not possess computers, libraries and community programs ha"e pro"en to be "ery resource!ul. The other "ariable in this scenario are the parents who belie"e childhood is being stolen and that educational toys are a negati"e thing in that .children should be children/. These same parents argue that ,+- in general and kindergarten speci!ically is not .rocket science/. These students are pulled out o! school !or tri"ial reasons or !or !amily "acations at their whim.

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So, along this line o! reasoning, ineBuality in awareness or appreciation o! education sur!aces. This mindset sur!aces again in protest against the common core and the e<cessi"enss o! the assessments. 4ut those students who do come to school a!ter being e<posed to technology, whether by games or a wireless home, show signi!icant ad"ancement in cogniti"e de"elopment. These students embrace their Specials o! music, technology and other smart board lessons with curiosity and some pre+knowledge. Some students may in !act ha"e technology in their homes but are not allowed to engage and thus are missing out on its bene!its. Technology has always been a part o! our educational system but with the entrance o! the internet, and social media, technology has now dominated our communication and e"ery aspect o! our li"es. This has Buite an e!!ect on the parents o! these ,+- learners. ?one are the days where the main means o! handwritten communication are report cards. $arents now ha"e a perpetual look into the classroom through $ower$arent #Einston+SalemF8orsyth County Schools website, &'(2), wherein through a password, they ha"e immediate access to grades, test scores, what is being taught, etc. No longer do they ha"e to Buestion the student !or this in!ormation is but a keystroke away. The progress o! students in any particular class is a"ailable !or "iewing. The di"ide is where engaged intellectually techies sur! the web, monitor their childs de"elopment "ia $owerpoint and no longer !ind parentFteacher con!erences a necessity due to their continued communication throughout the Buarter. The initial assessment in ,indergarten tests students on high !reBuency words and recognition o! numbers (+('. $arents who a"ail themsel"es o! this technology prepare their students to arri"e at kindergarten prepped !or this assessment o! words mandated by the state o! North Carolina. This has a huge impact on the students growth. Aowe"er, the parents who do not partake in all technology has to o!!er, !or whate"er reason, is more likely to be .shocked/ when a paper progress report arri"es at home.

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This in!ormation is on the website, but teachers are still bombarded with deer eyed parents who had no idea o! this e<pectation. Some o! these parents are educated pro!essionals, who !or whate"er reason, do not sur! the schools website. $arents are but one partner who impact the e!!ect o! technology in ,+- education. The second partner is the teacher who hampers learning when he or she is not only technologically challenged but does not possess an appreciation o! what technology brings to the teaching base o! assistance. The best o! teachers may be technology challenged and a!ter &' years o! teaching, may !eel intimidated by the mandate that technology is here and the !i"e year old may ha"e more knowledge than the teacher possesses. #$iralto and Costa, &''C). The third component is the curriculum coordinators and state legislature who mandate the curriculum. Eith the statistical data !rom the past two decades, principals and curriculum coordinators ensure technology is a part o! the work stations and budgetary allotment. =n the more pri"ileged schools where there is a !ull time technology !acilitator !or the entire school, the !acilitator !inds themsel"es without an assistant and is usually o"erworked. 4ut that school still has a !acilitator which is a plus compared to the counties where monies will not allow !or a paid, 8ull+time technology person. =n this capacity, the School Technology 8acilitator researches which games will be purchased and downloaded !or the school. Ae or she also sets up the website !or each grade le"el. =n addition, this person acts as the head o! technology with a grade le"el person being trained in each grade to assist. Some schools not !aring economically as well, share !acilitators or call the =T desk at the systems central o!!ice in 8orsyth County. =t is indeed a positi"e thing !or a school to ha"e a Technology 8acilitator in that the teachers are gi"en training on the particular sites to assist their students. This will only be a

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positi"e i! the teacher is open to learning and has not wa"ed o!! technology. =n Title 5ne schools, schools which ha"e a higher, ma;ority o! students who are eligible and do in !act recei"e !ree or reduced lunch, the go"ernment and other sources are a"ailable to pro"ide computer carts with laptops. These schools do not ha"e a Technology 8acilitator but do introduce and promote these academic games to their students. =n some cases, pri"ate donations can be accepted such as through the $arents, Teachers Association #$TA). =n some o! the more a!!luent schools, the $TA purchases Smartboards !or e"ery classroom. This is a stark contrast to the laptops at a Title 5ne school but is based o!! the ta< base o! each community. Seymour $apert #&''C), one o! the early researchers and proponents o! electronics and education, claims "ideo and computer games, encourages the child to practice .hard learning/. Children learn as they con!ront structure and greater challenges. #$apert, &''C) promotes that children accept the challenge as the reward. Serious players o! "ideo games get their glory largely !rom being the !irst on the block to master the game that ;ust came out, and this means that kids ha"e a power!ul incenti"e to get good at learning well and Buickly. 4ut the games pro"ide more than incenti"e. They also pro"ide e<cellent e<ercise !or practicing the de"elopment o! the skill o! learning/ . #p.1&). %ark $rensky #&''() agrees with $apert and claims that .research in both social psychology and neurobiology/ has pro"en the brain malleable and that it changes due to ones e<periences. Ais article .9igital Nati"es 9igital =mmigrants/ e<amines how "ideo and computer games a!!ect the brain and learning. $rensky belie"es that "ideo and computer games enhance the de"elopment o! certain areas o! the brain, yet our school system does not address these .new/ brains, these Gdigital nati"es. Educational leaders should re+e<amine and possibly

