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ICTs and Children - Social Development

ICTs and Children - Social Development

(Redirected from Computer Technology and Children - Social Development)


Current research indicates that computer use can contribute to a child's self-perception and affect their socialisation in a variety of ways in school and at home which can consequently impact on their social development (Wartella & Jennings, 2000). Existing research indicates that moderate computer use does not significantly impact children's social skills and relationships with friends and family either positively or negatively, however it has been suggested that spending a disproportionate amount of time on any one leisure activity at the expense of others will hamper social and educational development (Subrahmanyam, Kraut, Greenfield & Gross, 2000; Von Feilitzen & Carlsson, 1999).

At the forefront of concern is the fact that excessive computer use may affect children's social development through ‘social isolation’. By the age of seven, a child's interactions with family, peers, school, community networks, and media all play an important role in the development of interpersonal skills and social competence (Shields & Behrman, 2000; Valkenburg, 2004). Concerns have been raised that children may be losing this social interaction and may be forming “electronic relationships� with the machine instead of friendships with their peers, hindering the development of interpersonal skills (Calvert, Jordan & Cocking, 2002; Subrahmanyam, Kraut, Greenfield & Gross, 2000; Shields & Behrman, 2000). Studies have shown that 20% of children aged between 8 and 18 report having a computer in their room, 11% have internet access and over 60% of all computer time is spent alone (Calvert, Jordan & Cocking, 2002). These results indicate that the computer is often used in solitude, which consequently increases social isolation.

Concerns have also been raised regarding the effect of computers on social development in the school setting. Although it is common for schools to use computers in a group setting, concerns have been raised about the possibility that computers may be used to replace child-to-child and child-to-teacher relationships (Shields & Behrman, 2000). Alternatively, some researchers believe computer use has a positive social effect on children. Such researchers have made claims that in the school environment, shared computers have been found to lead to group interaction and cooperation rather than social isolation. Various studies have shown that computers can facilitate social interaction and cooperation, friendship formation, and constructive group play (Wartella & Jennings, 2000).

References

Calvert, S., Jordan, A., & Cocking, R. (2002). Children in the Digital Age: Influences of Electronic Media on Development. Westport: Praeger Publishers, ISBN 0275976521

Shields, M., & Behrman, R. (2000). Children and Computer Technology: Analysis and Recommendations. The Future of Children Children and Computer Technology, 10 (2). Retrieved September 8, 2004, from [1]

Subrahmanyam, K., Kraut, R., Greenfield, P., & Gross, E. (2000). The Impact of Home Computer Use on Children’s Activities and Development. The Future of Children Children and Computer Technology, 10 (2). Retrieved September 8, 2004, from [2]

Valkenburg, P. (2004). Children’s Responses to the Screen: A Media Psychological Approach. New Jersey: Lawrence Erlbaum Associates, ISBN 0805847642

Von Feilitzen, C., & Carlsson, U. (1999). Children and Media : Image Education Participation. Sweden: Livrena Grafiska AB, ISBN 9163078759

Wartella, E., & Jennings, N. (2000). Children and Computers : New Technology - Old Concerns. The Future of Children Children and Computer Technology, 10 (2). Retrieved September 8, 2004, from [3]

ICT and Children - Cognitive Development

ICT and Children - Cognitive Development

Developed by KCB336 New Media Technologies students in the Creative Industries Faculty, QUT.


A number of studies have been conducted in relation to the cognitive effects of computers on children (Valkenburg, 2004; Calvert, Jordan & Cocking, 2002). As defined by Subrahmanyam, Kraut, Greenfield & Gross (2000), “cognitive skills are the skills associated with thinking and knowing�. Although the term cognitive skills encompasses a broad array of skills, much of the research has focused on four main cognitive effects:

1. Intelligence
2. Eye-hand coordination
3. Visual attentional capacity
4. Creativity

Some researchers believe that children become more intelligent through the use of computers, however there has been no research to date which has proved that children who frequently use a computer are more intelligent than those who do not. However there has been some indication that certain forms of intelligence can be enhanced through the use of computers. For example, some studies indicate that ‘spatial intelligence’ can be stimulated by playing computer games and that children who regularly play computer games develop a better spatial intelligence (Valkenburg, 2004). However it has been suggested that although playing computer games has immediate positive effects on specific skills used by the game, more research is needed to determine whether long term use can lead to long term improvements in cognitive skills (Calvert, Jordan & Cocking, 2002).

