Technology is increasingly prevalent in 21st
century classrooms, even those filled with our nation’s youngest students.
While elementary math learners are no strangers to technology – many have been
using tablets, video games and computers for as long as they can remember – the
question remains whether or not employing forms of virtual learning in the
classroom will be helpful or detrimental.Educational psychologist Dr Benjamin Bloom
wanted to understand how people learn. So in 1965 he and his colleagues created Bloom’s
taxonomy: a system for identifying, understanding and addressing learning.
They came up with a system that’s composed of two elements: thinking and the
ability to apply knowledge, and then feelings and emotions.
When a student learns about gravity, the cognitive elements would
include knowledge and understanding of the concept of a force pulling an object
towards the Earth; acceleration, mass and so on. The moment the student has
developed understanding, she would be in a position to apply (psychomotor) –
the acquired knowledge and skills in new situations. For example, she might
want to see what would happen if something different was done to the same
object – would it experience the same acceleration?
This learning process doesn’t happen in an isolated context. It
takes place during interactions with peers and teachers – what the model refers
to as the affective domain. That is the elements of learning that affect emotional
development. Elements of interest, motivation and values would help the student
to appreciate the discussion and value the ideas as well as encourage her to
develop social skills appropriate to working in groups. Eventually, development
of this domain benefits broader communities and society as a whole.
Some researchers claim that
integrating technology into teaching and learning improves students’ grades.
Others argue that technology makes little difference to how students perform
because traditional approaches to teaching still predominate.
A lot of research in this area has focused on technology as a tool.
But what is the value of technology as a medium to encourage interactions
between parents, teachers and students – tapping into the affective domain –
and ensure that students construct knowledge?
So how do you teach a
preschooler technology? You don’t. By merely integrating such experiences into
a child’s daily routine, they can try them on for size and become more adept at
using them. Technical "mysteries," such as using pull-down menus or
knowing when a toy needs fresh batteries, soon become second nature. Again, use
your curriculum as your guide. To promote socialization, have two chairs at a
computer screen instead of one, and look for iPod apps that promote turn-taking
and offer multiple challenge levels. Keep things in balance with other
non-digital activities and routines.