Technology and school change: New lamps for old?

Childhood Education, 1995 by Clements, Douglas H, Swaminathan, Sudha

The advent of technology need not be a simple exchange of old ways for new. Computers and other technological devices hold promise for varied changes. Technology can change the way children think, what they learn, how they interact and how we assess them. The responsibility for deciding which changes to implement, however, lies with early childhood educators. We can use the new lamp to "teach the same old stuff in a thinly disguised version of the same old way" (Papert, 1980, p. 161) or we can extract the best that the lamp can offer us.

Computers and Development: Changing Perspectives

Just a decade ago, only 25 percent of licensed preschools had computers. Today, almost every preschool has a computer and the ratio of computers to students has dropped from 1:125 in 1984 to 1:22 in 1990--a ratio that more closely approximates the recommended balance of 1:12 (Clements & Nastasi, 1993). Meanwhile, perspectives on developmental appropriateness have become more sophisticated and now include such dimensions as cultural paradigms and multiple intelligences (Bowman & Beyer, 1994; Spodek & Brown, 1993). Similarly, research has moved beyond simple questions to consider the implications of these changing perspectives for the use of technology in early childhood education.

For example, we no longer need to ask whether the use of technology is "appropriate." Very young children are confidently using software packages that require single-key operations. They can turn on the computer, insert and remove disks, follow pictorial directions and use situational and visual cues to understand and reason about their activity (Clements & Nastasi, 1993). Typing on the keyboard does not seem to cause any problems; on the contrary, it seems to be a source o pride.

Recent hardware modifications permit even children with physical and emotional disabilities to use the computer. Aside from enhancing their mobility and sense of control, computers can help improve their self-esteem. One mute 4-year-old who was diagnosed with retardation and autism began to echo words for the first time while working at a computer (Schery & O'Connor, 1992).

Furthermore, the unique value of technology as a learning device is now widely recognized. By presenting concrete ideas in a symbolic medium, for instance, the computer can help bridge these areas. For children, the concrete is not necessarily the physical, but rather what they find to be meaningful (Clements & McMillen, in press). They often find computer representations to be more manageable, flexible and extensible than other symbolic representations. One group of young children learned number concepts from a computer felt board environment. They constructed "bean-stick pictures" by selecting and arranging beans, sticks and number symbols. Compared to a real bean-stick environment, this computer environment offered students greater control (Char, 1989). The computer manipulatives were just as meaningful as the tangible ones and easier to use for learning.

Researchers are exploring better ways to use technology in early childhood education--ways to make the computer more than just a tool for doing what we have always done. The computer has changed the way we organize our thoughts, opened new and unforeseen avenues for learning, allowed children access to vast amounts of information and connected classrooms from across the world (Riel, 1994).

Of course, technology is not always appropriate for the classroom. Like anything else, it can be used well or badly. We must carefully design the accompanying curriculum and learning experiences.

Computers and the Curriculum

The computer can offer unique opportunities for learning through exploration, creative problem solving and self-guided instruction. Realization of this potential demands a simultaneous focus on curriculum and technological innovations (Hohmann, 1994). Effective integration of technology into the curriculum requires effort, time, commitment and sometimes even a change in beliefs. As one teacher reflected, "As you work into using the computer in the classroom, you start questioning everything you have done in the past and wonder how you can adapt it to the computer. Then, you start questioning the whole concept of what you originally did" (Dwyer, Ringstaff & Sandholtz, 1991).

Questions on Curricular Revisions

* Child-initiated or teacher-initiated? Children learn best when they feel a sense of ownership and control over what they are doing (Miheon, 1990). Teachers still have a role, however. They must tailor the software to fit children's experiences, interests and abilities (Davidson & Wright, 1994). Furthermore, in order to challenge children, teachers have to decide what elements should be set at easy levels and what elements should remain a struggle (Clements, 1994).

The teacher must adapt to a child's changing needs. Initially, teachers may need to be more demonstrative, assisting children with problem solving, setting goals and planning. Once the students have gained confidence and expertise, however, teachers can act more as observers and facilitators, available if help is needed (Clements & Nastasi, 1992).