Eye hand coordination is the “skill of responding immediately with the hands to what the eye has just seen� (Valkenburg, 2004). Some types of computer games require a high level of eye-hand coordination and many researchers consequently believe that playing these sorts of games stimulates eye-hand coordination. There have also been indications that visual attentional capacity may be increased through playing computer games however the evidence is not conclusive (Valkenburg, 2004). Creativity has also been a topic of research in cognitive effects of computers. Some researchers believe that computer games make children less creative, and others believe that computer games enhance children’s creativity (Valkenburg, 2004; Calvert, Jordan & Cocking, 2002). However there is no empirical evidence to validate these claims.

References

Calvert, S., Jordan, A., & Cocking, R. (2002). Children in the Digital Age: Influences of Electronic Media on Development. Westport: Praeger Publishers, ISBN 0275976521

Subrahmanyam, K., Kraut, R., Greenfield, P., & Gross, E. (2000). The Impact of Home Computer Use on Children’s Activities and Development. The Future of Children Children and Computer Technology, 10 (2). Retrieved September 8, 2004, from [1]

Valkenburg, P. (2004). Children’s Responses to the Screen: A Media Psychological Approach. New Jersey: Lawrence Erlbaum Associates, ISBN 0805847642

ICT AND CHILDREN

ICTs and Children

Developed by KCB336 New Media Technologies students in the Creative Industries Faculty, QUT.

Computer technology plays a significant role in a child’s life today, and this role is rapidly increasing, transforming the everyday lives of children in profound ways (Von Feilitzen & Carlssson, 1999). As computer technology becomes easier to use and early childhood software becomes more common, young children's use of technology is becoming more widespread (Wartelle & Jennings, 2000). Currently, excessive computer use by children is not uncommon. National survery data gathered in 2000, indicates that children aged 2-17 spend about 34 minutes per day, on average, using computers at home, with use increasing with age (Shields & Behrman, 2000). Most children now have access to home computers and are using them for everything from computer games, to schoolwork, to surfing the internet, participating in online chatrooms, and sending emails. Use of computer technology is on the rise and as a result, researchers, teachers and media professionals are questioning the impact this has on children in relation to their cognitive development, social development and physical and psychological development as well as the potential effects on their education. The reason that society is so concerned about the effects computer technology has on children more than any other subgroup is because of the social anxieties concerning children, childhood and youth. The combination of children, new media and social change commonly arouses particularly strong views and has even said to have caused a moral panic. These so called ‘moral panics’ currently centre on computer technology, with questions typically being asked about the negative effects on their development.

This is not the first time concern has been raised over the effect that new technology has on children. Similar concerns have accompanied each new introduction of media technology in the last few decades. In the 1990s, arguments ensued about the harmful effects of computer games and violent videos. Other concerns which have been made throughout history in relation to ‘new’ media include theatre, the press, popular literature, cinema, radio and television, on the grounds that they would have a damaging effect on impressionable young minds.

The recent concern over the effect that computer technology has on children has prompted significant research to clarify the issue. The research to date has generated mixed results and although still a little ambiguous, some positive and negative effects are beginning to emerge. Research indicates that computers can be used in developmentally appropriate ways beneficial to children, but like most technology, can also can be misused (Shade & Watson 1990). There is much discussion of the potential benefits of computer technology and the possible future consequences such as ecommerce, the virtual classroom and cyber-democracy (Valkenburg, 2004). Research regarding the impact on a child’s development has found mixed results. For example, some research suggests computer technology hinders a child’s cognitive development, whereas others indicate that use of computer technology is a building block for cognitive development and is linked to slightly better academic performance (Subrahmanyam, Kraut, Greenfield & Gross, 2000).

