CONT. EARLY TECHNOLOGY...

Computers are intrinsically motivating for young children, and contribute to cognitive and social development .

Computers can enhance children’s self-concept and improveChildren demonstrate increased levels of spoken communication and cooperation during computer use . Children share leadership roles on the computer, and initiate interactions more frequently .

The variety of rich experiences that promote early literacy, including conversations with caring adults, storytelling, drawing and painting, and pretend play, is critical in the development of both oral and written language . Everyday, playful experiences in print-rich environments expose children to the processes of reading and writing for real purposes (International Reading Association [IRA] and NAEYC, 1998). Technology has a place in this environment; language and literacy development are major strengths of technology use with young children through the opportunities and motivation it provides. While critics express concerns that computer use will inhibit language development and lead to social isolation (Cordes & Miller, 2000; Healy, 1998), rather than isolating children, research shows that:Computer play encourages longer, more complex speech and the development of fluency

taking and peer collaboration. “Compared to more traditional activities, such as puzzle assembly or block building, the computer elicits more social interaction and different types of interaction” (Clements, Nastasi, & Swaminathan, 1993, p. 60).

Physical Well-Being and Motor Development

form letters. A word processor allows them to compose and revise text without being distracted by the fine motor aspects of letter formation (Davis & Shade, 1994).

Following ergonomic standards similar to those for adults can help prevent muscular-skeletal injuries and vision problems. Computer use is and should be relatively brief at this age, and limiting screen time and encouraging frequent breaks will decrease the risks. Lack of exercise and obesity are serious problems that need to be addressed during both in-school and out-of-school hours. On a typical day children two to seven years old spend an average of 11 minutes using a computer, and more than three

hours watching television and videos (Roberts, Foehr, Rideout, & Brodie, 1999). Screen time (including TV, computer, and video games) should be limited to a maximum of one to two hours per day for young children .

Vigorous physical activities and play should be encouraged.

As with television monitors, electromagnetic emissions from computers are minimal. Exposure can be lessened even more by having children sit two to two and one-half feet from the monitor and allowing distance between computers.

TECHNOLOGY IN EARLY CHILDHOOD EDUCATION

Young children have needs that are real and different from those of older children and adolescents. Children from birth to age eight are learning rapidly, using all of their senses and their entire bodies to take in sensations and experience the world around them. During this period of their lives they learn through their play and exploration across five essential developmental dimensions.

These dimensions include:

sustain relationships gives meaning to learning experiences.

Responsive interactions provide a sense of well-being that

enables children to form attachments with others and participate positively in educational activities.

Social and Emotional Development. The ability to form and  

participate in both the cognitive and affective parts of the educational program. Experience with written and oral language provides children with the tools to interact with others, and to represent their thoughts, feelings, and experiences.

Language Development. Language empowers children to

Physical Well-Being and Motor Development. A child’s health is connected to preparedness for and performance in learning activities. Healthy children are able to focus on and actively engage in experiences crucial to the learning process.

WHAT RESEARCH SAYS ABOUT TECHNOLOGY CHILD    AND DEVELOPMENT

 

There is a substantial body of research on technology use with young children. A large portion of this research focuses on the use of computers to enhance social, language, and cognitive skills . Studies highlight the opportunities for language use and social interaction that technology offers, along with increased motivation.

Computers also make possible experiences

and representations that cannot take place in the real

world, providing new experiences and improved understanding.

Social and Emotional Development

social interaction and conversations related to children’s work ; a classroom set up to encourage interaction and the appropriate use of the technology will increase, not impair, language and literacy development. Strategies to build socialization into computer use include placing two seats in front of the computer to encourage children to work together, placing computers close to each other to facilitate sharing ideas, and locating computers in a central spot to invite.

cont....

Behaviorism stresses the importance of having a particular form of behavior reinforced by someone, other than the student, to shape or control what is learned. In aviation training, the instructor provides the reinforcement. Frequent, positive reinforcement and rewards accelerate learning. This theory provides the instructor with ways to manipulate students with stimuli, induce the desired behavior or response, and reinforce the behavior with appropriate rewards. In general, the behaviorist theory emphasizes positive reinforcement rather than no reinforcement or punishment. Other features of behaviorism are considerably more complex than this simple explanation. Instructors who need more details should refer to psychology texts for a better understanding of behaviorism. As an instructor, it is important to keep in mind that behaviorism is still widely used today, because controlling learning experiences helps direct students toward specific learning outcomes.

