Kingdom kids
30 نوفمبر 2010
Children the importance of technology
As technology is bound to rule our present and future, it is good be obtain a know how of the technological reforms at the earliest. Children learn faster and can adapt to changes relatively easily
If they are trained during their school years, they have high chances of becoming experts in technology.
An early beginning is always beneficial in the long run
When we know that technology is bound to be a part of their future, it is best to introduce them to it during school life.
Instead of seeing them, struggle with learning later in life, it is advisable to give them a basic idea
of the technological reforms.
Studies have shown that children conversant with technology show improvements in their writing, reading and math skills.
Technology has also contributed to the decrease in drop out rates, improvement in student attendance and enhancement in their learning abilities.
Technology in school benefits the children during their higher education.
It lays a strong foundation of a successful professional life of an individual
learning an enjoyable activity, thus inviting greater interest from the kids.
Computers can offer livelier explanations of various subjects.
The Internet is an ocean of information, which can be harnessed for the rendition of information in school.
The inclusion of technology in the process of learning makes
The knowledge from all around the world can be better brought about for the children and can be
better assimilated by them
.
Thus we see that technology not only benefits the school students but also eases the office work.
It makes possible, a more effective way of storage and distribution of information.
The realization of the importance of technology in schools and its successful implementation is a necessity.
The introduction of technology in schools is the means to bridge seemingly log distance between the present and the future.
http://www.youtube.com/watch?v=u8qEHhxtd9kLink talks about the Qattan Centre technology children
The admin processes, the official procedures of school can be simplified by the means of technology.
School records, the information about all the students and the teachers as also other school employees can efficiently be maintained by means of the advanced technology.
The data pertaining to the school employees and students can effectively be stored in a school database.
The school could have a library system, which by the utilization of technology can be maintained in an efficient manner.
On similar line, the attendance records of the pupils and teachers can be maintained by means of a student database.
Moreover, the school can host a website of its own holding information about the school.
The introduction of technology in schools can thus result in a decreased use of paper and in bringing most of the school office work in an e-format.
Five Areas of Children's Development
Physical Well-Being and (Gross and Fine) Motor Development
A child's health is connected to preparedness for school and performance in school. Optimal motor development is essential, from the large/gross motor movements that occur on the playground to the small/fine motor work required for holding a crayon or putting together puzzles
Approaches Toward Learning
A child can be successful in school in many ways, and these approaches vary within and between cultures. By understanding the various styles that involve children in learning, adults can encourage and increase a child's engagement. Curiosity, creativity, independence, cooperation, and persistence are some of the approaches that enhance early learning and development.
Language Development
Language empowers children to participate in both the cognitive and affective parts of the educational program. Experience with written and oral language provides children with the tools to interact with others, and to represent their thoughts, feelings, and experiences. Communicating effectively with adults and other children and having experiences with diverse forms of language are basic parts of this dimension.
Cognition and General Knowledge
Children need opportunities to interact with people and materials in their environment, and to learn from their surroundings. Experiences in learning settings with skilled and appropriate adult interaction allow children to construct knowledge of patterns and relations, cause and effect, and ways of solving problems in everyday life.
Link Video :
http://www.youtube.com/watch?v=wOhb4n4ADbM
امل
Oh beautiful
Well I have here a dialogue with Dr. Perry is leading ChildTrauma Academy, a leading service delivery, research and training in the field of child abuse and the work of an active role in the painful events that describe how a change in the biology of childhood brain
Early Childhood Today: Are young children's brains (ages three through six) well suited to the use of technology? (We define technology as children using cameras, computers, tape recorders and video cameras in classroom projects.) If so, how? Are some forms of technology better than others for these specific age levels?
Dr. Perry: In order to answer that question we must consider some of the genetic biases of the human brain. For 99 percent of the time we have been on the planet, we lived in small hunter-gatherer groups of about 40 to 50 people. Our brains developed specialized capabilities for social affiliation, communication and various kinds of symbolic representation. Our cultures evolved through social interactions, initially without written language. The development of written language changed the way human beings developed, in large part by influencing brain development and expressed new brain-mediated capabilities that had previously been un-expressed.
I see technology doing the same things today. The brain clearly could not have a "genetics" specific for the use of a joystick. Nor could the brain have a genetics specific for continuous attention to a two-dimensional moving image such as those in the television. Yet external symbolic representation such as the written word, visual images on television, and complex three-dimensional videography are all sensed, processed, stored, and acted on by the human brain. Because the brain literally changes in response to experiences, these "new" (from a historical perspective) experiences (the written word or television) cause changes in brain development, brain organization, and brain function that were never expressed hundreds of generations ago.
