There is no doubt that the use of computers among children over the past few years has increased dramatically. Among households with children aged 2 to 17, home computer ownership jumped from 48% in 1996 to 70% in 2000, while connections to the Internet increased from 15% to 52% in the same 5-year period (Shields & Behrman, 2000).
The reason for this increase in home computer ownership was clarified through a survey of parents, which suggested that they buy home computers and subscribe to Internet access to provide educational opportunities for their children and to prepare them for the “information age� (Subrahmanyam, Kraut, Greenfield & Gross, 2000).
The access a particular child has to computers, as well as the amount of time they spend on a computer, varies depending on their age, gender, ethnicity, and social class (Calvert, Jordan & Cocking, 2002; Von Feilitzen & Carlsson, 1999; Becker, 2000). However National survey data collected in 2000 reports that children aged 2 to 17 spend an average of about 34 minutes per day using computers at home, with use increasing with age (Shields & Behrman, 2000). Currently, excessive computer use by children is not common, particularly with younger children (Becker, 2000). However computer use is increasing and it has been reported that some children (particularly teenage boys) spend 4 hours a day or more on home computers (Shields & Behrman, 2000).
The internet is of particular interest to children, and at present, more than 75% of children between 7 and 13 have access to the internet, from either home or school. When children go online, they stay there on average between 30 minutes to an hour (Calvert, Jordan & Cocking, 2002). Children reported that they use the computer and internet for a range of activities such as school work and assignments, communicating with friends, to play computer games, to find information related to their interests and hobbies, to meet new people, to get personal help, and to join groups (Calvert, Jordan & Cocking, 2002; Valkenburg, 2004)
Computer use is also increasing in schools (see Education for more information), and in response to children’s passion for computers and the assumption that computers can help improve children's learning, billions of dollars are being spent to give children computer access in schools as well as at home, and in the community. Consequently the proliferation of computers in schools is rapidly rising. In 1985 schools averaged one computer per 40 students. By 1998, this figure had shrunk to 6 or 7 students per computer (Becker, 2000). From this data, it is clear that students' access to school computers has increased significantly.
Becker, H. (2000). Who's Wired and Who's Not: Children's Access to and Use of Computer Technology. The Future of Children Children and Computer Technology, 10 (2). Retrieved September 8, 2004, from [1]
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 [2]
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 [3]
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
Kelly Mothershaw 16:18, 28 Oct 2004 (EST)
