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Introduction
People use or benefit from the use of technology on a daily basis. Driving a car, using the ATM or making payment using credit card, makes use of technology. Children spend a significant amount of their time using technological gadgets. These include computers, electronic toys, television, and games. Children start using these technological gadgets at a very early age (Plowman & Stephen, 2010). Continued use of technological gadgets makes children be conversant with the digital devices. Therefore, efficient use of technological tools would improve the childhood learning significantly.
Accessibility of technological tools
Children from affluent families usually have more access to various technological gadgets at an early age than children from low-income families. This makes children from affluent families develop technology-handling tools at an early age. Ensuring equal access to technological tools in a classroom setting provides equal learning opportunities to all children. This reduces any handicaps that children from low-income families may have due to lack of technological devices in their homes (NAEYC & FRC, 2012).
Technological tools build children’s intellectual capabilities
Knowledge of the intellectual capabilities of children facilitates the development of computer applications that fit children’s learning style. Development of appropriate computer applications enables children to be participatory learners. These computer applications help children to build their own knowledge through trial and error (Haugland & Wright, 1997).
Computers create a holistic learning environment
In addition, use of computers creates a holistic learning environment. Computer applications integrate several subjects such as math and languages. Computer applications enable children to explore different environments – such as the human body or space – enabling them to gain knowledge on several areas of the curriculum simultaneously (Haugland & Wright, 1997).
Conclusion
Therefore, use of technological tools in childhood education is crucial. It creates a favorable learning environment that eases the learning process. However, teachers should have the necessary skills that would enable them to teach the children effectively (Kravitz, 2004).
References
Haugland, S.W. & Wright, J.L. (1997). Young children and technology: A world of discovery. Boston, MA: Allyn & Bacon.
Kravitz, N. (2004). Teaching and learning with technology: learning where to look. Lanham, MD: Rowman & Littlefield.
National Association for the Education of Young Children (NAEYC) & the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College (FRC). (2012). Position Statement: Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8. Web.
Plowman, L., & Stephen, C. (2010) Growing up with Technology, young children learning in a digital world. London: Routledge.
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