The Use of Communication Technology in Schools - Coursework Example

1. Anja Balanskat, Stella Kefala and Roger Blamire. The ICT Impact Report: A Review of Studies on ICT Impacts on Schools in Europe. European Schoolnet: Brussels, 2006. The authors examine the use of Information and Communication Technology (ICT) in European schools, with focus on effects of ICT on learners and learning, on teachers and teaching and finally barriers that hinder effective application of ICT in European schools. According to the authors, application of information and communication technology has various effects to learning and learners. The technology contributes positively to the academic performance of primary schools students on subjects such as English. However, use of ICT in primary schools did not show remarkable improvements in performance of science and mathematics subjects. In primary schools in Europe, the authors note that use of ICT improves achievement in English as a home language in addition to encouraging better performance in science and design in children aged from seven to sixteen years. Schools with well developed ICT programs and related resources demonstrate better achievement in all subjects compared to those with poor levels of the technology. However, better performance while using ICT in schools is realized if education policy makers establish favorable environment for effective application of the technology in educational institutions (Anja, Stella and Roger, 14). Use of ICT in learning institutions has remarkable impacts on teachers and teaching process. According to Anja, Stella and Roger(17) the technology increases enthusiasm among the instructors leading to heightened positive attitude towards their careers. Ina addition, ICT enhances their efficiency especially in preparation of teaching plans. Effective use of information management systems while teaching encourage collaborative learning among teachers leading to better teaching experience. However, various barriers impede realization of projected gains of adopting information technology. These include poor ICT competence in the teaching fraternity, which lowers their confidence in the class while applying the technology. In addition, poor organization, inadequate maintenance of ICT hardware and limited access to appropriate ICT infrastructure prevents learners from gaining maximum benefits from ICT technology (Anja, Stella and Roger, 17-28). 2. Ellen, Wartellla and Nancy Jennings. “Children and Computers: New Technology, Old Concerns.” The Future of Children, 10.2(2000): 31-40. The authors examine the concerns of increased exposure of children to computer applications and related technology. According to, Ellen and Nancy (32), wired computer provides the modern society with new mass media including computer games, CD ROMs and the web. In United States, about 60% of homes with young children aged from eight to seventeen years own computers that are connected to the internet with intention of learning (Ellen and Nancy, 33). However, Ellen and Nancy notes that the society needs to balance the educational benefits of using computers with the potential harms. The authors compare the recent controversy of using computer technology with the controversies that characterized application of earlier technologies such radio, television films and movies. Introduction of films in American society in the early 1900 was met with considerable support from parents who considered them as important sources of entertainment and education to their children. Later, the same society that supported watching of films especially among young children began opposing them on the grounds that they promoted immorality, violence and delinquency in children and teenagers. These concerns raised the issue of censorship and restricting access of various film and movie content to the children (Ellen and Nancy, 35). Unlike film industry that was regulated later after the society raised concerns about its effects on children, radio was regulated by the federal government immediately after it was introduced. Similarly, introduction of television generated similar concerns about its negative influence on children behavior (Ellen and Nancy, 39). Therefore, the current concerns involving the use of computer technology has been in existence for a long period. However, use of computer technology promotes learning and socialization among children of all ages. Through extensive research, the authors affirm that use of computer technology among children influences their social and cognitive development positively and negatively. Therefore, the authors argue that society should be challenged to produce cultural products that are educative, entertaining and beneficial to children in order to encourage development of appropriate behaviors among the youth. 3. David, Elkind. “Technology’s Impact on Child Growth and Development”. 22 September, 2003. 29 February 2012. This article is a critical analysis of various arguments on the effects of technology on children’s growth and development. The author argues that the major weakness on these arguments is piecemeal condemnation of technology rather than investigating the entire technological applications. According to the author, technological applications such as computer, mobile phones and televisions have crated a digital culture that the society especially the older generation needs to appreciate and accept as a component of modernization. Digital culture is characterized by several elements, which include high speed, where people demand instant and quick access to information (David, 1). The second element of the digital culture is screen tradition, where content is accessed through computer, television and mobile phone screens. Finally, information and communication form an important component of digital culture. These elements have created a wide gap between parents and their children (David, 2). The author affirms that digital culture has reduced the need for physical activities, as children can play games online and gets information without the need for travelling. Consequently, the author attributes the growing incidents of obesity among the youth to the digital culture. Focus on speed has created a culture of seeking instant results and hence every endeavor including education is highly competitive. Children feel intense pressure and urgency to achieve, which limit their participation in physical activities such as exercises (David, 3). 