In my classroom, I have four. I have a computer on my desk that I use for lesson planning, emailing, scheduling conferences with parents, creating letters and newsletters, making sub plans (ugh!), researching questions I don't know how to answer (i.e. "What do jellyfish eat?" or "What does a marmoset look like?"), ordering Scholastic books, etc. The list really does go on and on.
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| Yes, that is a marmoset! |
I also have two student computers that were provided by my school and one that was donated by a friend. The student computers are mostly used during our center time, but are occasionally used at other times of the day like inside recess or for connecting to Safari Montage during lessons. On these computers, I often change what I have available. There are a plethora of wonderful, kid-friendly websites out there like Starfall, BrainPOP, PBS Kids, and Sesame Street! With a little guidance, these can be easily navigated by young children. I also have some interactive powerpoints sort of like this that I created to go along with the units I teach my students throughout the year. These can be extremely valuable to see what children are comprehending and able to apply.
According to Toren, Maiselman, and Inbar (2008), one problem with computers is that "they will take the place of creativity and play in kindergarten," (p.328). However, computers have also been found to improve student achievement when used as a scaffold to acquire specific knowledge and skills (Espinosa, Laffey, Whittaker, & Sheng, 2006). This argument brings us back to the idea that teachers must know how to use computers appropriately. Educators who know how to provide authentic, meaningul experiences through the computer can actually create more social interaction and communication opportunities because of the intrinsic motivation that is often connected with learning via the computer (Valdez, 2005). Rosen and Jaruszewicz (2009) said, "we should think about the use of computers in the same way that we view finger paints, blocks, beads, and other materials commonly found in early childhood settings" (p. 167). I like that.
So here are a few suggestions for having students use computers appropriately:
1. Always explore websites before students use them!
2. Model and provide guidance for students before having them use the computers on their own. Some children may not know how to use a mouse or where the monitor button is on the computer!
3. Place a timer nearby that children can wind up themselves. Sharing and being respectful of others on the computers can be an important lesson.
4. Allow children to talk to each other while they are working at the computers. This can provide social interaction, critical thinking, and problem-solving skills (depending on what they are doing!).
5. Provide meaningful games and activities for computer time.
Do you have any thoughts or ideas about how to use computers in the classroom?
