&#10&#50 years, &#51 &#121&#101&#97&#114&#115, 6, 8, 12, &#49&#53, never … &#119&#104&#101&#110 &#100&#111 we start the process &#111&#102 introducing children to computers? &#69&#100&#117&#99&#97&#116&#111&#114&#115, parents, even &#103&#114&#97&#121&#45&#104&#97&#105&#114&#101&#100 and learned &#112&#114&#111&#102&#101&#115&#115&#111&#114&#115 &#99&#97&#110&#110&#111&#116 agree. &#84&#104&#101 &#115&#101&#99&#111&#110&#100 question that &#116&#104&#101&#110 arises is whether &#99&#111&#109&#112&#117&#116&#101&#114 based content &#112&#111&#115&#105&#116&#105&#118&#101&#108&#121 or negatively affects the &#108&#101&#97&#114&#110&#105&#110&#103 &#112&#114&#111&#99&#101&#115&#115. &#73 can hear the screams &#111&#102 protest &#97&#110&#100 support &#105&#110 &#102&#117&#108&#108 &#105&#110&#116&#101&#114&#97&#99&#116&#105&#118&#101, multi-media, broadband enhanced &#100&#101&#116&#97&#105&#108 even as I write. &#77&#101&#97&#110&#119&#104&#105&#108&#101 millions &#111&#102 dollars &#97&#114&#101 being spent to bring computers and &#116&#104&#101 Internet to elementary schools around the globe. The only area all &#97&#103&#114&#101&#101 &#111&#110, well &#109&#97&#121&#98&#101, &#105&#115 that &#97&#108&#108 students should be &#116&#97&#117&#103&#104&#116 how to use computers and the Internet eventually. As all will need &#97&#110 understanding &#111&#102 technology to enjoy the products of technology and &#105&#110 many cases &#119&#105&#116&#104&#105&#110 the future work environment. &#73&#110 this &#97&#114&#116&#105&#99&#108&#101 &#73 will try to summarize some of &#116&#104&#101 arguments for and against technology in &#101&#97&#114&#108&#121 education &#97&#110&#100 finally &#116&#111 make a synopsis &#111&#102 how I believe we should address this &#118&#105&#116&#97&#108 issue. Firstly lets &#116&#97&#107&#101 a look at &#116&#104&#101 &#97&#114&#103&#117&#109&#101&#110&#116&#115 for early introduction.

Pros

Future Needs: The use of computers and an understanding of &#104&#111&#119 &#116&#111 use the &#73&#110&#116&#101&#114&#110&#101&#116 are &#97&#108&#114&#101&#97&#100&#121 &#99&#114&#105&#116&#105&#99&#97&#108 to &#109&#111&#100&#101&#114&#110 society today &#105&#110 manifest &#100&#105&#114&#101&#99&#116&#105&#111&#110&#115. These &#105&#110&#99&#108&#117&#100&#101, &#116&#104&#101 &#119&#111&#114&#107 &#101&#110&#118&#105&#114&#111&#110&#109&#101&#110&#116, information gathering for &#119&#111&#114&#107 &#111&#114&#112&#108&#101&#97&#115&#117&#114&#101, &#115&#104&#111&#112&#112&#105&#110&#103, communications etc. &#97&#110&#100 if &#116&#114&#117&#101 &#116&#111&#100&#97&#121, &#104&#111&#119 much moretomorrow. The &#79&#102&#102&#105&#99&#101 of Occupational Statistics and Employment &#112&#114&#101&#100&#105&#99&#116&#115 &#116&#104&#97&#116&#116&#104&#101 computer industry &#119&#105&#108&#108 continue to show the &#103&#114&#101&#97&#116&#101&#115&#116 growth of any industry &#105&#110 the USA. &#65&#99&#99&#111&#114&#100&#105&#110&#103 to the &#66&#117&#114&#101&#97&#117 &#111&#102 &#76&#97&#98&#111&#114 Statistics (BLS), &#109&#111&#114&#101 than &#104&#97&#108&#102 of all workers &#117&#115&#101&#100 a &#99&#111&#109&#112&#117&#116&#101&#114 on &#116&#104&#101 job in September 2001. &#65&#110&#100 nearly three-fourths of those workers connected to the &#73&#110&#116&#101&#114&#110&#101&#116 &#111&#114 &#117&#115&#101&#100 &#101&#45&#109&#97&#105&#108.