Modern technologies are very powerful because they rely on one of the most powerful genetic biases we do have — the preference for visually presented information. The human brain has a tremendous bias for visually presented information. Television, movies, videos, and most computer programs are very visually oriented and therefore attract and maintain the attention of young children.
http://www.youtube.com/watch?v=gKEKfQpmhJI
The video section here talking about this subject
for kids today it is hard for them to imagine life without computur the internet call phone microwaves video games and the plethore of other electronic devices we routinely use nowadays today these devices are taken for granted by most people especially children
while its true there are some drawbacks to children being so acclimated to technology innovation equates to progress and thisprogress has had many positive effects on childrin either way society has to adapt to the fact technology is a stsple in life and this is not likely to change any time soon if anything tachnology will continue to progress and become even more immersed in daily living
technologys positive effects on children are vast and long reaching
Sitting young children in front of a television for hours also prevents that child from having hours of other developmental experiences. Children need real-time social interactions; technology such as television can prevent that from happening.
On the other hand there are many positive qualities to modern technologies. The technologies that benefit young children the greatest are those that are interactive and allow the child to develop their curiosity, problem solving and independent thinking skills.
ECT: Earlier you began to discuss some of the pitfalls that you see with respect to using technology with children. Do you have any other thoughts or anything you would specifically like to cover there?
Dr. Perry: One of the obvious issues that all parents and even the people that develop multimedia material struggle with is controlling access to content that may not be developmentally appropriate. There are going to be computer programs and sites on the Internet and television shows that have content that may be appropriate for an 18-year-old, but very inappropriate for a preschool child. It means that in an environment where there is not parental control or the possibility for supervision, a child may have access to content that has extreme violence or presents inappropriate or destructive concepts such as racism, misogyny, or age-inappropriate sexuality. In the end, as with all other tools, adults must protect children from misuse or inappropriate access.
As we begin to create more child-sensitive television, for example, we will have to recognize that young children will understand in different ways from adults. For example, a 4-year-old child seeing the Oklahoma bombing — or a plane crash coverage on the news multiple times may think that buildings are blowing up all over the place and many planes crashed — rather than understanding that these multiple stories are actually from single events. And so access to information that is developmentally appropriate is something that we need to be very concerned about.
ECT: Do you see the use of specific things like computers as part of an early childhood curriculum as being powerful enough to change brain development the same way you've just described television?
Dr. Perry: Absolutely. I think the difference between computers and television is that television tends to be quite passive. You sit and you are watching and things are happening in front of you but you don't do anything. Children are natural "manipulators" of the world — they learn through controlling the movement and interactions between objects in their world — dolls, blocks, toy cars, their own bodies. With television, they watch and do not control anything. Computers allow interaction. Children can control the pace and activity and make things happen on computers. They can also repeat an activity again and again if they choose.
Physical Well-Being and (Gross and Fine) Motor Development
A child's health is connected to preparedness for school and performance in school. Optimal motor development is essential, from the large/gross motor movements that occur on the playground to the small/fine motor work required for holding a crayon or putting together puzzles
Approaches Toward Learning
A child can be successful in school in many ways, and these approaches vary within and between cultures. By understanding the various styles that involve children in learning, adults can encourage and increase a child's engagement. Curiosity, creativity, independence, cooperation, and persistence are some of the approaches that enhance early learning and development.
Language Development
Language empowers children to participate in both the cognitive and affective parts of the educational program. Experience with written and oral language provides children with the tools to interact with others, and to represent their thoughts, feelings, and experiences. Communicating effectively with adults and other children and having experiences with diverse forms of language are basic parts of this dimension.
Cognition and General Knowledge
Children need opportunities to interact with people and materials in their environment, and to learn from their surroundings. Experiences in learning settings with skilled and appropriate adult interaction allow children to construct knowledge of patterns and relations, cause and effect, and ways of solving problems in everyday life.
Link Video :
http://www.youtube.com/watch?v=wOhb4n4ADbM
امل
Oh beautiful
Well I have here a dialogue with Dr. Perry is leading ChildTrauma Academy, a leading service delivery, research and training in the field of child abuse and the work of an active role in the painful events that describe how a change in the biology of childhood brain
Early Childhood Today: Are young children's brains (ages three through six) well suited to the use of technology? (We define technology as children using cameras, computers, tape recorders and video cameras in classroom projects.) If so, how? Are some forms of technology better than others for these specific age levels?
