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... activities, intervening as necessary to guide and pose questions that encourage thinking. Good pedagogy and sound learning objectives should guide the choice of materials and tools, including technology, to be used in learning activities (Bredekamp & Rosegrant, 1994; Davis & Shade, 1999). "Whatever materials or tools are best suited to the activity will be used; sometimes computers are the best tool for the job, and sometimes they are not; the secret is knowing the difference" (Davis & Shade, 1999, p. 237). Computers are powerful tools that, as with other technologies, are most beneficial when used as a natural part of the learning experience.
This includes: Integrating computers into the classroom environment; using them as a part of the ongoing curriculum; applying their use to real problems for a real purpose. (Davis & Shade, 1994) Written language, like oral language, is learned by doing things with words in the real world, using language for a purpose (Novick, 1998). Early childhood classrooms encourage written literacy by providing materials to use in pretend play, and by encouraging children to express themselves in writing (IRA & NAEYC, 1998). Studies indicate that word-processing software encourages writing, and leads to increased motivation and improvement in writing skills. Computers and writing programs can be used with preschool-aged children to explore written language, and their use can be successfully integrated into process-oriented writing programs as early as first grade or kindergarten. (Clements & Nastasi, 1993). Computers also provide students a private place for practice while learning, without fear of public failure. "Especially during the primary grades, when children are expected to acquire an acceptable level of mastery of mathematical content and literacy, the computer can serve as a supportive tool for those children who have more than average difficulty succeeding" (Bredekamp & Rosegrant, 1994, p. 59). In addition to computers, many other types of technology can be used effectively with children.
The setting, the purpose, and the developmental stages of the children will help decide the best choices for a particular situation. The technology available and commonly used in the community may also influence the choice. Tape recorders support early literacy experiences. They allow children to listen to recorded stories or songs, or to follow along in a book as they hear it being read on tape. Children can record family stories, their own made-up stories, poems, and songs, or themselves reading aloud. When adults write down children's stories from children's dictated words or from the tape recorder children see how the spoken word can turn into the written word.
These activities integrate all aspects of literacy: speaking, listening, reading, and writing. They help children develop their storytelling ability and an understanding of how sound translates to print. Cameras film, video, or digital record students' activities while they are at work, as well as performances and special events. Children can tell a story in pictures and write or dictate captions. Photos share the learning with other students, parents, and community members. Photos can also introduce teachers and staff members to new students and families during home visits.
TV/VCRs play back videos of class activities and recordings of students. Children and families have a chance to see the results of their projects and learn from watching the performances. Videos may be loaned to family members who were not able to attend in person. Fax machines are a way to reach out to other schools and outside organizations, to gather information, and to keep in touch with parents. Fax machines can provide immediate feedback that keeps children involved. Portable keyboards are lightweight, inexpensive machines that are easy to carry around and use in many different situations in the classroom, out in the schoolyard, at home, or on field trips.
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Research essay sample on Early Childhood Young Children
