The Appropriate Use Of Technology For Youth: Rough Draft

The Appropriate Use of Technology for Youth : Rough Draft Did you ever thought if a child’s computer, e-reader or a tablet might affect their learning and development skill? The use of technology has grown in a big way in early childhood education settings. Introducing young children to different technologies, such as tablets, pyrethrum boards, e-readers, smart televisions, and more help to boost their scholarly ratings and keep their interests in learning at a high at all times. Using technology in classrooms and interactive media has shown to be helpful and valuable to a child's learning processes. Educators are working to make sure the technologies elementary students are using are appropriate for their age and highly interactive. (Flannigan,

For grades K-2, in particular, they say interactive digital games for math and reading must be fun; aesthetically attractive, with lots of animation; and connected to situations children would encounter in everyday life. Even so, those younger students need significant guidance, with step-by-step directions (Flannigan 2013). It is similar to listening to a speaker about a topic that hits home to the audience. The audience might be more tune to what is being delivered. NAEYC states that. “Teachers must take the time to evaluate and select technology and media for the classroom, carefully observe children’s use of the materials to identify opportunities and problems, and then make appropriate adaptations.” The next essential element of appropriate use of technology and interactive media is individual

That is why it is imperative teachers must know the level of students’ achievement related to their current teaching methods (Hamilton, 2015). For example, NAEYC states preschoolers have varying levels of ability to control technology and media, but with teacher mediation they can demonstrate mastery of simple digital devices and are often seen using the tools as part of their pretend play. School-age children who are more proficient in using technology can harness these tools to communicate ideas and feelings, investigate the environment, and locate information. Teachers should look for ways to use computers to support the development and learning that occur in other parts of the classroom and the development and learning that happen with computers in complement with activities off the computer. The last essential element of appropriate use of technology and interactive media is cultural.

Technology can be used to affirm children's diversity. Early childhood educators must devote extra effort to ensure that the software in classrooms reflects and affirms children's diverse cultures, languages, and ethnic heritages. Like all educational materials, software should reflect the world children live in: it should come in multiple languages, reflect gender equity, contain people of color and of differing ages and abilities, and portray diverse families and experiences (Derman-Sparks &