Optimists take the stance that computer technology allows new opportunities for democratic and community participation, for creativity, self-expression and play, and for a large expansion of available knowledge (Strasburger & Wilson, 2002). However time spent on computers may displace other activities that have more developmental value, and the merit of computer based activities has been questionable, raising concerns over a loss of childhood innocence, traditional values and authority (Wartelle & Jennings, 2000). Computer technology has also been accused of causing a rise in individualised and privatised lifestyles increasingly dependent on global consumerism (Strasburger & Wilson, 2002). Other issues that are raised over computer technology involve use of the internet and include concerns such as censorship, sex on the net, satanism and religious proselytizing, drugs, gambling, terrorism, hate speech and hate groups, alcohol and tobacco advertising and children’s privacy (Strasburger and Wilson, 2002). Some suggestions for solutions to these concerns include government regulation, blocking technology and media literacy. Parents are also unsure as to whether computers are a positive or negative thing for their children. Although parents are concerned about computer and online activities, they believe that their child may be at a disadvantage without a home computer and buy them to prepare their children for the Information Age (Subrahmanyam, Kraut, Greenfield & Gross, 2000).

Whether it is positive or negative, computer technology is rapidly increasing, playing a significant role in shaping children’s lives. The use of computer technology by children will continue to rise and no doubt more in-depth research will be conducted to determine the effect this has on children. Empirical research is essential to understand the balance between the potential and the dangers of computer technology.

Reference List
Additional References not in Annotated Bibliography

Shade, D.D., & J.A. Watson. (1990). Computers in early education: Issues put to rest, theoretical links to sound practice, and the potential contribution of microworlds. Journal of Educational Computing Research, 6 (4)

Shields, M., & Behrman, R. (2000). Children and Computer Technology: Analysis and Recommendations. The Future of Children Children and Computer Technology, 10 (2). Retrieved September 8, 2004, from http://www.futureofchildren.org/usr_doc/vol10no2Art1.pdf

Subrahmanyam, K., Kraut, R. & Greenfield, P., & Gross, E. (2000). The Impact of Home Computer Use on Children’s Activities and Development. The Future of Children Children and Computer Technology, 10 (2). Retrieved September 8, 2004, from http://www.futureofchildren.org/usr_doc/vol10no2Art6.pdf

Wartelle, E., & Jennings, N. (2000). Children and Computers: New Technology - Old Concerns. The Future of Children: Children and Computer Technology, 10 (2). Retrieved September 8, 2004, from http://www.futureofchildren.org/usr_doc/vol10no2Art1.pdf

Kelly Mothershaw 21:01, 9 Sep 2004 (EST)

The use of ICT for Malaysian Students

Primary school years


Malaysia is on the way to achieving universal primary education for her girls and boys. In 2005, the net enrolment of children in primary schools was 91.7%*. Enrolment rate of girls is equal to that of boys. Literacy rates among the young is largely universal. Broadening educational opportunities and upgrading the national education system has increased access to and enjoyment of other rights.
Malaysia’s success is in large part attributed to the Government’s commitment to education, as a strategy to reduce poverty and contribute to national development. Since 1970, Malaysia has invested substantially in creating an environment conducive to primary education for all its children, including those living in rural areas. This includes providing proper infrastructure to ensure access to schools and supporting the needs of the poor through textbook loans, hostels, school health and milk programs as well as a supplementary food scheme. Government efforts have been supported at the family level by parents who perceive education as an opportunity to provide upward mobility and a better life for their children.
Despite Malaysia’s success, challenges remain to improve the quality of primary education including to ensure the relevance of curriculum, and adequate provision of support to teachers, especially in rural areas. Specially tailored and culturally sensitive programs are also required to motivate children from Malaysia’s Orang Asli and other indigenous communities to enrol and complete their primary education. Historically burdened with low school achievement rates, these children attend school depending on the seasonal nature of their household chores.
Given the rapid use of ICT throughout the country, education policies also need to be sensitive to the possible creation of a digital divide between rural and urban children, due to a less comprehensive ICT infrastructure in rural areas.

Free Directory Articles Using ICT to Motivate Children with Special Needs and Learning Disabilities

Using ICT to Motivate Children with Special Needs and Learning Disabilities

This article reproduce the chapter about the use of ICT for children with special needs from the document Early Learning in the Knowledge Society.
The first European conference on ICT in early learning was held in Brussels on 22 – 23 May 2003 organised by IBM. The conference recommended that pre-school teachers integrate ICT effectively into early education settings. Over 100 early education specialists from 19 countries also concluded that the introduction of ICT in early education settings is leading to a host of innovative professional practices, expanding children's early development.

