Technology; A Distraction for Some While Empowering Others

So as usual I decided to write about something that I've observed (what else is there to write about right?!), which is how media can be effective for some children while a distraction to others. I must say before I continue that I personally think that media and other technological resources are a great way to engage students and if done appropriately, to learn as well. My compliments to the Virgin Islands Department of Education for including technological materials within all classrooms, primary and secondary. I have come to learn the many different ways students can learn from these objects, as well as the benefits of their engagement through activities that include technological materials. Providing computers for the general use and research of assignments was a great way to include media resources to encourage creativity, as well as providing students was the most powerful resource of our time, the internet.
      But there are some students who aren't learning due to becoming distracted. I've witnessed in certain cases where students became distracted by other students who where allowed to use technological resources when they weren't. In that case in point students where working in groups which alternated the resources ( in this case iPads) because there wasn't enough to supply the whole class. In such cases it is understandable, but allowing students to use such resources for recreational purposes alone while others are still finishing their assignments can be a distraction. Children are more concentrated on the actions of their peers than that of the lesson or activity at hand. In such cases I would recommend placing children performing different actions ( like activities vs. lessons) within different room settings. A learning center within the classroom that is well structured so that students aren't able to view the actions of other children would be ideal. I realize that for many teachers this may be considered strenuous as they may have to move constantly to ensure students are committed to the tasks at hand, but this can also be encouraging for students dramatic play being out of the view of others they are more likely to act out more confidently without fear of persecution from their peers.
There are concerns about whether young children should have access to technology and screen media in early childhood programs. Those concerns have aroused with regards to obesity as many feel kids need more physical activities rather than screen media/ passive non interactive technology. To divert such findings experts recommend the amount of screen time for children under school age is one(4-5 years old) hour, children attending school or of the age are allotted two hours. The intent of these limitations are to defer the believed outcomes which include but aren't limited to;

• obesity
• irregular sleep patterns
• behavioral issues
• focus and attention problems
• decreased academic performance
• negative impacts on social and language engagement

Technology shouldn't be used for activities that aren't educational, progressive, developmentally appropriate or effective; nor as a means to replace physical/social activities or interaction.
Another issues revolves around equity/access to such materials and broadband internet remain unsolved  and in my personal opinion will remain unsolved until all educational institutions reach an educational consensus on appropriate materials, devices, and methodology or maybe the nation will find a way to reverse this recession and allow for more families to have an equal chance at affording such manipulative (which ever comes first I guess).
Despite many of the accolades education has received for taking the next step in education and including technology there are those who feel that it is unnecessary and that it is potentially harming more than helping. While I have already conveyed my personal feelings on the matter a report on learning from media use in America half of the parents that participated within the survey believed that their kids learned more. It is also reported that children spend up to 42 minutes a day watching educational television media; 5 minutes of educational content on mobile devices and three minutes of educational video games. While I'm sure that it may differ on a larger scale since this was a survey with a limited amount of participants and most home don't include all three resources as there are other resources available not listed. But I can say that I do personally concur with their findings; most children that I've seen within such instances aren't inclined to spend more than three to five minutes on an educational video game ,but when allotted others of a different variety they'll spend an hour or two dressing barbie. The same records also showed that children only read an average of forty minutes a day; 29 minutes with print, eight minutes with computers, and five using e-learning platforms. Regardless of those figures the finding where of the most importance. Parents found that the learning extended from the educational media through forms of questions, imaginative play, and projects related to knowledge gained.
Students need be afforded the opportunity to learn technological skills at early ages versus the latter. Just as books were a main source of literacy in our age (80's-90's), in this age it's pertinent for students to indulge in its uses for constructive means rather than just social. The Virgin Islands Next Generation Network (VINGN)  recently participated in and advocated for the literacy of  us ALL in technology through learning to code. Students who learn such skills are afforded the opportunity to create programs and apps rather than just being the perfect target for others who have manufactured that of the same caliber. VINGN is currently holding a cyber learning basic digital literacy course that is free to all USVI residents, I encourage all to attend, if for nothing else personal empowerment. In order for communities to be in unison with moving forward to the next steps of education we need to educate parents on what is educational and how to evaluate adequate materials and media resources such as apps/games. By doing this everyone is more confident about its usage and the educational value of the context.




NAEYC. (2012). Technology and interactive media as tools In Early Childhood Programs serving children from birth through eight. Retrieved on January 26, 2014 from http://issuu.com/naeyc/docs/ps_technology_issuu_may2012/1?e=2112065/2087657

Schools Aren't As Behind As We Make Them Seem

     While visiting my old alma mater I found that they had indeed made many changes with regards to educational teaching methods, materials, procedures and technology. Technological materials ranging from ipads, laptops, desktops, overhead projectors, various learning centers and many more resources to spark engagement among pupils. While many of those materials were available to us, student's of the 90's, they are much more abundant. In every classroom I visited, second and third grades, these materials where spotted with age appropriate applications and adequate instruction for usage. These materials coupled with other various learning manipulatives are a great recipe for the engagement of pupils!!

     It has unfortunately been a long time for me since I've seen so many students engaged within a school/academic setting; during my own school days I can recall only a hand full of students that were engaged with learning academics, including myself, the most popular/engaging subject lessons where those that involved physical activity ( a wide contrast from many students today). The materials and manipulatives utilized by students ensure student participation by engaging them through various subjects compelling them to use their creativity in many forms. Such a thing is a great asset for any educator and pupil to have since all students learn differenly in a variety of ways. While many of the apps and games being utilized sticks to general academics it can also be altered to fit any age group. In this case, a group of first graders, utilized these apps and manipulatives for enrichment, fun, and creativity.

     Including games like hungry fish and Hickory Dickory Dock for mathematics, bejeweled for matching n sorting, candy count for mathematics and matching/sorting. Apps like Paper Snow, that promote artistic creativity through drawing, music and even virtual paper decorations and origami. I don't understand the academic benefits of Angry Birds having indugled in the game myself, nor Barbie,wedding, and model make up: both promote stigmas rampant within the nation, violence (angry birds)  and 'poster girls' i. e. models, actresses, girls wearing size zero and a lot of makeup (Barbie) . Other apps utilized by students for engagement, enrichment, and creativity include Word solitaire, Spanish free,iword juggle, and Sudoku.

     With all that I have seen so far it excites me to think of how in depth this engaging learning will become once we implement the Common Core Standards. Student's will become much more equipped to compete with their peers, locally and abroad,  as well as become more prepared to live within the ever changing world of today rather than their parents yesterdays.

Ms. Child Advocate

Informative article about our educational traditions as a society and how they are transforming.

http://www.windsorstar.com/Technology+will+change+education/8906895/story.html