4. Becta. The Impact of Technology on Children’s Attainment in English: A Review of the Literature. Becta: London, 2010: 1-17. The author examines the effect of ICT on achievement of children aged from five to sixteen years in major curriculum areas of reading, writing, spelling, speaking and listening. According to the author, multimedia e-books and activity based computer software encourages learning and academic performance in key stage 1 level. Appropriate activity based software improves the ability of children in primary school level to acquire writing and summarizing skills in addition to topic oriented writing . Information and communication technology programs enhance the ability of children with learning difficulties to learn. Examples of programs include those that provide text to speech feedback and multisensory interactions with sounds and letters (Becta, 5). According to Becta (8), spelling skills can be enhanced by encouraging children to use computers and other applications with spelling software. However, Becta notes that mobile phones do not contribute to development of English proficiency in children (14). The use of interactive listening programs and devices empower children with the skills of telling oral stories and could also encourage peer collaboration during early stages of development. Other information and communication applications such as multimedia e-books encourage acquisition of oral skills by promoting collaboration between children and their peers. Therefore, Becta (16) encourages education institutions to embrace an interdisciplinary ICT curriculum to promote better learning of English language. 5. NAEYC. “Technology And Young Children Ages 3 Through 8 Years”. April 1996. 29 February 2012. http://www.naeyc.org/files/naeyc/file/positions/PSTECH98.PDF In this article, NAEYC offers educational stakeholders with important measures that could enable young children aged from three to four years benefit from computer technology. The author acknowledges that although computer technology offers valuable contribution in promoting education among young children, it should be integrated with other methods of teaching. According to the author, appropriate technological software for teaching young children should incorporate play, creativity and other natural methods of learning in order for the children to decipher and learn the required skill. Therefore, education professionals should apply reasonable judgment in choosing and evaluating appropriate information and communication programs to ensure that the children acquire the intended proficiency (NAEYC). The author recommends educators to consider the cost of installing appropriate information technology applications for teaching young children. To ensure that learning objectives are achieved, educators should compare the cost of technology with other available learning materials in order to formulate ideal teaching techniques in classrooms (NAEYC). The author emphasizes on the importance of employing professional judgment by teachers in determination of whether a given program is appropriate for teaching children from a particular age group, culture and personality. If educators observe the aforementioned measures, the author acknowledges that technology could promote cognitive and social skill among the young children. In addition, early childhood teachers and policy makers should encourage equal access to technology for all children, including those with special needs (NAEYC). 6. Alexandra Morgan and Steve Kennewell. “The impact of prior technological experiences on children’s ability to use play as a medium for developing capability with new ICT tools”. Becta: University of Wales, Swansea; 4-30. In this study, the authors investigated how previous experience in information and communication technology for children aged from seven to sixteen years affected their attitudes, confidence and abilities when presented with new technologies. In addition, the authors investigated tablet PCs and took into consideration the importance of play as a method of enhancing development of skills using electronic applications and related devices. Various deductions could be made from the research study. The first deduction is that learning based on integrating play using ICT devices promotes achievement of intended competencies and skills among young children (Alexandra and Steve, 5). The study established that prior experience and exposure to information and communication tools and applications do not play a major role in encouraging confidence and positive attitude when students are confronted with other ICT devices or applications. Personality rather than prior experience play a major role in determining the attitude and confidence of children when presented with new information and communication applications. The research study also established remarkable differences on how males and females respond to new information and communication technology. According to the authors, boys showed higher level of enthusiasm and initiative while playing different games than girls did. In addition, there was no noticeable difference in levels of competence acquired between young and older pupils (Alexandra and Steve 29). Work Cited Alexandra Morgan and Steve Kennewell. The Impact of Prior Technological Experiences on Children’s Ability to Use Play as a Medium for Developing Capability with New ICT Tools. Becta: University of Wales. Print. Anja Balanskat, Stella Kefala and Roger Blamire. The ICT Impact Report: A Review of Studies on ICT Impacts on Schools in Europe. European Schoolnet: Brussels, 2006. Becta. The Impact of Technology on Children’s Attainment in English: A Review of the Literature. Becta: London, 2010. 1-17. Print. David, Elkind. “Technology’s Impact on Child Growth and Development”. 22 September, 2003. Web. 29 February 2012. Ellen, Wartellla and Nancy Jennings. Children and Computers: New Technology, Old Concerns. The Future of Children, 10.2(2000): 31-40. NAEYC (National Association for the Education of Young Children). Technology and Young Children Ages 3 Through 8 Years. April, 1996. Web. 29 February 2012. Read More