Example research essay topic: Computers And Children Learning - 1,459 words

NOTE: Free essay sample provided on this page should be used for references or sample purposes only. The sample essay is available to anyone, so any direct quoting without mentioning the source will be considered plagiarism by schools, colleges and universities that use plagiarism detection software. To get a completely brand-new, plagiarism-free essay, please use our essay writing service.
One click instant price quote

... is practice can also find support at a theoretical level. Vygotsky (1978) argues that all higher psychological functions (e. g.

perception, voluntary attention) have social origins. Specifically, he claims that adults and more capable peers mediate a child's experience. Many of the successful problem solving training studies have been influenced by the Vygotsky an notion of guided learning within a learner's zone of proximal development - a distance between what a child can do working alone and what he or she can accomplish with aid. An important implication from Vygotsky's argument is that within a computer learning environment, there needs to be an increase of interaction between the teacher and the learner, as well as between learners. A corollary to this proposition is that if the intended outcome of such learning experience is the improvement of problem solving skills, then the focus of such interaction should be on the skills and processes involved with problem solving.

For instance, learners could be encouraged to reflect on their problem solving experience and skills, and then share the experience with each other. More capable peers could be encouraged to assist the less capable ones initially, but gradually transfer the control of tasks to the less able learners (Day, Cordon & Kerwin, 1989). If we view the computer as a medium, we can argue that it can enhance the very nature of how and what we communicate. It facilitates inter-subjectivity (communication between learners), and intra-subjectivity (communication between the learner and him / herself ) (Vygotsky & Kozulin, 1996; Vygotsky & Vygotsky, 1980) Such communication is an essential part of learning. Teachers must communicate ideas and facts to students; students communicate with other students in social learning situations to develop answers to questions, to reflect on their understanding, and to concrete their ideas.

The effect of computers on children's physical and social development can also be significant, the amount of time and the types of activities that children engage in whilst using computers being key factors influencing whether technology has positive or negative results on their development. Reports warn that children can suffer repetitive-strain injuries and damage to vision from extended use of computers. Working with computers can be a socially isolating experience and affect the child's ability to interact with other human beings. Research has indicated that children spending substantial amounts of time on-line, communicating with strangers in multi-user domains and chat rooms, have been found to experience greater declines in social involvement and increases in their feelings of loneliness and depression. Similarly, exposure to violent computer games has been linked with increased aggression and antisocial behaviour. Again, these findings underline the importance of supervised use of computers, both in the classroom and at home, and the guidance of an adult to encourage children to use computers in appropriate ways.

Another socio-cultural concern around the use of computers in the classroom is that pre-existing patterns of social inequality may be worsened, particularly in terms of gender. It is feared that there is potential with educational computer technologies to place girls at a disadvantage to boys since girls tend to have a less favourable attitude to computer use than boys, and use such technology much less. However, whilst there is evidence that there are gender related differences in terms of attitudes, frequency of use and type of use of computers, these differences are not generally associated with performance on computer tasks. Indeed, a study by Underwood and Underwood (1990) suggests that girls perform just as well as boys when they engage with computer-based learning tasks and programming activities. A number of explanations have been offered to explain gender differences, one of which proposing that they are linked to the issue of individual versus collaborative modes of working.

Hoyles et al (1991) found that when computers are used individually, girls tend to find the experience isolating, thus reducing their performance. However, when the computer is associated with a collaborative model of working, girls are typically as eager as boys in their response and performance. A study by Sherry Turkle (1984) has proposed that there may be differences in the cognitive styles of boys and girls that affect the way in which they relate to computers. Working with computers today requires formal analytical skills, which evidence suggests are masculine skills. If this were true, girls would need to be helped to overcome social conventions and to adopt approaches to computers using their own strengths and cognitive skills. It may also be significant that the metaphors and images used in the presentation of a task are more suited to boys than girls, and that context exerts a critical influence on cognitive performance and its relative difficulty for the different sexes.

