Despite such widespread use of computers in the classroom and the high prevalence of internet connectivity, the controversy persists with respect to the value of computers and education (Rosenberg, 2004). Educators have used computers in American schools for over 30 years (Shields & Behrman, 2000). In the 1960s, computer-assisted instruction was introduced to schools and with the development and increased availability of lower-cost personal computers, school use of computer technology increased in the early 1980s. In the 1990s, more sophisticated applications were introduced, including multimedia educational software and the communication features of the Internet (Shields & Behrman, 2000). Computers are now rapidly becoming a ubiquitous feature of the educational system and the concept of using computers to aid education is being increasingly accepted (Dutton, 1996).
A survey by the National Center for Educational Statistics (NCES) in 1999 found that 99% of full-time regular public school teachers reported that they had access to computers or the internet somewhere in their schools (Rosenberg, 2004). Since then, the number of computers in classrooms and internet connections in schools has dramatically increased. From 1994 to 2000, the number of schools with internet access rose form about 35% to about 98% (Rosenberg, 2004). From these statistics, it is clear that computers now play a pervasive role in education and because of this, the relationship between computers, children and education has become a new focus for investigation.
Current research regarding the effectiveness of computers in the classroom is limited and often has mixed results, making it hard to generalize about technology's overall impact on learning and education (Roschelle, Pea, Hoadley, Gordin & Means, 2000). However research to date suggests that certain computer-based applications can enhance learning for students at various achievement levels (Roschelle, Pea, Hoadley, Gordin & Means, 2000; Calvert, Jordan & Cocking, 2002). Although, some computer applications have been shown to be more successful than others, and many factors influence how well applications are implemented (Roschelle, Pea, Hoadley, Gordin & Means, 2000). Another way that computer technology can aid the education of children is through the thousands of libraries and information sources which are accessible online (eg. online databases such as Proquest, online dictionaries, and online newspapers). CDs also provide expansive amounts of information, such as single discs containing a whole encyclopaedia (Dutton, 1996). Research has also indicated that computer technology can help support learning, and that it is especially useful in developing skills such as critical thinking, analysis, and scientific inquiry (Roschelle, Pea, Hoadley, Gordin & Means, 2000).
The increasing use of computers to aid education has resulted in notable changes to traditional teaching methods. The use of computerised language has become one of the literacy basics and students now learn to use the computer to retrieve information, to be familiar with data processing and to get used to logical thinking (Katz, Millin & Offir, 1996). Even basic subjects such as mathematics, history and social studies are being taught with the aid of computers (Roschelle, Pea, Hoadley, Gordin & Means, 2000). There is no doubt that computers are a valuable and useful tool, however they are only one part of the educational process and often, optimum benefits will come from finding an ideal balance between new approaches and more traditional methods (Dutton, 1996; Rosenberg, 2004)
Calvert, S., Jordan, A., & Cocking, R. (2002). Children in the Digital Age: Influences of Electronic Media on Development. Westport: Praeger Publishers, ISBN 0275976521
Dutton, W. (1996) Information and Communication Technologies: Visions and Realities. Oxford: Oxford University Press, ISBN 0198774591
Katz, Y., Millin, D. & Offir, B. (1996) The Impact of Information Technology: From practice to curriculum. London: Chapman & Hall, ISBN 041278470
Roschelle, J., Pea, P., Hoadley, C., Gordin, D. & Means, B. (2000) Changing How and What Children Learn in School with Computer-Based Technologies. The Future of Children Children and Computer Technology, 10 (2). Retrieved September 8, 2004, from [1]
Rosenberg, R. (2004). The Social Impact of Computers. 3rd edn. California: Elsview Academic Press, ISBN 0125971214
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]
Kelly Mothershaw 16:17, 28 Oct 2004 (EST)
