A Brief History

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The history of technology in education is relatively recent but is rapidly developing as technology continues to change and develop at incredible speeds. Some earlier records of technology being used in education were the use and introduction of computers which were known as ‘teaching machines’.  Skinner experimented with ‘teaching machines’ that used programmed learning in 1954, centered on the theory of behaviourism, the ‘teaching machines’ are said to be some of the first forms of computer-based education (Bates, 2010). These teaching machines gave children a question to which they would answer; the teaching machines would then take the role of the teacher and provide them with the answer instantly so that they could see their results without having to wait for an educator to mark their answers.

 In the mid-1980s, the idea of teaching through artificial intelligence began being explored and attempts to replicate the process of teaching using computer technology (Bates, 2010). As technology has spread around the world and become a part of everyday life it has also become slowly integrated into education and therefore the lives of our children. Technology entered early childcare Centre’s in the form of radios, cd and tape players, telephones and computers for administration. Computers and camera started being used for documentation purposes as profile books and stories became printed with photos to accompany them. Most administration is now done online and some early childcare Centre’s have introduced online profile books to enable sharing with families no matter where they are.  Technology in early childhood education settings has gone from large second hand desk top computers and radios to laptops, and now even tablets and smartphones and children’s access to these increased alongside it’s development.

Software has also developed alongside the physical development of technology and there is a large amount of education software available for use in early childcare Centre’s today. Choosing the software that is to be used by children each day is an important responsibility for educators as they need to be able to provide children with developmentally appropriate material that is also educational. A lot of software is developed specifically in a way that enhances cognitive learning, such as visual skills, verbal skills, spatial representation, and can also aid the development of children’s mathematic and literacy skills (Subrahmanyam, Greenfield, Kraut, and Gross, 2001).

Technology has progressed so rapidly that many believe that it is necessary for children to be exposed to technology at a young age so that they will be better prepared for the ever evolving technological world that they will grow up in. Through technology children have the world at their fingertips, for example children can observe events happening all around the world through television as they happen, or they can explore and find out about their curiosities by using the internet (Hayes and Whitebread, 2006). These resources are becoming more accessible and easier for children to use and explore as they are growing up in a world where technology has a prominent place in most homes, public places and now schools and early childcare Centres.  

There is very little research on the implications of children being exposed to technology in early childhood.  Some researchers fear that including technology in early childcare settings can potentially act as a barrier to children’s physical, outdoor and imaginative play and can hinder the development of some social skills, moral values and rich first hand exploration of nature, art, music and dance (Waddle, 2008). Technology is becoming a routine part of the day in many early childcare settings and the Ministry of Education (2005) believe that if used appropriately “ICT can enhance children’s learning and encourage purposeful and exploratory play, collaboration, cooperation, discussion, creativity, problem-solving, risk-taking and flexible thinking” (p. 3).

 

 References:

Bates, T. (2010). A Short History of Educational Technology. Retrieved from source: http://www.tonybates.ca/2014/12/10/a-short-history-of-educational-technology/

Hayes, M,. Whitebread, D. (2006). ICT in the Early Years. Learning and teaching with information and communication technology. NY, United States of America: Open University Press.

Ministry of Education. (2005). Kei tua o te Pae:  Assessment for learning: Early Childhood exemplars.  Wellington: Learning Media.

Subrahmanyam, K., Greenfield, P,. Kraut, R., & Gross, E. (2001). The impact of computer use on children's and adolescents' development. Journal of Applied Developmental Psychology, 22, 7-30.

Waddle, F. (2008). The Role of Technology in Early Childhood Programs. Retrieved From Source: http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=302