2 years? 3 years? 6? 8? 12? 15? Never? When do we start the process of introducing children to computers? Educators, parents, even gray-haired and learned professors cannot agree. Even if they
can agree on an age, a second question then arises: Does computer-based content positively or negatively affect the learning process? I can hear the screams of protest and support in full interactive, multi-media, broadband enhanced detail even as I write. Meanwhile, millions of dollars are being spent to bring computers and the Internet to elementary schools around the globe. The only area all agree on, well maybe, is that all students should be taught how to use computers and the Internet eventually since all will need an understanding of technology to enjoy the products of technology and, in many cases, to work within their future field. So, some of the main arguments will be summarized for and against technology in early education and a synopsis of one way we could address this vital issue will be discussed. Now, let's take a look at the arguments against early introduction.
Cons
Accessibility and Suitability: If an individual does not have access to a computer or does not understand the content because of a language deficiency or cultural differences, they will be relegated to the digitally divided, 44 million just in the USA at the last count, according to Professor Howard Besser, The Next Digital Divides.
Interfering with Natural Development: Young children should be utilizing their natural propensity for physically-based activity rather than being stuck in front of a computer. They already spend damaging amounts of time glued to televisions, as researchers have discovered, that impairs development. Our children, the Surgeon General warns, are the most sedentary generation ever.
Lack of Depth: Computer-based content is a long way from offering the depth, flexibility, and tried and tested results that a trained, dedicated, and experienced teacher can offer children. In addition, interactions with a sophisticated adult allows for the formation of advanced vocabulary and personalization skills.
Quality of Content: Most digital content is overly simplistic in its structure. For example, a sum can only be wrong or right. The computer, except for specialized software, will not explain to the student why the sum is wrong. A real teacher will mark a piece of work and offer the essential logic reasoning for the decision that will enable the student to gain a fundamental understanding of the system behind what constitutes correct and incorrect.
Health Hazards: Computers pose health hazards to children. The risks include repetitive stress injuries, eyestrain, obesity, social isolation, and, for some, long-term physical, emotional, or intellectual developmental damage.
Safety: Children must be protected and taught how to protect themselves from the dangers of the Internet, including stalkers, adult content, hate, and violence. Filtering software is notoriously inefficient.
Consider "Do We Introduce Computers to Children? The Pros" published Dec. 28
And Address the importance with "Do We Introduce Computers
to Children?--Why It Matters" published Jan. 4