Conclusion Technology is a tool that can provide another way for children to learn and make sense of their world. Computers can be used in developmentally appropriate ways that are beneficial to children, or they can be misused, just as any other materials can be misused. Furthermore, just as pencils do not replace crayons, but rather provide additional means of expression, computers do not replace other methods of learning, but add to the tools available to children to explore, create and communicate. When used appropriately by skilled teachers, technology can support and extend learning in valuable ways and can increase educational opportunities. The key is finding the balance and knowing how to align the elements of a healthy childhood with the unique capabilities offered by technology. REFERENCES: Bancroft, D.

and Carr, R. (Eds. ) (1995) Influencing Children's Development, Milton Keynes, Blackwell Publishers Ltd. Black, A. , Light, P. , Joiner, R. and Sheldon, S. (1991) 'Collaboration as a facilitator of planning and problem-solving on a computer based task', British Journal of Developmental Psychology Bransford, J. D. , Brown, A. L. , & Cocking, R. R. (Eds. ). (1999).

How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press. Retrieved 6 / 09 / 01, from WWW - web Clements, D. H. (1986) 'Effects of Logo and CAI environments on cognition and creativity', Journal of Educational Psychology Clements, D.

H. and Nastasi, B. K. (1988) 'Social and cognitive interactions in educational computer environments', American Research Journal Cordes, C. , & Miller, E. (Eds. ). (2000). Fool's gold: A critical look at computers in childhood. College Park, MD: Alliance for Childhood. Retrieved 6 / 09 / 01, from WWW - web Day, J.

D. , Cordon, L. A. , & Kerwin, M. L. (1989). Informal instruction and development of cognitive skills: A review and critique of research. In C. B.

McCormick, G. E. Miller & M. Pressley (Eds. ) Cognitive strategy research: From basic research to educational applications. New York, Springer-Verlag. Goodwin, L.

D. , Goodwin, W. L. , Nansel, A. , & Helm. C. P. (1986) Cognitive and affective effects of various types of microcomputer use by pre-schoolers. American Educational Research Journal, 23 (3), 348 - 356. Hatch, T.

and Gardner, H. (1986). From Testing Intelligences to Assessing Competencies: A Pluralistic View of Intellect. Special Issue: The IQ Controversy. Roeper Review, 8 (3), 147 - 150. Haugland, S. (1992). Effect of computer software on pre-school childrens developmental gains.

Journal of Computing in Childhood Education, 3 (1) Healy, J. M. (1998, May) Understanding TV's effect on the developing brain. AAP News: The Official News Magazine of the American Academy of Paediatrics. Retrieved 6 / 09 / 01, from WWW - www. aap. org / advocacy /chm 98 nws Healy, J.

M. (1999) Failure to Connect- How computers affect our children's minds - for Better or Worse", New York, Touchstone Books Hoyles, C. , Sutherland, R. , and Healy, L. (1991) 'Children talking in computer environments: new insights on the role of discussion in mathematics learning' in Durkin, K. and Shire, B. (Eds. ) Languages in Mathematical Education: research and practice, Milton Keynes, Open University Press Hughes, M. (1990) 'Children's computation' in Grieve, R. and Hughes, M. (Eds. ) Understanding Children, Oxford, Blackwell Light, P. & Glachan, M. (1985) 'Facilitation of problem solving through peer interaction', Educational Psychology Light, P. (1993) 'Collaborative learning with computers' in Scrimshaw, P. (Ed. ): language, Classrooms and Computers, London, Routledge Mevarech, Z. , Silber, O. & Fine, D. (1991) 'Learning with computers in small groups: cognitive and affective outcomes' Journal of Educational Computing Research Paper, S. (1980) Mindstorms: children, computers and powerful ideas, Brighton, Harvester Press Turkle, S. (1984) The Second Self: computers and the human spirit, London, Granada. Underwood, J. and Underwood, G. (1990) Computers and Learning: helping children acquire thinking skills, Oxford, Blackwell Vygotsky, L. S. , and Kozulin, A. (1996).

Thought and Language. MIT Press: Cambridge, MA. Vygotsky, L. S. , and Vygotsky, S. (1980). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press

Research essay sample on Computers And Children Learning