In "Dr. Terri and the Academic Road," the question is asked: "I read this posting about a study that came out at the turn of the year on Internet use? Do you agree with the author? Do you think that children's internet use could be compared to adults?"
See: John C. Dvorak's review at http://www.pcmag.com/article2/0,2817,2374493,00.asp
See: Generations Online in 2010 report at http://pewresearch.org/pubs/1831/generations-online-2010
After considering the data in the Pew Report, I would have to say that I disagree with Dvorak's statement that the Pew report is simply a reflection of maturity than computer savvy. I think the numbers are so much more evident for the Millenial generation simply because home computers and the wireless age has been in existence for their entire lifespan. Older generations simply have not had the life experience in a wireless and internet-driven world to justify intense internet-usage. Dvorak states that the report is just a reflection of maturity, however, Dvorak seems to leave out the fact that younger generations will by definition have more access, experience, and reliance on technology and the internet. Change is hard, and as one ages, change becomes harder. The fact that older generations are picking up on internet usage shows that change is possible yet slow for those in older generations. The younger generation, Millenials, as they are called, has not only grown up with the internet but has also lived in a world that has been redefined by the internet and wireless technology, as new applications are being added regularly across many different disciplines and areas of life.
Also, I do not think that children's internet use could be compred to adult's internet use simply because of the difference in needs being met by the internet. The children of today are growing up in a world surrounded by technology. Using Google to find information is seemingly natural and logical, while an "encyclopedia" may be an item of wonderment. Adults are still learning and changing with the new technology and its applications while children see the internet and technology as natural, logical, and preexisting. It is hard for children to imagine a world without computers and the internet. Since the internet and technology is so integrated into the lives of children, naturally they would be more adept at its applications to daily life than adults. Due to this fact, the use of the internet is unfairly compared when children and adults are compared.
What do you think?
Sunday, March 27, 2011
Sunday, March 6, 2011
Repurposing Technology for Classroom Use
In reponse to the question: Find a novel use for technology in the classroom and shart it, I have found a wonderful use of technology: iPads in the classroom.
One blog showcased a teacher who incorporated the use of the iPad into her lessons in class. The iPad would be easy for small hands to manipulate due to its larger surface. There are a variety of education apps that can be downloaded, so the iPad could be incorporated into almost any learning lesson.
Since I work in early childhood education, I can see many potential uses for this technology in an early childhood classroom for children as young a three years-old. While the cost may be an issue when attempting to purchase iPads for an entire classroom, the more cost effective approach would be to start with two or three iPads in a classroom for use individually by students or during small group or even center time. Programs could apply for technology grants, both private and public, that are often available to assist schools with upgrading their access to technology in the classroom.
The iPad can be a tool that can be very beneficial to various learning styles, especially the kinesthetic learner, the visual learner, and the auditory learner. Apps that encourage children to manipulate text and images on screen engage children with color choice, enticing images, and can enhance fine motor skills. There are also apps that provide children with a virtual easel or "dry-erase board" on which they can "write" letters, words, stories, journals, and so on. Simple apps can also be used that teach child via virtual flashcards for the alphabet, colors, shapes, animals, words and so forth, with each image accompanied by the appropriate word or sound. There is such a wide variety of iPad apps available and more are being added on a regular basis. Uses can also include music engagement, math activities, and learning games, in addition to writing practice, alphabet knowledge, vocabulary building, spelling, and art activities.
I am very encouraged to see that some teachers are finding new uses for technology especially when it comes to enhancing learning opportunities and engaging young children in a lifelong love of learning.
One blog showcased a teacher who incorporated the use of the iPad into her lessons in class. The iPad would be easy for small hands to manipulate due to its larger surface. There are a variety of education apps that can be downloaded, so the iPad could be incorporated into almost any learning lesson.
Since I work in early childhood education, I can see many potential uses for this technology in an early childhood classroom for children as young a three years-old. While the cost may be an issue when attempting to purchase iPads for an entire classroom, the more cost effective approach would be to start with two or three iPads in a classroom for use individually by students or during small group or even center time. Programs could apply for technology grants, both private and public, that are often available to assist schools with upgrading their access to technology in the classroom.
The iPad can be a tool that can be very beneficial to various learning styles, especially the kinesthetic learner, the visual learner, and the auditory learner. Apps that encourage children to manipulate text and images on screen engage children with color choice, enticing images, and can enhance fine motor skills. There are also apps that provide children with a virtual easel or "dry-erase board" on which they can "write" letters, words, stories, journals, and so on. Simple apps can also be used that teach child via virtual flashcards for the alphabet, colors, shapes, animals, words and so forth, with each image accompanied by the appropriate word or sound. There is such a wide variety of iPad apps available and more are being added on a regular basis. Uses can also include music engagement, math activities, and learning games, in addition to writing practice, alphabet knowledge, vocabulary building, spelling, and art activities.
I am very encouraged to see that some teachers are finding new uses for technology especially when it comes to enhancing learning opportunities and engaging young children in a lifelong love of learning.
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