Monday, February 25, 2019

Curricular Ramifications

The employment of computing device technologies in wide-eyed inform grooming has significantly improverd across the globe. The benefits and advant hop ons of calculator-based learning generate been comprehensively discussed, yet it is likewise important to enumerate the ramifications associated with this endeavor. However, it is imperative to determine whether this technologically intense activity is appropriate for application to refreshing(a) small fryren attending elementary aim education. This paper allow for identify several issues that ar associated with the handling up of computers in command basic lessons to new-fangled indoctrinate children.One of the most portentous reports regarding the ramifications of computer-based instruction at the grade rail level is that the brains of young children argon inundated with so much information at an early age (Healy, 1998). It has been earlier established that the brains of young children atomic number 18 still und ergoing further ontogenesis and in that locationof it is best to allow time and the normal activities to enhance the young individuals brain capacity as he grows by adolescence and adulthood.The exposure of young children to computer programs is thus a novel companionship that has not been fully examined with regards to its long-term opinions of human behavior and cognizance (Kay, 1992). It is acceptable that adults employ computers at work and at home, yet allowing young children to use computers at much(prenominal) an early age may be rushing their underdeveloped brains to mature at a faster pace. some opposite issue associated with the employment of computers in elementary teach education is that the forest of softw ar programs may significantly vary, depending on the designer or motive of the program.There be currently so many softw be programs that assist a computer user in uploading, integrating and consolidating different types of information on a computer. It is thus doable that the computer program that is used by a certain elementary school has not been reviewed and endorsed by the school govern and thus the school children may be affected in terms of their learning skills and behavior. The ideal computer program that could assist in teaching grade school children should not only include lessons on how to count or read, but also instill good morals, as well as conduct (Cassell and Jenkins, 1998).It may thus be possible that the computer program busy by a certain school was simply purchased based on the price of the software packaged. There are so many versions of tutorial software that are featured with groundless activities that attempt to teach children how to count or read. It is whence important that computer programs are designed as a simulation of classroom lessons, which bequeath always include teaching of proper attitudes and behaviors.Another issue that may guide from the use of computer programs in teaching lessons at th e elementary school level is the decrease in interpersonal interactions among students (Whitley, 1997). One features of elementary school education is that these children are allowed to interact with other children of the same age, as they also learn lessons from their teachers. The employment of computers in teaching lessons to these young children in that locationfore removes the neighborly interactions that are important in shaping the personality of a child.Computer programs allow for thus accumulate more time spent sitting on a desk and staring at a computer screen. The young schoolchildren will thus lose significant time in playing and interacting with other children. Computer-based learning may also decrease the opportunities for a young child to learn the concept of cause and effect, which is strongly linked to social qualify with other children. It is generally observed that compassion is often learned at children and this is mainly through turn overing what happens wh en one child is affected by a particular stimulus in the environment.In the case of employment of computers in elementary schools, children will be left with less time interacting with children and thus they might not learn how to appropriately interact with other people. The effect of this setting may not be immediately seen unless they have already grown older as full adults (Whitley, 1997). Another issue associated with computer programs in the elementary school level is gender difference in the use and appreciation of computers (Barker and Aspray, 2006).According to earlier reports, grade school-age boys are more cozy in using computers than girls, thus reflecting the concept of male dominance in computer engineering use (Butler, 2000). This gender difference may therefore affect the performance and learning capacity of the female school children, as these do not fully appreciate the reason why they have to use computers in learning specific lessons at school. In addition, ther e are reports that describe that elementary school-age girls develop an increase in their cast out perception of computers when they reach the age range of 12 to 13 long time of age (Kay, 2006a).On the other hand, boys of this same age range show an increase in their interest on computers, and thus reflect the significant work of their test scores from computer lessons and activities (Kay, 2006b). It has been suggested that this correlation between boys and computer use is influenced by the sense of confidence that this gender feels as they use such technological gadgets. Another obstacle that is associated with the use of computer engine room in elementary school instruction is the difficulty of teachers in integrating this technology in their curriculum (Jenson and Rose, 2003).It is critical to understand that computers have only been employed in most human activity in the last cardinal to thirty age. In addition, it has only been in the last 15 years that communication meth ods such as the email and short message service have been fully appreciated by society. It is thus possible that there are certain teachers in elementary schools around that world that are still not comfortable with using computers in their teaching curriculum.There are some teachers that would rather stick with the old classical method of instruction, especially when they have been teaching young children with only the basic lessons of reading, mathematics and typography (Howe, 1997). In the case where the Department of Education or the school district obliges all elementary school teachers to integrate computer programs in their teaching curriculum, this may present some form of stress of certain teachers that are not used to this technology.It is thus important that teachers be super trained with regards to the use and the recognition of the advantages of including computers in their curriculum. It will be disappointing to see reports in the futures which describe teachers tha t are misguiding young school children in their classroom lessons because the teacher himself is not familiar with using a computer program. devoted these ramifications on the curriculum of elementary schools, it is thus important that the decision and choices make with regards to computer use be thoroughly reviewed and assessed.Elementary schoolchildrens brains are highly malleable and thus it is critical that the appropriate and relevant measure are undertaken in order to ensure good educations among these young individuals. References Barker, L. J. and Aspray, W. (2006). The state of seek on girls and IT. In Cohoon, J. M. and Aspray, E. (eds. ). Women and Information Technology. Cambridge, MA MIT Press, pages 354. Butler, D. (2000). sex, girls, and computer technology Whats the status now? Clearing House, 73, 225229. Cassell, J. and Jenkins, H. (1998). From Barbie to Mortal Kombat Gender and computer games.Cambridge, MA MIT Press. Jenson, J. and Rose, C. B. (2003). emailprotec ted Listening to gendered relations of power in teachers talk about new technologies. Gender and Education, 15, 169181. Healy, J. (1998). Failure to Connect How Computers Affect Our Childrens Minds For Better or Worse. New York Simon & Schuster. Howe, K. (1997). Understanding Equal Educational Opportunity Social Justice, nation and Schooling. New York Teachers College Press Kay, R. H. (1992). An analysis of methods used to examine gender differences in computer-related behaviour.Journal of Educational Computing Research, 8, 323336. Kay, R. H. (2006a). Addressing gender differences in computer ability, attitudes and use The laptop effect. Journal of Educational Computing Research, 34, 187211. Kay, R. H. (2006b). Evaluating strategies used to incorporate technology into preservice education A review of the literature. Journal of Research on Technology and Education, 38, 383408. Whitley, B. E. (1997). Gender differences in computer-related attitudes and behaviors A metaanalysis. Comp uters in Human Behavior, 13, 122. .

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