&#10&#69&#97&#114&#108&#121 Skills Acquisition: As with all &#102&#117&#110&#100&#97&#109&#101&#110&#116&#97&#108 skills, &#116&#104&#101 earlier the &#101&#100&#117&#99&#97&#116&#105&#111&#110 system &#97&#108&#108&#111&#119&#115 &#115&#116&#117&#100&#101&#110&#116&#115 &#116&#111 &#98&#101&#99&#111&#109&#101 familiar with &#116&#101&#99&#104&#110&#111&#108&#111&#103&#121 the greater will be their &#100&#101&#112&#116&#104 of understanding &#97&#110&#100 &#101&#102&#102&#101&#99&#116&#105&#118&#101&#110&#101&#115&#115 in using it. It is &#105&#109&#109&#97&#116&#101&#114&#105&#97&#108 to argue that skills &#97&#99&#113&#117&#105&#114&#101&#100 today &#98&#121 a five &#121&#101&#97&#114 &#111&#108&#100 will not &#98&#101 &#114&#101&#108&#101&#118&#97&#110&#116 &#108&#97&#116&#101&#114 in life because technology will develop beyond &#99&#111&#109&#112&#114&#101&#104&#101&#110&#115&#105&#111&#110. This is because &#115&#107&#105&#108&#108&#115 acquired can &#102&#111&#99&#117&#115 on an understanding of what computers can &#100&#111 &#114&#97&#116&#104&#101&#114 than just how &#116&#111 interact &#119&#105&#116&#104 &#116&#111&#100&#97&#121&#38&#56&#50&#49&#55&#115 &#99&#111&#109&#112&#117&#116&#101&#114&#115. In &#97&#100&#100&#105&#116&#105&#111&#110, once the initial ground work has been obtained the potential for adaptation to a dynamic system &#99&#97&#110 be incrementally updated &#105&#110 the same way as &#97&#100&#117&#108&#116&#115 have to adapt to new &#116&#101&#99&#104&#110&#111&#108&#111&#103&#121.

Personalization: Computer based content &#97&#108&#108&#111&#119&#115 a level of individual &#101&#110&#103&#97&#103&#101&#109&#101&#110&#116 and interactivity that &#99&#111&#109&#112&#97&#114&#97&#116&#105&#118&#101 &#108&#101&#97&#114&#110&#105&#110&#103 &#115&#121&#115&#116&#101&#109&#115 &#102&#97&#105&#108 &#116&#111 deliver. &#66&#121 its nature &#108&#101&#97&#114&#110&#105&#110&#103 with the &#99&#111&#109&#112&#117&#116&#101&#114 is &#97 one-on-one experience &#111&#114 at worst, small groups. This alleviates the paradigm of large classes with minimal &#112&#101&#114&#115&#111&#110&#97&#108 intervention.

Learning Levels: Computers allow users &#116&#111 individualize their &#115&#112&#101&#101&#100 of attainment to suite their personal needs &#97&#110&#100 capabilities. The &#115&#112&#101&#101&#100&#121 &#97&#114&#101 &#110&#111&#116 held back and those that need greater repetition are not &#112&#97&#115&#115&#101&#100 over. Additionally special groupings can be more &#101&#97&#115&#105&#108&#121 and effectively catered for.

&#10&#87&#105&#100&#101 Distribution of Quality &#84&#101&#97&#99&#104&#105&#110&#103: Computer based learning &#97&#108&#108&#111&#119&#115 the &#109&#97&#120&#105&#109&#117&#109 effectiveness &#97&#110&#100 &#100&#105&#115&#116&#114&#105&#98&#117&#116&#105&#111&#110 &#111&#102 the best quality teaching &#97&#110&#100 &#99&#111&#110&#116&#101&#110&#116. A great teacher is not &#108&#105&#109&#105&#116&#101&#100 by &#116&#104&#101 classroom but &#99&#97&#110 &#114&#101&#97&#99&#104 out across the Internet to thousands &#101&#105&#116&#104&#101&#114 &#116&#104&#114&#111&#117&#103&#104 &#98&#117&#105&#108&#100&#105&#110&#103 &#100&#105&#103&#105&#116&#97&#108 lessons &#111&#114 &#100&#105&#115&#116&#97&#110&#99&#101 &#108&#101&#97&#114&#110&#105&#110&#103 software and programs. Most distance &#108&#101&#97&#114&#110&#105&#110&#103 systems today &#99&#97&#110 &#98&#101 configured as &#108&#105&#118&#101 broadcasts &#119&#105&#116&#104 &#104&#105&#103&#104 levels of interactivity with the teacher. Now, here are the equally &#115&#116&#114&#111&#110&#103 arguments against.

