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)