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reconstruct the current classroom curriculum so it will better address the .new learner/. #$rensky, &''() NCT% &''', p. CC supports guided work with calculators which scan enable students to e<plore number and patterns, !ocus on problem+sol"ing processes, and in"estigate realistic applications. Ehat does this meanD As students encounter problem situations in which computations are more cumbersome or tedious, they should be encouraged to use calculators to aid in problem sol"ing #NCT% &''', @C+@@). The ,+- teachers should use technology as guided work with calculators to enable students to e<plore numbers and patterns. Ehile there is no doubt a need !or basic understanding and skills, technology can !oster those understandings o! patterns and numbers. Electronic technology, calculators, computers are essential tools a!ter basic learning skills. The impact technology has on te<t, the mode o! communication used to teach a child is "ery important. All o! these components are e!!ected by whate"er current trends e<ist. The possibilities a"ailable per the internet can pro"ide educators and parents with opportunities not pre"iously e<perienced. The di"ersity and otherwise inaccessible in!ormation o! other countries has to be the opening door to teaching in a global marketplace. #Amante, &''C) predicts that interpersonal communication made a"ailable by technology is yet another ad"antage though it has not been hea"ily researched. As pre"iously alluded, new technologies and its subseBuent meshing with multicultural education depends largely on the attitude and choices o! the educator. The biases and closed mind o! that educator is paramount to their embracing the impact o! the internet to access knowledge on other realities and cultures. To merge this education with the e<isting curriculum would e<pand their "iew o! the world and introduce di"ersity at an early age. Ehen a principal

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empowers the sta!! and encourages the sta!! to use their imagination to create a learning en"ironment, great things happens. A child+centered learning en"ironment has to include cameras, smartboards, computers and games along with paper and pencil. The conditions !or classroom technology has shown students to be more engaged with classrooms with integrated technology. =n a study by 7ong, Hhao, et al, &''& kindergarten through second grade teachers who attempted to carry out technology enriched pro;ects in their classrooms were !ollowed !or more than a year. %ore than ('' teachers were !ollowed through a grant and resulted in three areas which would result in the growth o! the students. The areas are the teacher, the inno"ation and the conte<t. The teacher has to be e<cited about the technology, the technology has to be up to date and the conte<t has to align itsel! with the curriculum. This embracement o! technology in our homes and schools should not be construed as a part o! the .dumbing down o! America/ #6obato, &''C). =nstead, it is the thought o! those who were born into a world o! technology which places knowledge at the tip o! their !ingers. A teacher will soon !ind hersel! obsolete i! computers are not embraced and added as part o! the rotational workshops in the classroom. 4lackboards with the eraser and chalk ha"e been replaced with a stylus on the Smartboard. These Smartboards allow the classroom teacher to master the ease o! bringing into the classrooms, lessons !rom 7ouTube, "ideos, and other sources. Teachers, regardless o! whether they are .techies/, appreciate the con"enience and breadth o! the ability o! technology to present lessons and educate our youth. Speak Ip, a national online research pro;ect !acilitated by $ro;ect TomorrowJ #&'(2), gi"es indi"iduals the opportunity to share their "iewpoints about key educational issues, particularly concerning &(st century education and technology. Teachers can share their thoughts by going to the !ollowing link and

