• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

With reference to evidence from psychological research, evaluate the significance of working with computers for children's learning in the classroom

Extracts from this document...

Introduction

With reference to evidence from psychological research, evaluate the significance of working with computers for children's learning in the classroom The role of technology in childhood education is a controversial topic, and both parents and educators have concerns about the potential benefits or harm to young children. Critics contend that technology in schools wastes time, money and childhood itself by speeding up the pace and cutting down on essential learning experiences (Cordes & Miller, 2000; Healy, 1998). Proponents suggest that children should have the advantages that new technologies can offer. There is also some concern that modern technology is not being used in the best ways, or obtaining the expected results (Healy, 1998). This essay will review the considerations for technology use in childhood education and will address the question of whether computers can replace more traditional teaching methods. Both critics and proponents of computers in the classroom agree on the importance of the early years in a child's physical, social-emotional, language, and cognitive development. Perhaps the area of development most researched in relation to computer use has been that of cognitive development and the question of how modern technology is affecting children's minds. Are computers being used to enhance and hasten cognitive development, or are they detracting from and inhibiting intellectual growth in some way? ...read more.

Middle

There has been much research around Papert's claims for the cognitive benefits of Logo. Hughes (1990) asserts that programming in Logo does not in itself result in enhanced problem-solving capabilities, but cognitive gains are more likely to be observed when the experience is carefully structured by the teacher. Whilst most evaluations of the impact of Logo has focused on individual cognitive skills, it is has become apparent that working with Logo opens up possibilities for social interaction (Clements and Nastasi, 1988). Similarly, studies by Mevarech et al (1991), Blaye (1998) and Light & Glachan (1985) have indicated that children work better in pairs (peer facilitation) in all types of learning, whether with computers or not. Perhaps then peer facilitation is one of the best ways of learning, with both children in the same ZDP, and a teacher available to scaffold if need be? Nevertheless, Papert's contention was that the potential of the computer in aiding development lay not in it's use as a tool for teachers, but "on the contrary, it's potential lies in extending children's control over their own learning" (Light, 1987). Whist this may be true for older children, using technology to follow paths of learning they might not otherwise come to using a traditional print resource, can the same be said of pre-school and primary school children? ...read more.

Conclusion

A study by Sherry Turkle (1984) has proposed that there may be differences in the cognitive styles of boys and girls that affect the way in which they relate to computers. Working with computers today requires formal analytical skills, which evidence suggests are masculine skills. If this were true, girls would need to be helped to overcome social conventions and to adopt approaches to computers using their own strengths and cognitive skills. It may also be significant that the metaphors and images used in the presentation of a task are more suited to boys than girls, and that context exerts a critical influence on cognitive performance and its relative difficulty for the different sexes. Conclusion Technology is a tool that can provide another way for children to learn and make sense of their world. Computers can be used in developmentally appropriate ways that are beneficial to children, or they can be misused, just as any other materials can be misused. Furthermore, just as pencils do not replace crayons, but rather provide additional means of expression, computers do not replace other methods of learning, but add to the tools available to children to explore, create and communicate. When used appropriately by skilled teachers, technology can support and extend learning in valuable ways and can increase educational opportunities. The key is finding the balance and knowing how to align the elements of a healthy childhood with the unique capabilities offered by technology. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Developmental Psychology section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Developmental Psychology essays

  1. Marked by a teacher

    The Theme of Ethics in Psychological Research making reference to Social Psychology and Developmental ...

    4 star(s)

    to be observed, observation must only take place where those being observed could normally be expected to be observed by strangers. * Giving Advice - Psychological Advice must only be given if the psychologist is qualified in the area that the advice is requested in.

  2. Communication skills in a group interaction.

    This is why I need to make sure that I try to bring in the other group members to the discussion and activity in order for my to demonstrate my effective communication skills that I have learnt whilst achieving my purpose of my interaction too.

  1. MENTORSHIP ASSESSING

    for practice; * Provide augmented feedback on performance; * Prompt students to use intrinsic feedback; and * Encourage transfer of existing similar skills by pointing out their similarity (Quinn, 2000). It was irrelevant for the author to divide this particular skill into part-skills as Rachel had practiced it previously, and so the skill was taught using Quinn's whole-learning method.

  2. Using studies from the list below, answer the questions which follow: Rosenhan (sane in ...

    Freud believed that the unconscious mind possesses unsettled conflicts and has a powerful effect on our belief and experience. He held the argument that many of these conflicts will appear in our fantasies and dreams, but the conflicts are so threatening that they appear in disguised forms, in the shape of symbols.

  1. Developmental Psychology. This assignment shall begin by describing and evaluating the theories put ...

    Three mountains were set in front of the child and a doll was placed in different seats around the table. Photographs, which had been taken, were then shown to the child and they were asked to point to the picture that the doll would see.

  2. Plan, implement and evaluate at least three activities for children in the foundation stage. ...

    The practitioner here is structuring the child's learning encounter, to lead the child through the processes. Bruner described this as his scaffolding theory (Bee, 2004). If there is a child who is more demanding in the amount of attention they receive, the practitioner may accompany them throughout the activity.

  1. FOUNDATION DEGREE FOR TEACHING ASSISTANTS MODULE 9 LEARNING MATHEMATICS

    If a child has not understood the work set then a pink circle is shown for understanding. This method of marking clearly identifies those pupils who are struggling in a specific area. I recently taught a culturally diverse, mixed ability year 3 class, taking away 11, 21, 31 extending it to take away 9,19,29.

  2. Psychology Controversy essay, Nature Vs Nurture PY4

    e r e   o n l y   c h i l d r e n   w h o   h a v e   t h e   g e n e t i c   v u l n e r a b i l i

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work