The article, Technology in Early Childhood Education: Finding the Balance, validated much of what I am seeing and encouraging in my classroom. Technology, even during indoor recess, can serve as a catalyst for interaction among students who at other times have little interpersonal contact. I have witnessed a shared technological interest ignite passion in researching a topic as part of a team, laughter during the sharing of game and drawing programs and story swapping of at-home computer experiences. I have also enjoyed seeing students who, at times, can be off task and/or play the role of class clown, don the hat of computer expert. These students take seriously the responsibility of computer trouble shooting, (helping out others having difficulty), and maintaining system procedures, (such start-up and shut-down, the opening of appropriate language arts or math program for the session, etc.).
Have you used the classroom computer in varied ways to support not only student academic growth, but also to support social/interpersonal skills? Please share.
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- Leslie B
- Leslie B. I am a third grade teacher eager to integrate more technology with the teaching and learning in my daily classroom. I also would like to keep one step ahead of my two children, who are avid technology natives.
2 comments:
I have definitely seen the computer facilitate social interactions among students. This happens naturally with all students. However, I am most impressed with how well it draws in marginalized children. Twe examples that come to mind include an ELL student who was very computer-saavy. Though she was behind in academic skills, she became the class expert; it was great for her self esteem. The other example involves two students with autism. The classroom computers help them focus their attention, and other students enjoy helping them. Outside of the computer work, students tend to ignore them, but the computer is a catalyst and all the students benefit from learning to interact. I think it is important to set ground rules and monitor these interactions (For instance, because helping others was so rewarding, the student in ELL sometimes neglected her own work.) Overall, though, I have seen the interactions to be beneficial, both academically and socially.
You posting is incredibly reflective of my experiences with computers in a foruth grade class and in many high school English classes. Although I must admit that at the high school level, some of the students (males) felt the need to test my knowledge of the computer! Can't say I blame them given the fact that's quite obious that I'm not a "technology native." I would say that at the fourth hgrade level there was 100% participation and on-task behavior. And, as you pointed out, students were eager to help each other in every capacity. There are no ability groupings when children work with technology! I base my observations on my work in e-portfolio development which I have described in an earlier post.
At the secondary level, many students had specialized knowledge of technology use which exceeded my knowledge and experience. However, they were willing to teach me when they realized that I was being honest in terms of what I puported to know and in admitting my limitations.
It has been my experience that technology brings students together in their learning voyages.
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