Does computer use hurt younger students?

Yes
Lowell Monke:
Tech savvy isn't square one

It should be a scandal that we continue to pour billions of scarce educational dollars into machines that have never given clear evidence that they improve learning, while allocating almost no resources toward human-centered innovations such as smaller class sizes, peer teaching and in-class tutors, all of which we know to be beneficial. Most of the educational concepts and qualities attributed to computer use--constructivism, child-centered learning, motivation, etc.--don't require a computer at all, but rather the one thing that makes the biggest difference: an innovative teacher. The choice is not between computers and worksheets; it is between squandering resources on machines or using those resources to help students get hands-on experiences; face-to-face conversations with concerned adults; and good health, nutrition and safety, all of which we know make a huge difference in learning.

Will children be left behind if they don't get computer training early? We ought to ask, "Left behind what?" Recent research indicates that extensive use of the hands, being read to, and arts and music activities are the activities children need in order not to get left behind academically. Not only that, but nearly everything today's high school seniors learned about computers in second grade is obsolete today. All of the basic computer skills they need to know upon exiting high school (word processing, spreadsheet and database concepts, Internet use and even simple Web page design) could have been learned easily in one semester, say in their junior year. More sophisticated computer skills could be learned after that, during the senior year, when it could have a direct relationship to future employment or studies.

What can't be taught quickly about technology is how to respond morally and ethically to all that will soon be confronting our children, from cloning to genetic engineering to artificial intelligence. There is little hope that our children will make wise choices about what technology will offer them if they never had the opportunity to stand, and think, apart from the high technology itself.

No
Alan M. Delamater:
Computers can broaden learning

The Alliance for Childhood recently issued a report calling for a moratorium on the further introduction of computers in early childhood and elementary education. While more research is needed to evaluate the developmental effects of computer use in children, calling for a moratorium is an unnecessary and regressive course.

Computer skills are important to ensure success in our society. Because computers are so ubiquitous, children are frequently exposed to them. Computers are an incredible resource for accessing and managing enormous amounts of information. Children see their parents and older siblings use computers, and they see people use computers at school, in the business world and in the media. They see what the Internet offers in terms of instantaneous worldwide communication. Children imitate what they see, and they are drawn to interact with computers.

There are many fun computer programs that can enrich cognitive development and facilitate academic skills, even among preschoolers. Children enjoy such activities, and early exposure prepares them for the development of more advanced skills. There is no way to withhold this technology from them--it is too much a part of our culture. If we attempt to restrict access until children are older, we will fail.

Optimal child development clearly requires much more than computer skills. Children need stable and nurturing relationships and hands-on experience with reading and writing, imaginative play, creating things, drawing, developing motor skills and learning to relate well with others. Parents and teachers can create environments for children in which all of these activities are encouraged. It is a matter of balance. If children spend too much time with computer activities, they may be at risk for not developing essential physical, social and cognitive skills. But this can happen only if parents remain uninvolved in their children's lives.

Computer technology, like any new technology, has both positive and negative aspects. We should emphasize the positive while providing structure and limits and be mindful of the potential negative aspects. With parents engaged in their children's lives, children can become skilled with computers and take advantage of the many opportunities they provide for learning, having fun and being connected with the world.

American Federation of Teachers, AFL•CIO - 555 New Jersey Avenue, NW - Washington, DC 20001