“Across the world there is a passionate love affair between children and computers…And more than wanting [computer technology], they seem to know that in a deep way it already belongs to them. They know they can master it more easily and more naturally than their parents. They know they are the computer generation.”

In order to keep up with the modernizing world, schools should implement technology into their classrooms. Despite their disadvantages, incorporating them into lessons could help augment students’ education, and become prepared for a more technologically advanced future; especially students that come from low-income households that don’t have access to these tools. Many educators have already witnessed an increase in motivation for learning in their students when technology had been incorporated into their classrooms, and case studies have cited beliefs that computer-based technologies could provide support for thinking processes and problem-solving skills. It’s understandable to see the negative effects of technology use; a child’s mind can be easily tainted. However, this usually occurs because of inadequate monitoring. With correct usage and maintained surveillance, technology can have profound benefits.

When discussing the use of technology in the classroom, its first important to define what the technology is. Technology in many education programs in the United States is viewed mostly as the use of computers (Anderson, 2000). However, technology can be much more inclusive than this example. Schools have expanded into using “sophisticated technology”, such as telecommunications, interactive CDs, digital libraries, multimedia units, and digital cameras, or items that might not be classified as technology at all. These misunderstood items include microscopes, overhead projectors, calculators, or other equipment that are commonly used in classrooms. Assistive technology (AT) is typically defined within the context of children who qualify for early intervention or special education in the United States. The Individuals with Disabilities Education Act, the law governing special education, defines assistive technology as “any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability” (IDEA, 1997). In IDEA (2004), the assistive technology definition was reinstated, but was changed to not include and surgically implanted medical equipment. Examples of AT that can be found include high technology items that require electronic systems, such as computers that can be controlled by eye movements or puffs of air, motorized wheel chairs, or computerized communication systems (Hooper & Umansky, 2004; Sandall, Hemmeter, Smith, & McLean, 2005). Items still viewed as assistive technology, but viewed as low technology, are items that do not require electronic equipment and may be only a simple accommodation, such as a magnifying bar to enlarge text, or a Velcro strip attached to a crayon to increase the child’s ability to grip and use it (Purcell & Grant, 2002; Sandall et al., 2005). It’s not uncommon for teachers to incorporate new technology into their classrooms, they’ve been doing it for years. Classrooms now have whiteboards and smartboards in substitution of the traditional blackboard; and schools now offer online versions of textbooks, homework, and even whole courses. We should accommodate new ways of teaching to better prepare the coming generations of the future. 

 Many schools have started to take an interest into incorporating technology into their environment, due to the multiple benefits. For one, IQs are rising, according to the Education Testing Service. Much of this increase is due to advances in media assisted learning and interactive game playing (Luskin, 2012). Technology has increased communication between cultures, especially for teachers with students who speak different languages. It makes it easier for translation. In the mid-1990s, the Clinton administration embraced the congressional mandate to provide all our nation’s children with access to computers at school, launching the first national educational technology plan, Getting America’s Students Ready for the 21st Century, in June 1996 and spending billions of dollars to connect children to computers and the internet (Shields, 16). Some large school districts, most recently the Los Angeles Unified School District, are pushing for policies where every child is provided a computer or tablet. Children within the municipal early childhood schools in Reggio Emilia, Italy, have been encouraged to investigate their environments to the fullest, and many tools are placed within their reach so they can explore more in depth. Among these tools used to encourage learning in these programs, is technology (including assistive technology for young children with delays and disabilities) (Mitchell, 32). The city of Reggio Emilia in Italy is recognized worldwide for its Reggio Emilia approach; an educational philosophy, primarily focused on early education, that’s belief is that children have rights and should be given opportunities to develop their potential. The students have opportunities to explore, observe, hypothesize, question, and discuss to clarify their understanding (“Reggio Emilia Approach”). Technology, as a tool, is used to further inquiry (e.g., internet searches), help construct new knowledge through ongoing projects, for creativity (e.g., producing movies), and organizing thoughts (e.g., PowerPoints, Prezi). Additionally, assistive technologies have been used to increase participation and motivation in children with delays and other mental or physical disabilities (called children with special rights in Italy) (Mitchell, 33). Technology can further help teachers as well; computer programs store and allow manipulation of ongoing documentation of children’s progress (e.g., written narratives, digital photographs, videos, and other artifacts), which is read, viewed, and discussed often to make important decisions about programs and/or individual children. Use of technology is an important component to use for communication between professionals and family members, which is a valued asset to the approach. Finally, technology can also be used when training the educators who work with the young children. At a conference dedicated to technology in education, educationalist, and author Marc Prensky said, “The world needs a new curriculum…We have to rethink the 19th Century curriculum” (Wakefield). The Reggio Emilia Approach, and the way it incorporates technology into its system, is one of the new curriculums that I believe the world needs. 

