For young children, there is a growing number in digital learning and gaming for this age group, of children under eight.
Lieberman, Bates & So (2009), concluded that research shows that the use of these devices for children’s learning, shows improvements within the child’s “knowledge and skills for thinking, planning, observing, problem-solving, reading, language, mathematics, hypothesis information and testing, creativity, and collaborative learning” (p.271).
“Young children have a growing variety of media options, which range
from the standard display of programmed content on a screen with a
keyboard or game controller as the input device to newer ways to play.
Newer media options include handling physical objects that have electronic,
computer-based capabilities (interactive story books, the Tag reading system
and the Tag Junior smart pen, electronic keyboards and music-makers, dolls
and robots that move and interact, electronic toys, durable portable computers
with kid-friendly buttons); engaging in physical activities by using dance
pads and sports equipment as interfaces that involve exertion, physical movement,
and feedback (Dance Dance Revolution that uses a dance pad, Wii
Sports, Wii Fit balance board, Smart Cycle); using mobile devices for screenbased
games and activities (ABCMemoryMatch, Peekaboo Barn, Mickey Mini
Golf , Nickelodeon’s iPhone games for young children, games for the TicTalk
children’s mobile phone, DiaBetNet mobile games for children with type 1
diabetes) and GPS-supported outdoor scavenger hunts and other locationbased
activities; or—for 5- and 6-year-olds, and sometimes for younger children
who sit on a parent’s lap—communicating with online communities of
peers (social networks such as Whyville, Club Penguin, and Webkinz)” (Lieberman et al., 2009, p.272).
Parents will “sometimes consider video games to be an obstacle to their child’s education,” though it is this same obstacle that is enabling children to further extend their knowledge through interest-based inquiry (Bloom, 2009, p.18). Many children within primary school will have access to an Interactive Whiteboard (IWB) and majority of the times, the children will learn from watching the teacher use the board. The IWB is a recent advancement in technology which allows teachers to hook up their laptops to the IWB and program and implement the class’ activities for that day.
IWB’s are great when the children are able to actively participate with the board, to complete a mathematics problem or English sentence. It is when the teacher is using the IWB solely for their own purposes that the children will lose interest. Children learn best when they are actively involved and engaged in hands-on experimentation.
Currently being used within classrooms are Learning Objects and the use of robotics with children. Robotics is where you are able to program into a device certain movements, this is a great way for children to manoeuvre an object around a distance using right, left, around, etc. Within the lower primary, the ‘BeeBot’ is being used. A ‘BeeBot’ is a programmable device (up to 40 steps) whereby the children do all the programming. This can be a great tool for teaching Mathematics strand Space and Geometry and they can be purchased in swarms of six. I have used this device and love the uses for it.
“Learning objects, generally understood as digital learning resources shared through the internet and reused in multiple contexts” (Nurmi & Jaakkola, 2006). Some Australian based learning objects include:
When using any type of media or tool with children, it is important that you are using something that the children you are working with are interested in, is to their skill and previous knowledge and is fun!
References:
Bloom, S. (2009). Game based learning: Using video game design for safety training. Professional Safety, 18-21.
Lieberman, D., Bates, C. & So, J. (2009). Young children’s learning with digital media. Computers in the Schools, 26(4), 271-283.
Nurmi, S. & Jaakkola, T. (2006). Promises and pitfalls of learning objects. Learning, Media and Technology, 31(3), 269-285.
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Our children's school has IWB and I think you are right in that how effective they are is completely dependent upon the way the teacher uses it. Kids will switch off at any point if they are not engaged.
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