Dr. Perry: In order to answer that question we must consider some of the genetic biases of the human brain. For 99 percent of the time we have been on the planet, we lived in small hunter-gatherer groups of about 40 to 50 people. Our brains developed specialized capabilities for social affiliation, communication and various kinds of symbolic representation. Our cultures evolved through social interactions, initially without written language. The development of written language changed the way human beings developed, in large part by influencing brain development and expressed new brain-mediated capabilities that had previously been un-expressed.
I see technology doing the same things today. The brain clearly could not have a "genetics" specific for the use of a joystick. Nor could the brain have a genetics specific for continuous attention to a two-dimensional moving image such as those in the television. Yet external symbolic representation such as the written word, visual images on television, and complex three-dimensional videography are all sensed, processed, stored, and acted on by the human brain. Because the brain literally changes in response to experiences, these "new" (from a historical perspective) experiences (the written word or television) cause changes in brain development, brain organization, and brain function that were never expressed hundreds of generations ago.
Modern technologies are very powerful because they rely on one of the most powerful genetic biases we do have — the preference for visually presented information. The human brain has a tremendous bias for visually presented information. Television, movies, videos, and most computer programs are very visually oriented and therefore attract and maintain the attention of young children.
http://www.youtube.com/watch?v=gKEKfQpmhJI
نوره الدوسري
children today are engrossed in technology everywhere they turn technology is a prominent part of their lives for kids today envisioning a life without technical gadgets and toys is probably like older generations imagining colonial times it is soms times difficult to relate to such a timefor kids today it is hard for them to imagine life without computur the internet call phone microwaves video games and the plethore of other electronic devices we routinely use nowadays today these devices are taken for granted by most people especially children
while its true there are some drawbacks to children being so acclimated to technology innovation equates to progress and thisprogress has had many positive effects on childrin either way society has to adapt to the fact technology is a stsple in life and this is not likely to change any time soon if anything tachnology will continue to progress and become even more immersed in daily living
technologys positive effects on children are vast and long reaching
العنود
The problem with this is that many of the modern technologies are very passive. Because of this they do not provide children with the quality and quantity of crucial emotional, social, cognitive, or physical experiences they require when they are young. The developing child requires the right combination of these experiences at the right times during development in order to develop optimally. This cannot happen if the child is sitting for hours passively watching television. Sitting young children in front of a television for hours also prevents that child from having hours of other developmental experiences. Children need real-time social interactions; technology such as television can prevent that from happening.
On the other hand there are many positive qualities to modern technologies. The technologies that benefit young children the greatest are those that are interactive and allow the child to develop their curiosity, problem solving and independent thinking skills.
ECT: Earlier you began to discuss some of the pitfalls that you see with respect to using technology with children. Do you have any other thoughts or anything you would specifically like to cover there?
Dr. Perry: One of the obvious issues that all parents and even the people that develop multimedia material struggle with is controlling access to content that may not be developmentally appropriate. There are going to be computer programs and sites on the Internet and television shows that have content that may be appropriate for an 18-year-old, but very inappropriate for a preschool child. It means that in an environment where there is not parental control or the possibility for supervision, a child may have access to content that has extreme violence or presents inappropriate or destructive concepts such as racism, misogyny, or age-inappropriate sexuality. In the end, as with all other tools, adults must protect children from misuse or inappropriate access.
As we begin to create more child-sensitive television, for example, we will have to recognize that young children will understand in different ways from adults. For example, a 4-year-old child seeing the Oklahoma bombing — or a plane crash coverage on the news multiple times may think that buildings are blowing up all over the place and many planes crashed — rather than understanding that these multiple stories are actually from single events. And so access to information that is developmentally appropriate is something that we need to be very concerned about.
ECT: Do you see the use of specific things like computers as part of an early childhood curriculum as being powerful enough to change brain development the same way you've just described television?
Dr. Perry: Absolutely. I think the difference between computers and television is that television tends to be quite passive. You sit and you are watching and things are happening in front of you but you don't do anything. Children are natural "manipulators" of the world — they learn through controlling the movement and interactions between objects in their world — dolls, blocks, toy cars, their own bodies. With television, they watch and do not control anything. Computers allow interaction. Children can control the pace and activity and make things happen on computers. They can also repeat an activity again and again if they choose.
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