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Many researchers do not recommend that children under 3 years old use
computers. Computers simply do not match their learning styles (crawling,
walking, talking, and making friends.) Unfortunately, computers in a
classroom setting are used all too often in ways that are developmentally
inappropriate (i.e., unstructured, not integrated into classroom routine, and
teachers unfamiliar with software.)
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Developmentally appropriate ways to use computers with 3 – 4 year-olds
are different from the ways we use computers in kindergarten and primary
grades. Most preschoolers are
developmentally ready to explore computers, however, the teacher needs to
developmentally “probe” the student’s cognitive (cause and effect) and fine
motor abilities/needs.
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Research shows that 3 – 4 year-old children who use computers with
supporting activities have significantly greater developmental gains when
compared to children without computer experiences in similar classrooms.
Gains include: cognitive, nonverbal skills, structural knowledge, long-term
memory, manual dexterity, verbal skills, problem solving, abstraction, and
conceptual skills.
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Teacher
training is essential for computers to be an effective teaching tool.
Unfortunately, only a small number of schools train teachers how to maximize
computer technology use in their classrooms (i.e., teacher
computer/educational software literacy). Teachers need computer training
in helping them to teach their student’s appropriate independent learning
skills (i.e., attending, task completion and transition).
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A
high priority for special education teachers is to obtain computers (with
appropriate educational software) for their classroom. Private resources can
help provide these assets (i.e., newsletters to parents and businesses). Low
incidence funding is an excellent resource if your special needs child is
eligible. Confer with your school
assistive technology coordinator in determining low incidence
eligibility and the type of computer you need for your student (as determined
in your child’s IEP Special Factors and Goals/Objectives.)
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The
ratio of computers should be at most 1 to 7, preferably 1 to 3 in properly
integrating your
computers with other classroom activities. If the ratio can not be met with
the resources available, it is far better to use a set of computers in a
classroom for a month or quarter, and then rotate them to another classroom.
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Preschool teachers must apply the principles of developmentally
appropriate practices (curriculum and assessment) when individualizing their
student’s needs in choosing multi-media computers for
their student’s use. “One size computer shoe does not fit all.”
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Integrate
computers into classroom daily learning activities. Computers should not
replace or disrupt existing classroom routines. Children should have the
opportunity to transition into and out
of a computer learning activity the same as they would for any other learning
activity.
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Have
computers located in an area of the classroom that will not distract other
students participating in their respective learning activities. Appropriate
headsets should be available for
students' use. Trackballs and assistive technology devices (i.e., touch
screen) make software navigation easy. Keyboards should be kept away from
most preschool student’s access.
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Work
together with parents to promote the appropriate use of computers at home
(i.e., structure and supervise the use of computers, avoid “computer
babysitting”).
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Teacher
roles in the classroom include: (1) Instructor. Introducing your
students to computers involves a learning period in which the teacher needs to
assume this active role in teaching both an
independent and cooperative learning skill; (2) Coach. As students
gain experience with computers, the teacher becomes more of a facilitator in
providing guidance and support when needed and ensuring appropriate
behaviors. With use of an appropriate monitor (21” is best) employ this tool
during circle-time cooperative learning opportunities; (3) Model.
Children will be much more likely to use the computer as a practical,
integrated tool for learning if they see the teacher doing the same. Use the
Internet to provide opportunities for parents and students to see your
classroom daily routines; (4) Critic. Take an active role in selecting
the software that will truly enhance your student’s learning and development.
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