In the workshops and plenary sessions several practitioners and researchers highlighted the extent to which ICT can help combat social exclusion by motivating children with special needs and learning disabilities. Kenneth Spence, manager at Gilmerton Children’s Centre in Edinburgh, reported success in using computers to help autistic children to count. The ability of the computer to repeat the same sequence of events as often as the child desires is often exactly what autistic children require and enjoy. Computers providing colours, lights, sounds and music, together with screens that respond to a child’s touch, can also catch the attention of children who are difficult to engage by other means.

Children with special or atypical needs at Gilmerton have also benefited significantly from the use of switch activated toys, particularly children with severe motor difficulty. One simple touch is all that is required to get a toy to move about and play a tune. Even a child with severe cerebral palsy can hit a switch and watch the screen change on a computer. As pointed out in this presentation, this could be the first time the child feels that it has had an impact on the world around it. The most amazing things about computers, according to Spence, is that “children who are often not interested in anything else – who do not even watch television – are interested in the computer because it is an interactive two-way experience.”

Ronald Kemeling, a consultant and researcher from the Netherlands, underlined this issue in his presentation on the MIMIC programme. This unique multimedia computer software, which can be used to build up an interactive space by means of a simple video camera and a computer, allows children to receive multi-channel feedback on their movements. Colours and subsequently emotions can be linked to a movement towards a specific spot. Language and communication exercises can also be composed that involve the discovery of words and letters or the structure of sentences. The software was designed for use by children with a development problem such as autism and psycho-pathological disorders who experience difficulty in exploring their environment and for whom positive feedback is often lacking. Using MIMIC, practitioners can work with children on spatial orientation exercises, body scheme development, matching exercises and behavioural therapeutic approaches. Once again the use of ICT allows children to feel in charge of their world. As Kemeling reported: “The children seem to discover that they have a grip on what happens around them and that they have the surrounding environment under control”.

Improving communication between pupils who might not share a common language

Another innovative approach to ‘interactivity’ was highlighted by Max Kruitwagen, ICT Coordinator in the Helmond Education Service Centre in the southern part of the Netherlands where there is a large immigrant population and a need to support children whose first language is not Flemish. Here the challenge for the Halloween project was to use ICT to encourage communication between the practitioner and the pupils and between groups of pupils who might not share a common language. At the same time, there was a desire to ensure that the practitioners and pupils were virtually unaware of the ICT equipment being used. According to Max Kruitwagen: “We did not want two and three year old children sitting behind a computer - we wanted to make the children themselves the ‘pointer’ in the software program”.

The Motion Activated Interface (MAI) that was developed allows the child to interact with the ICT system simply by moving around in a projected image on the floor. The technology involved appears quite complex and includes a multimedia projector, a motion detection camera, audio equipment and a computer. The software, however, simply invites the children to play and walk around, and the computer responds to the child’s activity by triggering a video, voice, sound and animation. In short, the children ‘learn with their body, their heart and their head’. The evaluation of the project will continue over the next couple of years but both practitioners and pupils are reported to be enthusiastic about this system which the project leaders believe ‘shows how ICT can be given a natural place in children’s learning’.

Children in the hospital

ICT also has the ability to help children when they are ill. Hester Stubbe from the Utrecht University Children’s hospital in The Netherlands showed how 20 IBM laptop computers and an educational local area network can provide web-based lessons for chronically sick children who require continuous medical care and regular treatment in hospital. Here ICT can both help to prevent children from falling behind in their studies and preserve the child’s social context by ensuring that they can keep in touch with classmates and friends using e-mail, online chat and Webcam connections, the last of which is particularly suitable for young children.

The conference confirmed that the potential impact that ICT can make in this sector is difficult to overestimate. Many practitioners suggested that they were continually surprised and impressed by the doors that ICT can open up for children with special needs and the contribution that new technologies can make in the lives of these children. As Kenneth Spence observed, “My conclusion is that KidSmart has been a great leveller. Our experience at Gilmerton has been that children with high levels of disability have sometimes actually been the best when it comes to using the computer. Where previously their participation in activities was low, they are now actively sought out by their peers and their self-esteem is boosted by being able to help others.” It may be difficult, of course, for policy makers to fully appreciate what the current generation of technologies can offer these children, particularly if their own experience of ICT is limited. One of the challenges will be to find ways to capture the imagination of policy makers and help them see that new technologies are already a part of these children’s everyday lives and provide them with opportunities for communication and control of their environment that we could only dream about a decade ago.