More Than a Chalkboard

From cell phones, laptops, and digitally enhanced kitchen appliances. Children are starting to be exposed to technology at an earlier age now than ever before.


So the question remains, if children can manipulate "advanced" technology devices at home, why are we as educators still relying on basic learning tools to teach?





If we take a closer look at the operating systems that happen when working with technology, you will be surprised to find that there are a plethora of developmental skills taking place:

• Fine motor skills are enhanced when manipulating a mouse
• Vocabulary enrichment when using terms such as delete, backspace, return.
• Alphabet Knowledge
• Problem Solving and directionality takes place, when trying to get the cursor to point and click.
• Positive social interactions
  

According to Warren Buckleitner, the editor of Children's Technology Review. Children in Kindergarten should have the following experiences:

• Show awareness of the “power keys” on a keyboard (e.g., "enter," "esc," "delete," and the space bar).



• Know the difference between the left and right mouse button (which can be helped by a small label or sticker).



• Be familiar with at least five quality interactive games or activities, in either screen- or toy-based formats.



• Have a basic working vocabulary of common technology terms, such as "digital camera," "computer," "Internet," "mouse," "keyboard," and "printer."



• Have been exposed to common technology terms in the natural context of everyday conversation, such as "on/off," "Internet," "browser," "software," "hardware," "computer," "mouse," "monitor," "keyboard," "digital camera," "printer," "battery," and so on.



• Have taken their first digital photo.



• Find the numerals on a QWERTY keyboard.



• Put a CD or DVD into a hardware device such as a computer.



• Type their first name on a QWERTY keyboard.



• Have been exposed to a variety of portable computing platforms such as V.Smile, Leapster, or the Tag Reading System; and be comfortable with concepts such as inserting new cartridges and turning devices on or off.



• Understand the basic functions of a browser, including how to open or close windows and use the “back” key.

I know this sounds scary, but hopefully you are wondering how to get started. Here are some simple steps to help:

• Don’t try to formally “teach” technology skills and competencies. Instead, set the stage for successful experimentation by providing the materials, introducing them, and offering support.



• Let children practice using technology by pretending with the types of gadgets they see their parents using, such as a non-working mouse or keyboard, cell phone, iPod or MP3 player. Visit kidtastik.com or kidtastik on facebook for material selection.
• Use a wireless laptop so that you can bring a Web-based experience to children, in the context of their play.



• Have a large screen, either a projector or a large screen monitor, that is easily seen by all children for story time, distance learning activities, or a digital photo slide show from a recent field trip to the zoo.



• Keep a camcorder and digital camera on hand to capture and document children’s work.



• Set the stage for social, active learning. Choose activities that involve more than one child.



• Encourage children to represent what they do using digital cameras.



• Introduce new technology during circle time, prior to placing it in a learning center.



• Expand on your children's interests by letting them come up with search words and see the results in ways they can understand (e.g., as a set of images rather than text alone).