In the case of several schools serving students from low-income homes, technology innovators have stressed the importance of giving theses students the equal opportunity of interacting with technology as their more well-off counterparts from more affluent homes. Regardless of community income, nearly all public elementary and secondary schools now have access o computers and the internet. Technology is not a commonplace for all families, and children who do not receive this head start usually fall behind their peers as they grow up.

As soon as I heard that [the technology middle school] was opening up and it was going to be a technology school with the majority of kids being minority kids and low SES kids, I wanted to come here… I came from a school where most of the families could afford a computer and the kids that didn’t… had the tendency to withdraw and put their heads down and not really want to be into anything technology-based… (International, SRI)

There have been many discussions about issues that “policymakers and others must address to make better use of technology in the modern classroom and help close the ‘digital divide’ that separates low-income students and their more-advantaged peers” (Daugherty). Lindsay Daugherty, a policy researcher who specializes in education and workforce policy, explains how many children of low-income families have lower rates of access and are less likely to use technology for educational purposes. “This puts them at a distinct disadvantage early in their lives and means that they have fewer opportunities to learn, explore, and communicate digitally,” Daugherty said. “These kids have fewer chances to develop the workforce skills that they will need to succeed later in life” (Daugherty). Technology can be used as a tool to address skill gaps in areas, such as reading, math, motor skills, and socio-emotional skills. Early childhood education has been shown to play an important role in addressing skill gaps or disadvantaged children. Integrating technology into early childhood educational systems means that children may have access to a wider range of opportunities for learning. They will have the opportunity to build basic technology literacy and learn to use technology effectively for educational purposes (Daugherty).

It is important to note that with all of the benefits that technology can bring, it cannot replace the need for social interaction. Sergio Spaggiari, Director of the Schools of the Municipality of Reggio Emilia, Italy, in a keynote talk with members of the 2005 Study Group, stated that technology is important, but “it does not include the personal encounter… it lacks the feeling and visual encounters needed by young children” (Mitchell, 33).  Also, as we discussed earlier, many low-income teens and students of color are noticeably less likely to own computers and use the internet than their peers. Because of their students’ lack of access, teachers in high-poverty schools were more than twice likely to say that their students’ lack of access to technology was a challenge in their classrooms. Due to this challenge, many schools see it as a waste to spend money on technology that the kids won’t correctly use or even benefit from. Just finding money to pay for the technology in school can be expensive, especially with the federal funds for education being cut. One of the most highly discussed consequences of technology use is the displacement of activities required for healthy development and increasing their risk of obesity. Evidence does show that obesity in children is linked to excessive time in front of a television screen---defined as five or more hours a day (Gortmaker). In addition, extended computer time could lead to strain on children’s eyes, backs, and wrists. In his article, Dr. Bernard Luskin, a school psychologist and family therapist, discusses Internet Addiction Disorder (IAD), which can cause tremors, shivers, nausea, and anxiety. Many professionals consider it to be as serious of an addiction as substance abuse, and include it among other pathological behaviors such as gambling and eating disorders (Luskin, 2012). Lastly, Attention spans are also decreasing due to excessively stimulating and fast-paced media, a direct link that has been found to Attention Deficit Disorder (ADD) (Luskin, 2012). Further studies are being conducted on the effects of technology on children and their development. Although past studies have revealed problems and negative effects, they’ve also uncovered benefits from the relationship between technology and children. So, it’s important to look at both aspects.

