How the Use of Technology Enhances Children's Development

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Through the use of technology, children learn technology skills, while enhancing social and cognitive development.

Technology Skills

As children use the computer and other forms of technology, they have the opportunity to meet the following technology standards. Established by the International Society for Technology in Education (ISTE), these standards are for children ages prekindergarten through second grade (2000).

1. Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies.
2. Use a variety of media and technology resources for directed and independent learning activities.
3. Communicate about technology using developmentally appropriate and accurate terminology.
4. Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning.
5. Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom.
6. Demonstrate positive social and ethical behaviors when using technology.
7. Practice responsible use of technology systems and software.
8. Create developmentally appropriate multimedia products with support from teachers, family members, or student partners.
9. Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories.
10. Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners.

Social Skills

Though initially some educators expressed concern that computers might reduce socialization, researchers suggest that instead computers may increase the amount of communication and positive interaction between children (Clements, 1994; Haugland & Wright, 1997). For example, Muller and Perlmutter (1985) found that children participated in interactions with others during 63% of computer play versus 7% of puzzle play. Computers offer a unique environment that might encourage children who typically do not interact with others to do so. “For many children the computer is a catalyst for information sharing, language development, and decision making” (Tsantis, Bewick, & Thouvenelle, 2003, p. 7). Children engage in diverse social interactions when using the computer including asking for help; directing others’ actions; providing information, assistance, and instruction; managing turn taking; acknowledging each other; commenting on each other’s actions; and disagreeing (Heft & Swaminathan, 2002; Shahrimin & Butterworth, 2002). Although children seem to naturally assist each other when using the computer, one classroom developed rules to assure interaction. These included finding a friend (children were only allowed to play at the computer with a friend), helping a friend (pointing, discussing, providing information, and sharing the mouse), and taking turns (a timer helped to determine when it was the friend’s turn) (Medvin, Reed, Behr, & Spargo, 2003).