Integrate, Don't Isolate! Computers in the Early Childhood Curriculum. ERIC Digest.
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| Title: | Integrate, Don't Isolate! Computers in the Early Childhood Curriculum. ERIC Digest. |
|---|---|
| Language: | English |
| Authors: | Davis, Bernadette Caruso, Shade, Daniel D., ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, IL. |
| Peer Reviewed: | N |
| Page Count: | 3 |
| Publication Date: | 1994 |
| Sponsoring Agency: | Office of Educational Research and Improvement (ED), Washington, DC. |
| Document Type: | Guides - Non-Classroom ERIC Publications ERIC Digests in Full Text |
| Descriptors: | Class Activities, Computer Assisted Instruction, Computer Software, Computer Uses in Education, Computers, Early Childhood Education, Integrated Activities, Integrated Curriculum, Learning Activities, Microworlds, Teacher Role, Teacher Student Relationship |
| Abstract: | When computers are relegated to a single room in a school where children use them only occasionally, their potential impact on children's learning is minimized. When computers are integrated into the curriculum and are applied to real problems, however, children gain the ability to use computers as natural tools for learning. For example, when a teacher chooses a topic for an integrated study project, the class will define relevant concepts related to that topic and choose activities to explore those concepts. Sometimes computers will be the most appropriate tool for exploring the concepts. As they work on their project, children can use computer programs to construct stories with pictures, labels, and voice recordings; gather information from CD-ROM encyclopedias; compose and illustrate stories; and write letters to experts. Children can also use microworlds, or programs that help them discover concepts and cause-effect relationships, and serve as a bridge between hands-on experience and abstract learning. Teachers help children learn in computer-enriched classrooms by filling several roles. Initially, teachers serve as instructors to children in the use of computers. Later, as children gain more experience, the teacher's role moves to that of a coach. By using computers themselves, teachers can also serve as models to children Finally, teachers must be critics of computer software, learning to select the best software to enhance children's development. In all cases, teachers must remember that without proper integration of computers into the curriculum, the benefits of technology to children's learning cannot be fully achieved. Contains 12 references. (BC) |
| Entry Date: | 1995 |
| Accession Number: | ED376991 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED376991 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED376991 AccessLevel: 3 PubType: Electronic Resource PubTypeId: electronicResource PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Integrate, Don't Isolate! Computers in the Early Childhood Curriculum. ERIC Digest. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Davis%2C+Bernadette+Caruso%22">Davis, Bernadette Caruso</searchLink><br /><searchLink fieldCode="AR" term="%22Shade%2C+Daniel+D%2E%22">Shade, Daniel D.</searchLink><br /><searchLink fieldCode="AR" term="%22ERIC+Clearinghouse+on+Elementary+and+Early+Childhood+Education%2C+Urbana%2C+IL%2E%22">ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, IL.</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 3 – Name: DatePubCY Label: Publication Date Group: Date Data: 1994 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: Office of Educational Research and Improvement (ED), Washington, DC. – Name: TypeDocument Label: Document Type Group: TypDoc Data: Guides - Non-Classroom<br />ERIC Publications<br />ERIC Digests in Full Text – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Class+Activities%22">Class Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Software%22">Computer Software</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Uses+in+Education%22">Computer Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Computers%22">Computers</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Integrated+Activities%22">Integrated Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Integrated+Curriculum%22">Integrated Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Microworlds%22">Microworlds</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: When computers are relegated to a single room in a school where children use them only occasionally, their potential impact on children's learning is minimized. When computers are integrated into the curriculum and are applied to real problems, however, children gain the ability to use computers as natural tools for learning. For example, when a teacher chooses a topic for an integrated study project, the class will define relevant concepts related to that topic and choose activities to explore those concepts. Sometimes computers will be the most appropriate tool for exploring the concepts. As they work on their project, children can use computer programs to construct stories with pictures, labels, and voice recordings; gather information from CD-ROM encyclopedias; compose and illustrate stories; and write letters to experts. Children can also use microworlds, or programs that help them discover concepts and cause-effect relationships, and serve as a bridge between hands-on experience and abstract learning. Teachers help children learn in computer-enriched classrooms by filling several roles. Initially, teachers serve as instructors to children in the use of computers. Later, as children gain more experience, the teacher's role moves to that of a coach. By using computers themselves, teachers can also serve as models to children Finally, teachers must be critics of computer software, learning to select the best software to enhance children's development. In all cases, teachers must remember that without proper integration of computers into the curriculum, the benefits of technology to children's learning cannot be fully achieved. Contains 12 references. (BC) – Name: DateEntry Label: Entry Date Group: Date Data: 1995 – Name: AN Label: Accession Number Group: ID Data: ED376991 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED376991 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 3 Subjects: – SubjectFull: Class Activities Type: general – SubjectFull: Computer Assisted Instruction Type: general – SubjectFull: Computer Software Type: general – SubjectFull: Computer Uses in Education Type: general – SubjectFull: Computers Type: general – SubjectFull: Early Childhood Education Type: general – SubjectFull: Integrated Activities Type: general – SubjectFull: Integrated Curriculum Type: general – SubjectFull: Learning Activities Type: general – SubjectFull: Microworlds Type: general – SubjectFull: Teacher Role Type: general – SubjectFull: Teacher Student Relationship Type: general Titles: – TitleFull: Integrate, Don't Isolate! Computers in the Early Childhood Curriculum. ERIC Digest. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, IL. – PersonEntity: Name: NameFull: Davis, Bernadette Caruso – PersonEntity: Name: NameFull: Shade, Daniel D. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Type: published Y: 1994 |
| ResultId | 1 |