Cognative Theory

Much of the recent psychological thinking and experimentation in education includes some facets of the cognitive theory. This is true in basic as well as more advanced training programs. Unlike behaviorism, the cognitive theory focuses on what is going on inside the student's mind. Learning is not just a change in behavior; it is a change in the way a student thinks, understands, or feels.

There are several branches of cognitive theory. Two of the major theories may broadly be classified as the information processing model and the social interaction model. The first says that the student's brain has internal structures which select and process incoming material, store and retrieve it, use it to produce behavior, and receive and process feedback on the results.

This involves a number of cognitive processes, including executive functions of recognizing expectancies, planning and monitoring performance, encoding and chunking information, and producing internal and external responses.

The social interaction theories gained prominence in the 1980s. They stress that learning and subsequent changes in behavior take place as a result of interaction between the student and the environment. Behavior is modeled either by people or symbolically. Cultural influences, peer pressure, group dynamics, and film and television are some of the significant factors. Thus, the social environment to which the student is exposed demonstrates or models behaviors, and the student cognitively processes the observed behaviors and consequences. The cognitive processes include attention, retention, motor responses, and motivation. Techniques for learning include direct modeling and verbal instruction. Behavior, personal factors, and environmental events all work together to produce learning.

Both models of the cognitive theory have common principles. For example, they both acknowledge the importance of reinforcing behavior and measuring changes. Positive reinforcement is important, particularly with cognitive concepts such as knowledge and understanding. The need to evaluate and measure behavior remains because it is the only way to get a clue about what the student understands. Evaluation is often limited to the kinds of knowledge or behavior that can be measured by a paper-and-pencil exam or a performance test. Although psychologists agree that there often are errors in evaluation, some means of measuring student knowledge, performance, and behavior is necessary.

learning tech

Learning theory may be described as a body of principles advocated by psychologists and educators to explain how people acquire skills, knowledge, and attitudes. Various branches of learning theory are used in formal training programs to improve and accelerate the learning process. Key concepts such as desired learning outcomes, objectives of the training, and depth of training also apply. When properly integrated, learning principles, derived from theories, can be useful to aviation instructors and developers of instructional programs for both pilots and maintenance technicians.

Over the years, many theories have attempted to explain how people learn. Even though psychologists and educators are not in complete agreement, most do agree that learning may be explained by a combination of two basic approaches: behaviorism and the cognitive theories.

To learn is to acquire knowledge or skill. Learning also may involve a change in attitude or behavior. Children learn to identify objects at an early age; teenagers may learn to improve study habits; and adults can learn to solve complex problems. Pilots and aviation maintenance technicians (AMTs) need to acquire the higher levels of knowledge and skill, including the ability to exercise judgment and solve problems. The challenge for the aviation instructor is to understand how people learn, and more importantly, to be able to apply that knowledge to the learning environment. This handbook is designed as a basic guide to educational psychology. This chapter addresses that branch of psychology directly concerned with how people learn.

How technology has changed educational

Now we are more dependant on computers, Now if we need to find out information, we more likely look on the internet, than going down to our local library and looking it up in a book.
But actually it has so many beneficts, for example we can now stay in contact with people that have moved away or live in other parts of the world. With only a simple download, we can stay in contact with friends and family anywhere in the world and as a future teachers we can use it as a tool for our classes. A child can learn anything from computer. Thats why I have to know everything about technology

Educational Technology

EDUCATIONAL TECHNOLOGY

Technology in education is a really good option to teach any subject, it is an interactive way and learning is effective.

We can use different things and also videos and images are useful.

As teacher we just need to be creatives to transforms any basic education to technology.

Educational technology wants to improve the education and it has a lot of benefits like for example: 

- Student motivation.

- Improved student writting.

- Subjects are easier to learn.

But educational Technology also has some disadvantages if we don´t use it in the correct form or sometimes teachers dont have the equipment.

Specially in this country, but we can distract children from learning.

Maybe we have the ideas but must of the time we dont have acces to the equipment to make our classes different

 

Technology can refer to material objects of use to humanity , such as machines or harwdare , but it can also encompass broader themes , including systems , methods of organizaton and techniques.

In the other words , any valid and reliable process or producer that is devired from basic research using the scientific method is considered a technology. The word technology comes from the Greek techne which means craft or art. Another word , technique , with the same origin , also may be used when considering the field Educational Technology. So Educational Technology may be extended ti include the techniques of the educator.

Bloom¨s work does not explicity deal with educational technology per se and is more with pedagogical stategies.

Educational Technologist is someone who transform basic educational and psychological research into an evidence-based applied science ( or a technology ) of learning or instruction.

What ever taht you transform for using in the classroom is technology.