&#10&#67&#111&#110&#38&#56&#50&#49&#55&#115

Accessibility and &#83&#117&#105&#116&#97&#98&#105&#108&#105&#116&#121: If an &#105&#110&#100&#105&#118&#105&#100&#117&#97&#108 &#100&#111&#101&#115 not have &#97&#99&#99&#101&#115&#115 &#116&#111 a computer or &#100&#111&#101&#115 not understand the content through a &#108&#97&#110&#103&#117&#97&#103&#101 deficiency &#111&#114 &#99&#117&#108&#116&#117&#114&#97&#108 &#100&#105&#102&#102&#101&#114&#101&#110&#99&#101&#115, they will be relegated to &#116&#104&#101 &#100&#105&#103&#105&#116&#97&#108&#108&#121 divided, 44 million at the last &#99&#111&#117&#110&#116 just &#105&#110 &#116&#104&#101 USA &#97&#99&#99&#111&#114&#100&#105&#110&#103 to Professor &#72&#111&#119&#97&#114&#100 Besser, The Next Digital Divides.

Interfering with Natural Development: Young children should &#98&#101 utilizingtheir natural propensity &#102&#111&#114 &#112&#104&#121&#115&#105&#99&#97&#108&#108&#121 &#98&#97&#115&#101&#100 &#97&#99&#116&#105&#118&#105&#116&#121 rather &#116&#104&#97&#110 be &8216stuck&8217 infront of &#97 computer. &#84&#104&#101&#121 &#97&#108&#114&#101&#97&#100&#121 spend damaging amounts of time glued to televisions, as researchers &#104&#97&#118&#101 &#100&#105&#115&#99&#111&#118&#101&#114&#101&#100, that impairs development. Our &#99&#104&#105&#108&#100&#114&#101&#110, the Surgeon &#71&#101&#110&#101&#114&#97&#108 warns, are the &#109&#111&#115&#116 sedentary generation ever.

Lack of Depth: Computer &#98&#97&#115&#101&#100 &#99&#111&#110&#116&#101&#110&#116 is a &#108&#111&#110&#103 way from offering the depth, flexibility and tried and tested results that a &#116&#114&#97&#105&#110&#101&#100, dedicated and experienced teacher can offer children. &#73&#110 addition, &#116&#104&#101 interaction with &#97 &#115&#111&#112&#104&#105&#115&#116&#105&#99&#97&#116&#101&#100 adult allows &#99&#114&#105&#116&#105&#99&#97&#108 &#97&#100&#118&#97&#110&#99&#101&#100 &#118&#111&#99&#97&#98&#117&#108&#97&#114&#121 and personalization &#115&#107&#105&#108&#108&#115.

&#10&#81&#117&#97&#108&#105&#116&#121 of Content: Most &#100&#105&#103&#105&#116&#97&#108 content &#105&#115 overly &#115&#105&#109&#112&#108&#105&#115&#116&#105&#99 in its structure. &#70&#111&#114 example, &#97 sum &#99&#97&#110 only &#98&#101 &#119&#114&#111&#110&#103 or right. The content will not explain to the &#115&#116&#117&#100&#101&#110&#116 why the &#115&#117&#109 &#119&#97&#115 wrong. A real teacher &#119&#105&#108&#108 mark a piece of &#119&#111&#114&#107 &#97&#110&#100 offer the &#101&#115&#115&#101&#110&#116&#105&#97&#108 logic &#114&#101&#97&#115&#111&#110&#105&#110&#103 for the decision that will &#101&#110&#97&#98&#108&#101 &#116&#104&#101 student to gain a &#102&#117&#110&#100&#97&#109&#101&#110&#116&#97&#108 understanding of &#116&#104&#101 system behind what constitutes &#99&#111&#114&#114&#101&#99&#116&#105&#110&#99&#111&#114&#114&#101&#99&#116.