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complete the Educators #and parents) sur"eys. #http*FFwww.speakup>schools.orgFspeakup&'(2). This site is di"ided into three columns, one !or educators, students and parents. 6i!e issues are e<pressed and shared !or those students and parents who need a sounding board. The global learning possibilities made a"ailable by the internet can enhance educators and parents with new opportunities. E"en i! an educator is not a 9igital Nati"e, their mindset has to embrace the impact o! the internet to access knowledge o! other realities and cultures. To merge this education with the e<isting curriculum would e<pand their "iew o! the world and introduce di"ersity at an early age. To keep our children in close minded thought patterns that are no longer the way o! the world is to stunt their own indi"idualities or !amily "alues. There is a place !or the classroom o! yesterday, but in a society where people lay outside the Apple Store days be!ore the ad"ent o! a new smartphone, we cannot ignore the place technology has earned in our curriculum. Technology places our children on the path to understand, be aware o! and !inally compete in the global classroom. Ehile the bene!its to our students certainly embraces the wonders o! technology, teachers digital nati"es or not, wholeheartedly reali:e their careers are enhanced with the ad"ent o! the whiteboard, smartboards. Cra:ymath and Sky!all are but a !ew o! the thousand o! games which ser"es as a "irtual teacher assistant. The interacti"e whiteboard 4rown, &'(( lists the interacti"e whiteboard as a breakthrough technology, making possible a "ariety o! new ways to engage students and make teachers work more e!!icient. =n 6emo"s, Teach 6ike a Champion, #&'('), he promotes gi"ing a .hook/ to the students in order to engage them. The interacti"e whiteboard is that hook as it speaks to the digital nati"es o! the students. =mmediately the students are intrigued with this electronic de"ice and operating it with a tap !rom the pointer. The abo"e listed games which promote learning ha"e a pro!ound e!!ect on

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students. The "arious types o! computer so!tware are great learning tools and "isual aids !or kids to absorb in!ormation. They help in e<panding de"elopmental learning and in their e<pressing creati"ity. They promote autonomy where they recei"e a sense o! empowerment because o! the in!ormation a"ailable at their disposal. =n addition, according to 6eigh ?oessl, =nside

Technology*2K', The $ositi"e E!!ects o! Technology on ,ids, #Luly, &''1) many interacti"e games encourage strategic and critical thinking, which helps kids grow intellectually. This kind o! thinking can lead to inno"ati"e ideas and stretch their minds. As long as technology is not used as a constant replacement !or problem sol"ing, it can enhance and encourage thinking. North Carolina has included in its Common Core standards in the ,indergarten class to be able to use technology tools and skills to rein!orce classroom concepts and acti"ities #North Carolina public schools.org). ,indergartners will be able to gather data and in!ormation such as web+based resources, e+books, online communication tools, etc. Their standards includes the ability to organi:e data and in!ormation such as word processor, graphic organi:er, audio and "isual recording, online collaboration tools, etc. ,+- children are continually reaping the bene!its as technology is used to challenge their young minds.

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0e!erences

AlbuBuerBue, N% $eralta, Aelena & Costa, 8ernand #&''C). teachers competence and con!idence regarding the use o! =CT, sisito. educational sciences Lournal, 2, pp. C-+@>. Amante, 6ucia #&''C). The =CT at elementary school and kindergarten. reasons and !actors !or their integration. sisi!o. educational sciences ;ournal 2, >1+K&. No"ember &'(2 !rom http*FFsisi!o.!pce."(.pt. Clements, 9ouglas A. and Natasi, 4. ,., #(11&) Current technology and the early childhood curriculum. =n 7earbook in early childhood education, 3ol &* =ssues in early childhood curriculum, eds. 4. Spodek and 5.N. Saracho, ('KM(2(. New 7ork* Teachers College $ress. Clements, 9.A., and Nastasi, 4.,. #(11&). Computers and early childhood education. in ad"ances in school psychology* preschool and early childhood treatment directions, eds. %. ?ettinger, S.N. Elliott, and T.0. ,ratochwill, (@CM&>K. Aillsdale, NL* 6awrence Erlbaum Associates. 6emo", 9ouglas, 3 #&'('). Teach Like a Champion. San 8ranciso, CA, Losep 4ass. 0oblyer, %. 9., 3. 9oering, A. A. #&'(2) integrating educational technology into teaching . $earson Education, Inited States %iranda, ?uilhermina 6obato #&''C). The limits and possibilities o! =CT in education, Sisi!o,, Educational Sciences Lournal 2, 21+>@.

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0e!erences

N. C. $ublic Schools State 4oard o! EducationF9epartment o! =nstruction. N. C. essential standards. kindergarten, in!ormation and technology essential standards, #&''1). Schoolwire, =nc., ws!cs.k(&.nc.us $rensky, %arc, Digital Natives, Digital Immigrants, $art &. the scienti!ic e"idence behind the digital nati"es thinking changes, and the e"idence that digital nati"es style learning works. &''(. $rensky, %arc, digital game+based learning #%c?raw+Aill, &''() games & train, a game based learning company. Sayeski, ,. 6. and 4rown, %. 0. #&'((). de"eloping a classroom management plan using a tiered aproach. 7ong Hhao, ,e"in $ugh, Ste"e Sheldon,& Loe 4yers, conditions !or classroom technology inno"ation college 0ecord 3ol. ('>, Number 2, &'&. p. >@&+-(-. =9 Number ('@-'. #&''&) Einston+SalemF8orsyth County Schools #&'(2). Auman 0esources. 0etrie"able !rom Einston+Salem 8orsyth County Schools, Schoolwire, =nc., ws!cs.k(&.nc.us