A Technology-Enhanced Learning Environment

Throughout my next couple posts I will be focusing around the role technology plays in the development of literacy and numeracy in children from birth to four-years old. Technology includes: computer, internet, iPads, music, graphic illustrations, ebooks, etc; with features such as animation, music, surprise elements, and especially consistent interaction, gaining and maintaining childrens’ interest.  According to Sarama (2004), when implementing technology into literacy and numeracy development, it is important to not only rely on technology alone, but integrate multiple types of media: including, computers, manipulatives (and everyday objects), and print.

The two key readings for this post include:

1. Dreyer, C., & Nel, C. (2003). Teaching reading strategies and reading comprehension within a technology-enhanced learning environment. System, 31, 349–365.
2. Sarama, J. (2004). Technology in early childhood mathematics: Building Blocks^TM as an innovative technology-based curriculum. In D. H. Clements, J. Sarama & A. M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 361-375). Mahwah, NJ: Lawrence Erlbaum Associates.

A technology-enhanced environment accommodates the learning style preferences of all students, providing a visual learning style (Dreyer & Nel, 2003). Dreyer and Nel (2003) mention several studies conducted with first-year students, which indicate that the at-risk students tend to have visual learning styles which are rarely accommodated in education settings. The flexibility of multiple technologies allows the creation of a vision not limited by traditional materials and pedagogical approached. According to Dreyer and Nel (2003), computer-based communication can allow representations and actions not possible with other media; for example, blocks can be actually glued together, trucks can leave paths in the sand, and these paths can be changed, moved, saved and used later with other vehicles. However, it is critical for multimedia and other computer capabilities to be used when they serve educational purposes; technology can aid learning if designed to be consistent with and supporting the pedagogical goals. 

   

Image: Google images- https://www.google.com.au/search?q=literacy+technology

The reading from Sarama (2004), is based on a program called Building Blocks. Building Blocks is a new Pre-K to Grade 2, software-enhanced, mathematics program designed to comprehensively address the principles and standards for mathematics. It is designed to enable all young children to build solid content knowledge and develop higher-order or critical thinking. The demographics of the early end of the age range imply that materials should be designed for home, day care, and classroom environments, and for children from a variety of backgrounds, interests, and ability levels. Building Blocks is structured on empirically based learning trajectories through the big ideas and skill areas of mathematics. It involves a nine-step design process model: drafting curriculum goals, building explicit model of children’s knowledge and learning in the goal domain, creating an initial design, investigating components of the software design, assessing prototypes and curriculum, conducting pilot tests, conducting field tests in numerous classrooms, and publishing materials.

The idea of Building Blocks is for educators to find mathematics in, and developing mathematics from, children’s activity (Sarama, 2004). The materials are designed to help children extend and mathematise their everyday activities, from building blocks, to art, songs, stories, puzzles, etc. The activities are based on childrens experiences and interests, with emphasis on supporting the development of mathematical activity. Building Blocks materials not only ensure that the actions and objects mirror concepts and procedures, but also that they are embedded in tasks and developmentally appropriate settings (Sarama, 2004).

Although the basic question of whether computers are developmentally appropriate for young children at all is still debated as research is clear that, when used wisely, computer use can be meaningful, motivating, and beneficial for children 3 years of age and above (Sarama, 2004). Not all uses of computers are valuable and educators must work hard to integrate technology effectively. According to Sarama (2004), hundreds of products are now available for young children that include mathematics, however, most of these products fall into one of three categories: 1. drill programs, which can be effective at their intended purpose, providing practice, but they do not develop conceptual knowledge; 2. “edutainment”, which often limit mathematics content and pedagogy; and 3. exploratory environments, which provide potential for mathematical investigations, but unfortunately young children usually explore them only on the surface level. For both the second and third categories, there is little learning by children or educators, but with the programs which have focused goals and coherent pedagogy; young children can develop both concepts and skills.

Image: Building Blocks- http://gse.buffalo.edu/org/buildingblocks/index_2.htm 

I, myself, perceive technology as an effective learning tool, however, some early childhood educators may argue that young children benefit much more from tactile experience of interacting with concrete manipulates. I believe computers encourage students to make their knowledge explicit, which helps them build integrated-concrete knowledge. Sarama (2004) mentions the specific theoretically and empirically grounded advantages of using computer manipulatives; including, “providing a manageable, clean manipulative offering flexibility; changing arrangement or representation; storing and later retrieving configurations; recording and replaying students’ actions; linking the concrete and the symbolic to the general; encouraging problem posing and conjecturing; scaffolding problem solving; focusing attention and increasing motivation; and encouraging and facilitation complete, precise explanations” (p. 365).

Like most education tools we implement, guidance by the educator is essential for effective integration of technology. As educators we must introduce, monitor, and mediate children’s interactions with computer programs. The Building Blocks (Sarama, 2004) program integrates technology activities with off-computer activities, and helps the educator provide such mediation by providing pedagogical guidance for both off- and on-computer activities in the educators’ materials. It is easy to overlook the power of technological strategies. Research-based computer tools stand at the base, providing computer analogy to critical mathematical ideas and processes. Technology can be more motivating for children, but also comprehensive in that it includes exploratory environments that include specific tasks and guidance, building concepts and well-managed practice building skills, a full set of critical curriculum components, and a full range of mathematical activities.

On a final thought, I strongly believe that as educators we must actively seek and share any practices that will help our children identify the obstacles that restrict their possibilities in their development and equip all of the unique learners who fill our education settings with the knowledge and strategies to take action toward transforming that which limits them.

References:

Dreyer, C., & Nel, C. (2003). Teaching reading strategies and reading comprehension within a technology-enhanced learning environment. System, 31, 349–365.

Sarama, J. (2004). Technology in early childhood mathematics: Building Blocks^TM as an innovative technology-based curriculum. In D. H. Clements, J. Sarama & A. M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 361-375). Mahwah, NJ: Lawrence Erlbaum Associates.