Health Hazards: Computers &#112&#111&#115&#101 health hazards to children. The risks include &#114&#101&#112&#101&#116&#105&#116&#105&#118&#101 stress injuries, &#101&#121&#101&#115&#116&#114&#97&#105&#110, obesity, social isolation, and, forsome, long-term physical, emotional, or &#105&#110&#116&#101&#108&#108&#101&#99&#116&#117&#97&#108 developmental damage.

&#10&#83&#97&#102&#101&#116&#121: Children must &#98&#101 protected from the dangers of the Internet, &#115&#116&#97&#108&#107&#101&#114&#115, &#97&#100&#117&#108&#116 content, hate and &#118&#105&#111&#108&#101&#110&#99&#101. Filtering software is notoriously inefficient.

By no means am I attempting to articulate &#97&#108&#108 the &#97&#114&#103&#117&#109&#101&#110&#116&#115 or &#99&#111&#118&#101&#114 them inreal depth &#98&#117&#116 &#106&#117&#115&#116 to &#114&#97&#105&#115&#101 &#115&#111&#109&#101 of the &#105&#115&#115&#117&#101&#115 &#119&#101 all face. &#73&#110 my opinion both the Pros &#97&#110&#100 Cons are very strong arguments all &#111&#102 &#119&#104&#105&#99&#104 need &#115&#101&#114&#105&#111&#117&#115 consideration &#97&#110&#100 &#97&#110&#115&#119&#101&#114&#115.

Now &#116&#111 put &#116&#104&#105&#115 &#105&#110 &#116&#111 an &#105&#109&#112&#111&#114&#116&#97&#110&#99&#101 perspective, digital technology is &#105&#110&#118&#97&#100&#105&#110&#103 virtually every aspect of modern society and its impact is &#98&#101&#99&#111&#109&#105&#110&#103 &#102&#117&#110&#100&#97&#109&#101&#110&#116&#97&#108 to how we work, play and learn. Technology &#119&#105&#116&#104&#105&#110 education &#97&#108&#115&#111 &#104&#97&#115 &#97 &#104&#117&#103&#101 role to &#112&#108&#97&#121 but its&8217 effectiveness and impact &#104&#97&#115 not been &#115&#116&#117&#100&#105&#101&#100 in the depth &#97&#110&#100 &#98&#114&#101&#97&#100&#116&#104 that such a &#102&#117&#110&#100&#97&#109&#101&#110&#116&#97&#108 development &#114&#101&#113&#117&#105&#114&#101&#115.

In the &#119&#111&#114&#107 environment, mistakes in &#116&#104&#101 use of technology are paid for inmonetary terms. How much less can we afford to make mistakes with &#105&#110&#116&#114&#111&#100&#117&#99&#105&#110&#103 technology to &#111&#117&#114 &#99&#104&#105&#108&#100&#114&#101&#110, mistakes made here cost far &#109&#111&#114&#101 &#116&#104&#97&#110 damaged business, &#119&#105&#116&#104 education we are talking damaged lives. At the &#109&#111&#109&#101&#110&#116 we just seem to be &8216throwing&8217 computers and the Internet &#97&#116 &#116&#101&#97&#99&#104&#101&#114&#115 and children, as I &#115&#116&#97&#116&#101 above, without any real understanding of what we are actually &#100&#111&#105&#110&#103 to the &#99&#104&#105&#108&#100&#114&#101&#110 &#111&#114 should &#73 call them &8216guinea pigs&8217.

The logic seems &#116&#111 be, at least on the &#103&#111&#118&#101&#114&#110&#109&#101&#110&#116&#97&#108 level, that we cannot afford for the coming &#103&#101&#110&#101&#114&#97&#116&#105&#111&#110 &#110&#111&#116 to be computer enabled, as this ability will be critical for &#97 country to be economically &#99&#111&#109&#112&#101&#116&#105&#116&#105&#118&#101. &#73&#110 fact &#101&#118&#101&#114&#121 &#99&#111&#117&#110&#116&#114&#121 is being driven &#116&#111 ensure it&8217s &#100&#105&#103&#105&#116&#97&#108 competitiveness. At &#97 &#103&#111&#118&#101&#114&#110&#109&#101&#110&#116&#97&#108 &#108&#101&#118&#101&#108 this &#108&#111&#103&#105&#99 &#105&#115 difficult to &#102&#97&#117&#108&#116 but &#105&#116 is our &#106&#111&#98 &#97&#115 &#101&#100&#117&#99&#97&#116&#111&#114&#115 and &#112&#97&#114&#101&#110&#116&#115 &#116&#111 ensure thatthe effectiveness of &#116&#104&#101 headlong plunge is in the best interests of all &#116&#104&#101 children.

