Bray, Brown, and Green (2004) discuss opportunities that technology offers for supporting learners with a diverse range of special needs or characteristics, including ESOL learners, children identified as having learning disabilities, learners with physical or cognitive impairments, and children identified as gifted and talented. They divide technologies to support diverse learners into two broad categories: assistive/adaptiveand learning support. Assistive/adaptive technologies make something physically accessible that would otherwise be inaccessible (for example, screen magnifiers, voice-recognition software, and modified mice or keyboards), while learning support technologies can assist learners through remediation, compensation, or extension. According to Haugen (1998), one special benefit of technology is the many ways in which it can “level the playing field for kids with special learning needs by supporting their efforts to communicate, explore, play independently, or cooperate with a peer”. Haugen cites several American studies in which children and toddlers with disabilities showed more active engagement, enjoyment, and social play during computer activities involving peers and adults than during similarly structured activities away from the computer.
Case studies in the literature support the idea that, when used well, technology can be a valuable tool for supporting children with a range of individual learning needs. For example, Labbo et al. (2000) describe strategies they used with computers in their kindergarten to assist children who were experiencing literacy difficulties. Five-year-old Joey struggled with many aspects of literacy, although he could decode words and read simple text. When using the kindergarten computer, Joey was observed to “window shop”, clicking silently from screen to screen. Joey’s teachers decided to try engaging him in highly focused activities on the computer using a “talking
book”.11 The interactive features of the book allowed Joey to predict which words on the screen might rhyme, and then to check his prediction by clicking the mouse. Labbo’s field notes from observations of Joey and his teacher working on the computer illustrate how this approach helped Joey (see box).
Joey goes to click several times on the words me and we on the page. It’s as if he’s reaffirming and concentrating on how those words have the same ending sound. Joey clicks on the words me, we, and then he pauses with the cursor arrow over the word the…“ wonder, does t-h-e- rhyme with me and we?” he asks.
“It depends on how you say it”, Ms Sprague responds. “Try it out and see.”
He clicks on the and sighs when it is pronounced “tha”. What is interesting is his recognition that the final e in a one-syllable word should have a long e sound. His interaction provided him with a moment of clarification. (Observational field notes, Labbo et al., 2000, p. 7)
3.3 Knowing when and how to use ICT with children
The literature suggests there is clear potential for using ICT, including computers, to enrich the early childhood learning environment:
Technology adds to the set of tools available for children to use and adapt, to feel at home with, to make part of their repertoire, and to help express themselves, verbally, visually, and emotionally. New technologies offer teachers additional resources to use as they plan to meet a range of levels, learning styles, and the individual needs of students (Van Scoter & Boss, 2002, p. 10).
As with any educational resource, the new technologies can be used well or badly (Siraj- Blatchford & Whitebread, 2003). The value that ICT can add to young children’s learning environments clearly depends on the choices that practitioners make about which tools to select and when and how to use these; and their understandings about how these tools can support children’s learning, development, participation, or play. The role of the early childhood education practitioner will be discussed further in the next section.
3.4 Summary of Section 3
Some authors have expressed concern that computer use is not appropriate for young children. Common concerns centre around issues such as harmful physical effects of children’s prolonged computer use, negative impacts on children’s social development, concerns about children’s exposure to unsuitable content, and concerns that computer use may displace other important learning and play activities.
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11 An interactive digital version of a story that employs multimedia features such as animation, music, sound effects, highlighted text, and models fluent reading.
Although there is rarely clear evidence about the degree to which these concerns pose a risk to children, most authors agree that ECE practitioners need to be aware of the debate about computer use by young children, and the need to safeguard children’s health and development in planning for ICT use in early childhood settings.
Studies suggest that computer use can provide a context for collaboration, co-operation, and positive learning experiences between children, or between children and adults. ICT can encourage purposeful and exploratory play. It can encourage discussion, creativity, problem solving, risk taking and flexible thinking, and this can all be achieved in a play-centred and responsive environment.
Case studies show that ICT can be used to support early language development and early mathematics. ICT can provide unique opportunities for scaffolding and supporting children with special learning needs, and children from culturally or linguistically diverse backgrounds. The value that ICT can add to young children’s learning environments strongly depends on the choices that practitioners make about which tools to select, and when and how to use these; and their understandings about how these tools can support children’s learning, development, and play.
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