Exposure to Technology at an Early Age

Exposure to Technology at an Early Age

Over the last few decades, there have been extraordinary developments in technology that have had a robust and powerful effect upon education at all levels. The internet, online learning, interactive computing, and the ability for students of all ages to interact with other cultures and have access to data have changed the way the curriculum is now written, and the expectations we have of students. We must remember that children born after 1995, perhaps even earlier, have never known a world without the Internet, cell phones, social networks, and cable television. In fact, during the mid-1990s the Department of Education sent research to many educations stating that "through the use of advanced computing and telecommunications technology, learning can also be qualitatively different. The process of learning in the classroom becomes significantly richer as students have access to new and different types of information, can manipulate it on the computer through graphic displays or controls…. And can communicate their results and conclusions in a variety of media…" (Benefits, 2003). Literally hundreds of research studies tell us that used properly, technology enhances the interaction of younger students, improves teacher/parent/student relationships, and even improves classroom management. The modern classroom must continue to evolve and allow for this new set of tools to be used so that younger children are not only exposed to new learning techniques, but remain comfortable using new technologies (Garafalo, 2009). This is particularly relevant when we think about how much time children under the age of eight spend interacting with media -- over 5 hours (see Figure 1). Thus, because the world is changing so fast, technological tools and interactive media have become more meaningful and necessary in the early childhood educational experience than ever before (Technology and Young Children, 2012).

Additionally, in the climate of No Child Left Behind, and robust expectations from parents, the community, and the government, teachers are always looking for something new and different that will enhance the ability of the classroom teacher to increase academic skills, reduce dropout rates, eliminate dives from diverse populations, and increase test scores. In fact, most pedagogical scholars believe this will be technology -- but only if early childhood educational programs offer technological literacy and incorporate computers and other forms of technology at an early age (Haugland, 2000). Technology fits well with one of the key theoretical maxims of education in the 21st century -- social conservatism. This theory views each student as having very unique needs and backgrounds -- with very complex and multidimensional ways of learning. Social conservativism celebrates these differences and includes them as part of the learning process. And while it encourages students to arrive at their own version of the truth, it also establishes that the teacher and teaching tools influence that student. What better way to account for different learning styles, different interests, and diverse backgrounds than using technological means to help with confidence and motivational issues, as well as the ability to delve deeper into subject matter that is relevant and interesting to the particular student and their level of expertise or advancement? (Dougiamas, 1998; Matthews, 1998).