My opinion &#105&#115 that large-scale &#114&#101&#115&#101&#97&#114&#99&#104 in to the &#105&#115&#115&#117&#101&#115 &#110&#101&#101&#100&#115 to be carried out. Not on the &#115&#99&#97&#108&#101 &#111&#102 a few dozen subjects over weeks as many &#101&#120&#97&#109&#112&#108&#101&#115 &#111&#102 current &#114&#101&#115&#101&#97&#114&#99&#104 do, but thousands or &#101&#118&#101&#110 tens of thousands of subjects over &#121&#101&#97&#114&#115.

These &#115&#117&#98&#106&#101&#99&#116&#115 need &#116&#111 be &#102&#114&#111&#109 2 &#121&#101&#97&#114&#115 to &#56 years old. They &#110&#101&#101&#100 &#116&#111 bewidely dispersed geographically. &#67&#111&#109&#101 from all &#108&#101&#118&#101&#108&#115 &#111&#102 the social andattainment spectrum. &#73&#110 fact technology &#97&#110&#100 &#116&#104&#101 &#73&#110&#116&#101&#114&#110&#101&#116 is a perfect platform to carry out &#116&#104&#105&#115 type of research. I founded the Internet based Kindersite &#80&#114&#111&#106&#101&#99&#116 to enable &#114&#101&#115&#101&#97&#114&#99&#104&#101&#114&#115 &#116&#111 accomplish this type of wide-scale program.

I believe that only significant research that studies thousands of &#115&#117&#98&#106&#101&#99&#116&#99&#104&#105&#108&#100&#114&#101&#110 over &#97 long-term, years &#112&#114&#111&#98&#97&#98&#108&#121, will allow the &#101&#100&#117&#99&#97&#116&#105&#111&#110&#97&#108 &#99&#111&#109&#109&#117&#110&#105&#116&#121 to really &#103&#97&#105&#110 full and meaningful answers to &#116&#104&#101 &#113&#117&#101&#115&#116&#105&#111&#110&#115 such as:

Does the &#101&#97&#114&#108&#121 &#105&#110&#116&#114&#111&#100&#117&#99&#116&#105&#111&#110 of &#100&#105&#103&#105&#116&#97&#108 content positively or negatively affectyoung &#99&#104&#105&#108&#100&#114&#101&#110?

&#10&#87&#104&#97&#116 should &#98&#101 &#116&#104&#101 &#112&#97&#114&#97&#109&#101&#116&#101&#114&#115 of the &#105&#110&#116&#114&#111&#100&#117&#99&#116&#105&#111&#110 (if &#97&#110&#121&#41?

&#10&#87&#104&#97&#116 content &#116&#121&#112&#101&#115 should be employed &#119&#105&#116&#104&#105&#110 &#116&#104&#101 introductory &#112&#114&#111&#99&#101&#115&#115?

&#10&#87&#104&#97&#116 constitutes ‘good’ &#111&#114 ‘bad’ &#99&#111&#110&#116&#101&#110&#116 and why?

What parameters &#100&#101&#102&#105&#110&#101 ‘good’ or ‘bad’ content?

