Using technology in inclusive classrooms. (Technology In The Classroom).
One of the advantages of technological innovation that is often overlooked is its potential for "leveling the playing field" a bit for children who have disabilities. One of my Miami University colleagues, Mary Ulrich, has observed how a particular kind of technological device--handheld computers--can help involve children with disabilities while also enhancing the learning of all children in the classroom (Bauer & Ulrich, 2001). In one 6th-grade classroom, all the students received handheld computers paid for by a grant from the Palm Education Pioneers Program (SRI International). Some of the children in this class had mild/moderate disabilities; there were others for whom English was a second language. The children were very excited to have this new device and seemed to learn how to use it more easily than the adults did!While the teachers and students used the handheld computers in many ways, such as communicating with parents, distributing class notes, accessing the Internet for information, and entering/doing homework assignments, a few applications were especially helpful for children with special learning needs. For example, these children often need calculators, spellcheckers, dictionaries, and planning books to stay on top of their work. All these utilities are provided by the handheld computer. Handheld computers are also helpful in fostering self-management activities of children with disabilities. Teachers can beep or flash reminders about tasks, or send detailed directions; the students can do self-checks and break work into manageable segments.
Because everyone was learning to use this new device, all students were drawn into the exploration process and were highly motivated to use it for learning activities. They also collaborated more with peers, including those peers with disabilities. Although the original excitement was tempered as time went by, all of the students found useful ways to enhance their learning with the handheld computers. Many other types of assistive technology are available for use with children who have more severe disabilities, such as special touch pads and other devices that allow them to become actively engaged with the environment. As we know, active children are learning children; thus, a carefully designed technological device can be a real boon to children with disabilities.
Do Babies Need Technology?
On the other hand, the results are still unclear about the value of having technologically sophisticated infants and toddlers. A recent issue of Zero to Three includes a number of articles raising questions about the amount of interaction children under 3 have with television, videos, and computer games. In one study, parents reported that their 2- to 3-year-olds watched about 2-1/2 hours of television and spent about 1-1/2 hours with a VCR each day. At least their children spent more time with books (46 minutes) than with computers (17 minutes) (Jordan & Woodard, 2001)! Although software and television producers make many positive claims about the benefits of these programs and products, there is scant research focusing on exploring the cognitive, social, emotional, or even physical effects on children, and very little funding to encourage such research. (About a year ago, the American Academy of Pediatrics issued a call for proposals to investigate possible carpal tunnel syndrome effects in toddlers, but I'm not sure if they got any takers. The group did issue a recommendation in 1995 that children under 2 should not watch television and expressed concerns about ergonomic problems suffered by young children working with computers.)
On the other side, there is a report in this Zero to Three issue about how assistive technology can be helpful for infants and toddlers with disabilities (Wilds, 2001). Ironically, technological innovation may make children who are typically developing less actively engaged in their world, but it may increase the active engagement of children who have disabilities, and who otherwise might be prevented from acting effectively without assistance. Let's hope some funding becomes available for longitudinal research on how technological devices affect very young children, and children with disabilities.
Criteria for Selecting Software and Web Sites
I heard a talk last fall by Susan Haugland and her colleagues, who have developed an extensive rating system for evaluating children's software and Web sites (Haugland, Ruiz, & Bailey, 2001). The evaluation scale they use has 16 criteria, which include the usual categories of age appropriateness, interactivity qualities, lack of violence, nonstereotypic diversity, and good technical features. In addition, they also rate software and Web sites on their levels of complexity and whether they are linked to the "real world." A few of the software programs that won their 2002 Developmental Software Awards are listed here, as are some of their Outstanding Web Sites for 2001.
Resources for Teaching With Technology
Software
Radio Disney Music Mix Studio (Disney Interactive) permits children to create their own mix of music (100 different music loops) and explore various instruments. Children ages 7 and up also can record their own singing and send the recordings as MP3 files over the Internet. Cost is $19.95.
Measuring and weighing can be learned through the Magic School Bus: Whales and Dolphins (Microsoft). Great video clips help children solve problems, including using nonstandard units of measurement to weigh whales and dolphins. Children ages 6-10 can enjoy this software because there are three levels of difficulty. Cost is $19.95.
For students ages 9-13, Graph Master (Tom Snyder) provides a simple way to analyze collected data, allowing them to create up to 9 types of graphs. The objectives correlate to five of the NCTM Standards. Cost is $79.95.
The perennial favorite Where in the World Is Carmen Sandiego? returns with Treasures of Knowledge (Learning Company). Information about 50 countries is included; a talking translator speaks phrases from 13 countries. For ages 8-12; $24.99.
Internet
A PBS site, Between the Lions (www.pbskids.org/lions), provides good literacy adventures for ages 38. This site is designed to be used by an adult and child together as they read the stories and then do the related activities. The stories also can be downloaded.
For ages 5 to adult, the Exploratorium, Web site of the San Francisco museum (www.exploratorium.edu), is a place to explore science, perception, and art. There are many interesting activities.
National Geographic Kids (www.nationalgeographic.com/ kids) contains information on geography, expeditions, crafts, and science activities for ages 6 and up. It contains maps, links to other sites, and even "homework help" for reports on various phenomena. (It also has a "store" that sells National Geographic products.)
A NASA site, Space Place (www.nasa.gov/kids), provides information on space and physics experiments for children 5-14. (I learned about quasars!) There are also good lesson activities that teachers can use.
References
Bauer, A. M., & Ulrich, M. E. (2001). My dog ate my PDA: The use of handheld computers in an inclusive classroom. Exceptional Parent Magazine, 34-37.
Haugland, S. W., Ruiz, E., & Bailey, M. (2001, November). Empowering children with technology: The outstanding children's software and web sites for 2001. Paper presented at the Annual Conference of the National Association for the Education of Young Children, Anaheim, CA.
Jordan, A. B., & Woodard, E. H. (2001). Electronic childhood: The availability and use of household media by 2- to 3-year-olds. Zero to Three, 22(2), 4-9.
Wilds, M. (2001). It's about time! Computers as assistive technology for infants and toddlers with disabilities. Zero to Three, 22(2), 37-41.
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| Author: | Bergen, Doris |
|---|---|
| Publication: | Childhood Education |
| Date: | Jun 22, 2002 |
| Words: | 1216 |
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