The Use of Technology During the Growing Age: Intersectionality

4 Ways to Improve Digital Equity in Your Classroom | Common Sense ...

Destiny C.

Technology and Education

Despite the increased access to computers and newer mobile devices, and the strong social desire to obtain the latest technology, the actual use of technology in the classroom, specifically of early childhood education, remains sporadic (Vockley & Lang, 2011; Wartella, Blackwell, Lauricella, & Robb, 2013). In instances where technology is used in the classroom, oftentimes it is not used in meaningful student-centered ways, but instead, in the more traditional instructional, or informative, way (Cuban, 2001; Ertmer & Ottenbreit-Leftwich, 2013).

The National Association for the Education of Young Children (NAEYC, 2012) supports the developmentally appropriate and intentional use of technology in early childhood education. Research shows that quality educational media can enhance young children’s learning (Hooker, & Linebarger, 2009). For example, Anderson, Huston, Schmitt, Linebarger, and Wright (2001) demonstrated how watching quality educational television (in this case; Sesame Street) in the preschool years can lead to long-term academic and social benefits. Nevertheless, the potential negative impact of technology has also been noted, and Vandewater the American Academy of Pediatrics (2013) recommends no screen time for children under 2 and limited screen time for older children.

The findings for a survey conducted by Project Tomorrow (2011), which consisted of 35,525 K-12 teachers, showed that the most frequent use of technology is for homework and practice (58%). It is also noted that teachers’ primary use of technology is for communicating with parents, and/or preparing class materials, instead of for student learning (Russell, Bebell, O’Dwyer, & O’Connor, 2003; Zhao, Pugh, Sheldon, & Byer, 2002). Ertmer (1999) proposed that one plausible explanation for this lack and ineffective use of technology in the classroom has to do with barriers to technology integration. Socioeconomic status (SES) of students is one major barrier that prevents teachers from using technology.

Intersectionality is the idea that different aspects of a person’s social location and the different ways of categorizing people do not just exist individually, but they intersect. Children that reside in urban neighborhoods and attend urban education institutions may experience some challenges that children living in middle-class suburban neighborhoods and attending respectable education institutions may not. Students from lower SES are expected to have less access to technology outside of the classroom compared to their higher SES peers (Blackwell, 2013; Purcell, Heaps, Buchanan, & Friedrich, 2013), therefore, teachers are more insistent about using technology with these students to help close the digital divide.

So, how can we close the gap of the digital divide for young students? First, we should go to the source and get their thoughts and ideas on the matter. I interviewed five children between the ages of 4 and 11, and asked a variety of questions, such as “Do you use technology (cell phones, computers, Ipads, etc.) in school?”, “Would you like/do you like using technology in school?”, and “Do you think using technology in school makes it easier for you to learn? Why or why not?” 2 out of 5 children reported that they use technology in the classroom (4 out of 5 reported using technology at home for homework), and all 5 children reported that they would like/do like using technology in the classroom, as well as, feel that it makes it easier for them to learn.

When discussing topics such as this, I think it is very important to take into consideration what the children think and how they feel about the situation. After all, why make assumptions about how something works for them, rather than simply ask? Society tends to invalidate children’s thoughts and ideas because they feel that they aren’t old enough to understand, but that’s simply not true. There are children from different backgrounds and different paths of life that are wise beyond their years. Regardless of what society thinks a child knows or doesn’t know, they deserve to be heard just as much as the rest, especially since they themselves are, indeed, apart of society.

Check out this short clip of an eighth-grade student explaining the benefits of technology use in the classroom!

Resources:

Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2014, August). Factors influencing digital technology use in early childhood education. Retrieved from https://www-sciencedirect-com.proxy.libraries.rutgers.edu/science/article/pii/S0360131514000980?via=ihub

The Use of Technology During The Growing Age: Good or Bad?

Sardia C. Childhood and Technology Over the last 40 to 50 years, there have been major changes and advances in technology which in turn has caused drastic changes throughout the world and the lives of those who inhabit it. As an adult, you may be able to express how these technological changes have impacted you over the years, and like millions of adults around the world, you may also have your bias on children’s involvement with electronic media. In his book, The Hurried Child, psychologist David Elkins stated that “In many ways, our new technologies have radically transformed childhood, and not always for the better,” (p. viii). He argued that children grow up too fast due to exposure to age-inappropriate material which may lead to problems later on in life. Although his statement addresses the concern for potential adulthood issues due to childhood exposure to technology, he does not mention any effects tec...

Intro to Childhood Studies

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