As a result of sustained &#97&#110&#100 profound research, guidelines should be &#100&#114&#97&#119&#110. These &#103&#117&#105&#100&#101&#108&#105&#110&#101&#115 should offer &#116&#101&#97&#99&#104&#101&#114&#115 and parents tried and &#116&#101&#115&#116&#101&#100 parameters for the use of computers &#102&#111&#114 &#116&#104&#101&#105&#114 children &#97&#116 each age &#108&#101&#118&#101&#108. &#73&#116 should include &#97&#114&#101&#97&#115 such &#97&#115 how long should a child use a computer over a &#112&#101&#114&#105&#111&#100, maximum and minimum &#97&#116&#116&#97&#105&#110&#109&#101&#110&#116 &#108&#101&#118&#101&#108&#115 &#116&#111 &#98&#101 expected for &#101&#97&#99&#104 age &#103&#114&#111&#117&#112 based on &#115&#101&#116 proficiency &#115&#116&#97&#110&#100&#97&#114&#100&#115, how &#100&#105&#103&#105&#116&#97&#108 content should be &#105&#110&#116&#101&#103&#114&#97&#116&#101&#100 in to standard lesson &#112&#108&#97&#110&#115 in a &#115&#105&#109&#105&#108&#97&#114 &#119&#97&#121 that other &#109&#101&#100&#105&#97 &#105&#115&#117&#115&#101&#100.

Most importantly, set &#115&#116&#97&#110&#100&#97&#114&#100&#115 for &#101&#100&#117&#99&#97&#116&#105&#111&#110&#97&#108 content &#112&#114&#111&#118&#105&#100&#101&#114&#115 must be laid down &#116&#104&#97&#116 they &#109&#117&#115&#116 &#97&#100&#104&#101&#114&#101 to if they &#119&#105&#115&#104 to &#112&#114&#111&#100&#117&#99&#101 educational content utilizable by educationalists.

In &#97&#100&#100&#105&#116&#105&#111&#110 &#97&#108&#108 young &#99&#104&#105&#108&#100&#114&#101&#110&#115&#38&#56&#50&#49&#55 content, &#101&#100&#117&#99&#97&#116&#105&#111&#110&#97&#108 or &#108&#101&#105&#115&#117&#114&#101 should be labeled &#119&#105&#116&#104 its appropriateness &#102&#111&#114 each age group. These standards &#115&#104&#111&#117&#108&#100 be defined by &#116&#104&#101 &#114&#101&#115&#101&#97&#114&#99&#104.

In conclusion, it is fairly obvious that &#99&#111&#109&#112&#117&#116&#101&#114 based &#101&#100&#117&#99&#97&#116&#105&#111&#110&#97&#108 content &#105&#115 becoming a feature of &#115&#99&#104&#111&#111&#108&#115, whether we &#108&#105&#107&#101 it or not. In the home &#119&#101 see &#105&#110&#99&#114&#101&#97&#115&#105&#110&#103 &#101&#118&#105&#100&#101&#110&#99&#101 that even &#116&#104&#101 &#115&#109&#97&#108&#108&#101&#115&#116 &#99&#104&#105&#108&#100&#114&#101&#110 are &#103&#97&#105&#110&#105&#110&#103 access to computers &#101&#105&#116&#104&#101&#114 &#119&#105&#116&#104 parents or &#116&#104&#114&#111&#117&#103&#104 watching older &#115&#105&#98&#108&#105&#110&#103&#115. It is unreasonable &#116&#111 &#101&#120&#112&#101&#99&#116 &#116&#111 turn &#98&#97&#99&#107 the clock &#97&#110&#100 &#98&#97&#114 children below a &#99&#101&#114&#116&#97&#105&#110 &#97&#103&#101 &#102&#114&#111&#109 computers, this is &#117&#110&#101&#110&#102&#111&#114&#99&#101&#97&#98&#108&#101 &#97&#110&#100 &#105&#110&#101&#102&#102&#101&#99&#116&#105&#118&#101.

It &#105&#115 &#111&#117&#114 duty &#116&#111 ensure that clear usage standards are &#115&#101&#116, content &#103&#117&#105&#100&#101&#108&#105&#110&#101&#115 are drawn and sites rated at a governmental level so that &#99&#104&#105&#108&#100&#114&#101&#110, &#112&#97&#114&#101&#110&#116&#115, caregivers and &#101&#100&#117&#99&#97&#116&#111&#114&#115 have &#97 clear and safe basis for using &#99&#111&#109&#112&#117&#116&#101&#114&#115 &#97&#110&#100 &#116&#104&#101 &#73&#110&#116&#101&#114&#110&#101&#116 &#119&#105&#116&#104 their &#99&#104&#97&#114&#103&#101&#115. Anything less &#105&#115 &#97&#110 &#97&#98&#114&#111&#103&#97&#116&#105&#111&#110 &#111&#102 all our responsibility.

Be Sociable, Share!