To begin my rebuttal, it’s important to state the fact that most evidence concerning physical risks are inferred from studies of adult use of computers in the workplace. More child-focused studies need to be conducted to determine how much technology use is too much for children of different ages, and how to incorporate breaks and provide supplemental support to minimize risks. However, many people don’t want to take this approach due to ethics; purposefully risking a child’s future development to determine the actual risks. Most parents don’t want to use their children as “guinea pigs” to further these studies. A lot of other problems that come from having children working with technology, is that they have too much access under inadequate supervision. The article about Internet Addiction Disorder further stressed the importance of supervising a child’s technology use. Mixed evidence of technology’s impact on children is likely to depend on how it’s implemented. It’s important, as a teacher, to regulate the amount of time your students interact with the technology you make available to them. Teachers need to be able to guide students as they use technology, especially since students from low-income families tend to have fewer opportunities at home. It’s suggested that exposure in the early primary grades, at least, is relatively modest. A survey conducted in 1999 covering 26 elementary schools in Silicon Valley, where computer use is expected to be high, found that although 70% of teachers in kindergarten through third grade had their students do some work on computers, the students’ computer time averaged less than 10 minutes per day (Shields, 6). Just because there are computers available for use, doesn’t mean they are actuall being used. In the U.S. Department of Education report The Condition of Education 2000, data from 1998 showed disparities between schools’ reported access to computers and students’ use of computers. Although over 90% of schools reported having computers connected to the Internet, only 68% of low-income students and 86% of high-income students reported using computers at school (Shields, 16). These differences most likely reflect differences in the capabilities and location of the computers available to students. Teachers may also help orient parents on the appropriate use of technology for the education of young children at home. Schools and community organizations should provide media literacy training for teachers, parents, and other adults who work with children to strengthen their critical understanding of the motives underlying much of the software and content found on the Web and to empower children to make good choices about their computer use (Shields, 13). 

We have described several reasons to incorporate technology into teaching and learning, but we also need to consider whether we are going about it in a way that furthers specific educational objectives for students. The productivity may help drive the development of applications of technology in education (Kussmaul, 1996). Technology may change the nature of education by enabling new ways of thinking, learning, and approaching problems. Over time the way we use technology in schools may change, as technology changes every day. Thus, it’s important for teachers to identify the most appropriate applications of technology for learning. Educators have been using computers as learning tools in America’s elementary and secondary schools for over 30 years, so this application isn’t really anything new. The 1960s brought computer-assisted instruction to schools, providing individualized drill and practice to reinforce basic skills (Shields, 18). With the development and increased availability of lower-cost personal computers, school use of technology broadened in the early 1980s to include applications such as word processing, spreadsheets, and distance learning via two-way audio and video (Shields, 18). In the 1990s, even more sophisticated applications, including multimedia educational software and the communication features of the Internet, began to be used to enrich curricula across the range of academic subjects (Shields, 18). Although the task may seem daunting, we can take several steps to help ensure that children use technology in ways that improve their lives now and in the future. Technology is only a tool; whether it serves to improve children’s lives depends on how it is used. We can explore ways to use technology to add value to traditional curricula and reach students who fail to respond to traditional approaches. We should identify the technology supported practices that show the most promise for enhancing learning and support efforts to integrate these practices into the classroom. By taking these steps today, we can help empower all children to use the tool effectively, responsibly, and creatively to shape the digital world of tomorrow.
