Early childhood practitioners should evaluate whether or not computers contribute to the growth of their students by considering computers in the planning phase of the educational program. The first approach, computer assisted instruction, includes drill and practice programs, tutorials or programmed instruction, and simulations or games. Computer awareness or literacy, the second approach, often emphasizes computer information rather than skill with computers. The third approach, computer usage, recognizes that computers are a tool and prepares the student to enter that world with skills and understanding. LOGO, a new computer language, is simple enough for preschool children and also encourages creativity and exploration of concepts. Five goals are specifically recommended for early childhood personnel: (l) learn about computers for yourself by reading computer magazines; (2) learn about LOGO; (3) learn about computer software; (4) say "yes" to computers, but choose wisely; and (5) remember early childhood goals. (BJD)
Tipps, S. & Sanders, T. Microcomputers and Young Children.
Cited ByView References & Citations Map
Suzy Edwards & Suzy Edwards
Australasian Journal of Educational Technology Vol. 21, No. 2 (Jan 01, 2005)
Alexandros Leontitsis, University of Ioannina, Greece; Christina Daskagianni & Jenny Pange, University of Ioannina-Greece, Greece
EdMedia + Innovate Learning 2004 (2004) pp. 3935–3937
Poh-Hwa Liang, Chaoyang University of Technology, Taiwan
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 2385–2390
Ni Chang, University of Wisconsin-Whitewater, United States
Information Technology in Childhood Education Annual Vol. 2001, No. 1 (2001) pp. 247–265
Computers, Kids, and Crayons: Looking at the emergent writing behaviors of kindergartners using technology
Nancy Yost, Indiana University of Pennsylvania, United States
Society for Information Technology & Teacher Education International Conference 1999 (1999) pp. 1978–1983
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