Assessing for Development, Emerging Knowledge, Intervention, and Modification: Using Assertive Technology

Technology has become part of everyday life. Many children already live in technology-based homes where they are exposed to and use electronic devices on a daily basis. Therefore, as educators all we can do is provide the tools necessary so children can learn to use technology to learn. Technology has been found to have a positive impact of developing children’s early literacy skills as well as children’s acquisition of a second language (Oliemat, 2018). More and more preschools and teachers are incorporating technology in their everyday learning and activities in order for children to enhance children’s learning. Technology can be utilized as a cognitive tool to enhance a child’s learning experience computers (Sharkins, 2016).

Assistive and Supportive Technology:

Studies have linked children’s gains in structural knowledge, problem- solving skills, writing and drawing skills as well as in letter and number recognition to the use of tablet technology in education (Oliemat, 2018). Therefore, assistive technology is any device that can provide assistance to learning and overcoming challenges in order to learn. Research indicated that children become more independent and seek less support and teaching from adults once they acquire the necessary knowledge of tablet computers (Oliemat, 2018).

Supportive technology can be applications and software that can help a child enhance learning skills and abilities to learning what the child needs to learn per subject and grade level. Technology can also facilitate exploration in reading content. Technology is perceived to enhance understanding through the use of symbols, pictures, and video within learning applications. Recent research extends this view and recommends that digital technologies can be used as a tool to support teaching in early childhood settings (Aldhafeeri, 2016).

Research has also established that technology help children learn specific skills they will not learn other than with technology (Sharkins, 2016). Some skills are cognitive skills as they learn to use their fingers to type and select answers. Children also learn to develop critical thinking as they learn that they have to select answers to reading questions from stories, vocabulary, or letter and sound selection. Children also learn about timing and becoming independent and resourceful to find answers to questions. Children can also use technology for audiobooks for language and literacy development  as they can also follow along to identify words and phrases. Using technology children can learn to count and also problem solve.

Therefore, when it comes to technology, leaning, and young children, educators have a collective responsibility to educate themselves on benefits and challenges of technologies as well as developmentally appropriate practices surrounding applications and usage of technological devises in everyday teaching (Sharkins, 2016). It is important for teachers to ensure that assistive and supportive technology is also culturally responsive to young children to ensure their learning success. To ensure that technology is culturally responsive it is important that it is in the child’s native language, it is developmentally appropriate practices and activities to the child’s learning and academic needs. Therefore, it is the responsibility of teachers to monitor technology use, applications, and systems used by children.

Resources:

Aldhafeeri, F., Palaiologou, L., & Folorunsho, A. (2016). Integration of digital technologies into play-based pedagogy in Kuwaiti early childhood education: Teachers’ views, attitudes and aptitudes. International Journal of Early Years Education, 24(3), 342-360. DOI.org/10.1080/09669760.2016.1172477.

Oliemat, E., Ihmeideh, F., & Alkhawaldeh, M. (2018). The use of touch-screen tablets in early childhood: Children’s knowledge, skills, and attitudes towards tablet technology. Children and Youth Services Review, 88, 591-597. DOI.org/10.1016/j.childyouth.2018.03.028.

Sharkins, K. A., Newton, A. B., Albaiz, N. E. A., & Ernerst, J. M. (2016). Preschool children’s exposure to media, technology, and screen time: Perspectives of caregivers from three early childcare settings. Early Childhood Education Journal, 44: 437-444. DOI 10.1007/s10643-015-0732-3.