AS COMMONPLACE as LEARNING CENTERS?
Joy McGehee, Northwestern State University of Louisiana, United States ; Kelly Heckaman, Northwestern State of Louisiana, United States
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-37-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper is a report on the findings of an observational study which investigated the social and language skills of preschool children with disabilities while playing at computer centers. Research in the area of computer use by preschoolers primarily has centered upon children who are developing in a typical manner. Although the literature in this area is limited, there are clear indications that young children demonstrate gains in social development, pre-math, and early literacy skills through computer use. Some studies confirm that typically developing preschoolers frequently demonstrate higher levels of cognitive and social skills while playing at a computer than while playing in typical learning centers. Therefore, the young children who might have the most to gain from computer use are children with disabilities. In this observational study, the verbal and play behaviors of 4 preschoolers with disabilities, while playing at a computer center and a typical developmental learning center, were observed and recorded. An analysis of play behaviors and verbal behaviors revealed that these behaviors did not differ between centers. Suggestions for teacher directed instruction for young children with disabilities while playing at computer centers are discussed.
McGehee, J. & Heckaman, K. (2000). AS COMMONPLACE as LEARNING CENTERS?. In D. Willis, J. Price & J. Willis (Eds.), Proceedings of SITE 2000--Society for Information Technology & Teacher Education International Conference (pp. 2483-2487). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).