Kindergarten Technology: Digital Readiness for Students and Teachers

Planning for technology across a school or district is essential for establishing overall goals and priorities for purchasing and implementation. What happens in each individual classroom on a daily basis is where the real implementation happens. A technology plan may address the big picture over a period of time, but I think the real measure of success can be found in looking at the learning activities and outcomes in our elementary classrooms. 

The video “Technology in Early Years, Kindergarten and Grade 1” shows how elementary-age children can use iPads and tablets for skill practice, writing, art, music, video, and even multimedia creations. Since there is almost no limit to the type of activities, the teachers must plan for how they can best blend digital activities into the curriculum and allow students to show creativity and imagination. Tablets and mobile devices have exploded onto the scene in education since the introduction of the iPad in 2010 and wireless networks being installed in most buildings. Students in many elementary schools have access to these devices on a daily basis. The amount of time a child spends using a computer or mobile device for learning really depends on how they are using it. Teachers should establish guidelines for timing and types of use and ensure that each student gets ample time each week for technology use. Too much or too little screen time can negatively impact learning for children, so teachers must strive to find the appropriate balance of technology and traditional activities. Readiness of children for technology use is still a concern because while a six-year-old may use a tablet with ease, he may struggle using a full keyboard to type or the mouse to click and drag. Picciano (2011, p. 39) states that the finger dexterity for a young child is not as much of an issue as it used to be. This is quickly evident when you see a group of kindergartners using iPads without issue or hesitation. In the past there were obstacles to technology integration for children this young, such as finding appropriate software for every learning need (p. 39). Modern software and apps allow children to progress through levels, award badges, and track success for a more personalized learning experience. No matter what digital devices selected for a child's learning, the device should be seen as a tool, not as the actual teacher (p. 38).

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As children progress through elementary school, they will gradually learn how to use digital devices to communicate, collaborate, and find information on any and every topic. As Marc Prensky (2012, p. 128) points out, defining the role of technology at every grade level involves supporting students with the guidance of a teacher to teach themselves. Having access to so many digital tools and the Internet make it possible for children to teach themselves, and while this thought might be scary to some of us, it means the teacher’s role in the learning process is more important than ever. If our youngest children begin their learning years with consistent exposure to technology, then they will be ready for think, read, write, and research using more powerful ‘digital tools’ in the upper elementary grades and middle school. The tools, apps, time, and type of activity for learning will certainly change as students move through each grade, but the role of technology remains. Teachers can establish student-centered learning spaces with the appropriate mixture of traditional and technology methods to achieve desired learning outcomes at every grade level. The technology is available and it is engaging, but the level of success is determined by how people choose to use the technology and engaging students in their own learning (Schrum & Levin, 2009, p. 47). Our students are ready for digital devices and activities when they arrive at school, so the challenge for teachers is to find the appropriate balance of innovative and engaging ways of implementing technology into each curricular area.

References

Picciano, A. (2011). Educational leadership and Planning for Technology. Upper Saddle   River, NJ: Pearson.

Prensky, M. (2012). From digital natives to digital wisdom: Hopeful essays for 21^st century learning. Thousand Oaks, CA: Corwin.

Schrum, L., & Levin, B. B. (2009). Leading 21st century schools: Harnessing technology for engagement and achievement. Thousand Oaks, CA: Corwin.

Technology in Early Years, Kindergarten and Grade 1. (2014). Retrieved from https://www.youtube.com/watch?v=mikghevthUk