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Pros and Cons of Using Tablet

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Pros and Cons of Using Tablet

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Tr Mia KGI
Copyright
© © All Rights Reserved
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Download as PDF, TXT or read online on Scribd
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f e at u r e by Jessica Alvarado

Evaluating the pros and cons of tablet use in


early childhood classrooms

M r. Sanchez, who works in a dual-language


pre-K classroom, is crafting a learning activity
on a familiar animals-at-home theme—and he’s
guage learners. The devices can help them learn new
skills and become familiar with routines and activi-
ties” (Blagojevic, Brumer, Chevalier, O’Clair, &
eager to make the traditional theme come alive in his Thomes, 2014).
classroom. He reviews his objectives and goals, iden-
tifies what children in the group already know, and n n n
considers what they might like to know. After doing
an inventory of supplies, he develops a few new
activities that he can use with materials he already
has on hand.
E lectronic media is more common than ever
before, including in early care and education
classrooms, but not without controversy. We read
As Mr. Sanchez plans, he considers how he might articles about how it can be really negative, yet we
use electronic media—specifically, the classroom’s watch television commercials that advertise tablet
new tablets—to add another layer of enrichment apps for educational games, that say they “prove to
while being mindful of not using more technology increase learning, reading, math knowledge”
than necessary. After reviewing his plan, he chooses (Elgersma, 2018).
a couple of tablet apps that will both stimulate and Teachers often feel an internal struggle of whether
reinforce the children’s learning that can comple- or not to allow children to use technology, including
ment the hands-on activities he wants to use. how, how much, and when. The fact is that we are
Mr. Sanchez knows that “Tablets can personalize seeing increasing technology integration in early
learning for diverse learners, including dual-lan- childhood classrooms—even with the youngest chil-
dren—and must determine how and when it is
creative common s: a ma nda g olden

appropriate. Technology must be used in both an


age and developmentally appropriate manner.
Below is a brief analysis of the pros, cons, and con-
siderations of the use of technology with young chil-
dren, along with some ideas for classroom use.

The pros of tablet use


Some of the literature indicates that engagement in
interactive games may stimulate the brain, help chil-
dren to learn tasks better, and empower children to
communicate, as it boosts language development.
One app source (Readingeggs.com), for example,
states that use of one of its reading apps showed
improved literacy among second-grade children dur-
ing the 2016-17 school year.
More studies are underway and are indeed neces-
sary, especially because tablets are new to many of

© Texas Child Care quarterly / fall 2018 / VOLUME 42, NO. 2 / childcarequarterly.com
us. In addition, long-term studies are essential so children. Use the apps or other online resources
that we can know more about any negative effects with the children so they enjoy learning, such as
over time. by showing pictures related to your theme—ani-
  mals, in the case of Mr. Sanchez. Play a music
The cons of tablet use video or song that the children can watch and
One of the biggest concerns about tablet use is that dance with you during movement time.
the tablet is causing children to withdraw, as the
technology acts like a babysitter in some cases. Some
studies (Dunckley, Dec. 2, 2013) suggest that using
media devices (phone or tablet) can cause behavioral use the technology to engage in the
issues, lead to obesity, and have a negative impact
on socialization in young children.
fun with the children.
One could argue away some of these conclusions,
but the truth is that we are still learning more about
the impact of technology use with children and more
research is needed. With that being said, we can con- Remember that the technology is used with you
sider some of the downfalls of using technology as the teacher, not as a substitute. Given the dan-
with children and weigh that against our reason for gers that come with technology, such as potentially
use in the classroom. inappropriate sites or misinformation, it is essen-
tial to monitor everything that is happening on the
Guidelines and considerations device at all times.
The American Academy of Pediatrics (May 1, 2018) ■ Monitor the amount of time spent on the device.

suggests that children younger than 2 should not be Be aware of how often you are integrating the
independently engaged in the use of any media: technology and ensure it is used as a support to
face-to-face interactions with people are essential to the learning, not a replacement to what you can
a baby’s development across all domains. Given engage children in otherwise.
these facts, here are some considerations for use of
technology in the classroom. Use technology as a support
■ Ensure that your program allows for and supports We still have much research ahead of us, but we are
technology integration in the classroom. Be sure to learning more about technology use with children
follow all program guidelines for what is every day. Be aware of both the pros and cons, and
approved. consider all factors before integrating technology
■ Think about the age and development of the chil- into the classroom. Remember that it is vital that we
dren in your classroom. Are you using technology use technology as a support, not as a replacement
that supports learning in a developmentally for learning in the classroom. Be creative and use it
appropriate way? wisely!
■ Carefully choose and monitor the apps you allow

in the classroom. Are they research-based? Are References


they age and developmentally appropriate? Are American Academy of Pediatrics. (May 1, 2018).
they lessening the time that children engage in Children and media: Tips from the American
physical activity? Are there any safety risks? Academy of Pediatrics. Retrieved from /www.aap.
Review the apps before using in the classroom. org/en-us/about-the-aap/aap-press-room/news-
Ensure that there is no function or space that features-and-safety-tips/Pages/Children-and-
would allow the children to connect with or get Media-Tips.aspx.
messages from anyone outside the classroom. Blagojevic, B., Brumer, H., Chevalier, S., O’Clair, A.,
Review app-review sites to see what other users & Thomes, K. (October/November 2012). Touch
have been saying, along with getting suggestions and Grow: Learning and Exploring Using Tablets.
from colleagues and the program director. Washington, DC: National Association for the
■ Use the technology to engage in the fun with the Education of Young Children. Retrieved June 5,

© Texas Child Care quarterly / fall 2018 / VOLUME 42, NO. 2 / childcarequarterly.com
2018, from www.naeyc.org/resources/pubs/tyc/
oct2012/learning-exploring-tablets.
British Broadcasting Company. (2016). Are Tablets
Good for Children? Retrieved May 1, 2018, from
www.bbc.co.uk/guides/z3tsyrd.
Dunckley, V. (Dec. 23, 2013). An overlooked factor in
the childhood Obesity epidemic, Psychology Today.
Retrieved from www.psychologytoday.com/us/
blog/mental-wealth/201312/overlooked-factor-in-
the-childhood-obesity-epidemic.
Elgersma, C. (June 11 2018). 5 Apps to Boost Math
Skills over the Summer. Common sense media.
Retrieved July 16, 2018 from www.commonsense-
media.org/blog/5-apps-to-boost-math-skills-over-
the-summer.
Ferrari, Nancy. (Oct. 29, 2015.) iPad apps and screen
time for kids: Learning or babysitting. Harvard
Health Publishing, Harvard Medical School.
Retrieved Sept. 21, 2016, from www.health.har-
vard.edu/blog/ipad-apps-and-screen-time-for-
kids-learning-or-babysitting-201205114673.
National Association for the Education of Young
Children. (January 2012). Technology and
Interactive Media as Tools in Early Childhood
Programs Serving Children from Birth Through
Age 8 (2012). Retrieved from www.naeyc.org/
files/naeyc/file/positions/PS_technology_WEB2.
pdf.
Readingeggs.com. (n.d.). Research spotlight: Literacy
Success Using Reading Eggs. (2016-17). Retrieved
from https://readingeggs.com/about/research/.

About the author


Jessica Alvarado, EdD, is an assistant professor of
early childhood education in the Teacher Education
Department in the Sanford College of Education,
National University. She has spent more than a
decade working with children and families in differ-
ent capacities and has grown to love working with
adult learners. n

© Texas Child Care quarterly / fall 2018 / VOLUME 42, NO. 2 / childcarequarterly.com

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