Computers in the Early Childhood Classroom: Promises, Problems and Practices.

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Niederhauser, D. & Garrety, C. (2003). Computers in the Early Childhood Classroom: Promises, Problems and Practices. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2003 (pp. 3269-3276). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/18691.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2003
Albuquerque, New Mexico, USA
2003
ISBN 1-880094-47-9
  Caroline Crawford, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Dale Niederhauser, Cynthia Garrety, Iowa State University, United States

Abstract

Whether to provide access to computers for young children has been a controversial topic since the first Apple and Commodore machines began appearing in classrooms in the early 1980s. Critics argue that young children are in concrete stages of development and the abstractions offered by the computer are not appropriate. Others argue that computers can play an important role on the development of young children. In this paper, we will outline the arguments for, and against the use of computers with young children and identify different ways that early childhood educators have used computers in their classrooms. Our focus will be on tracing the connections between arguments for and against use, how computer use gets implemented in young childrens? classrooms, and the effects on children?s learning and development.

Keywords

• Classrooms
• Developmental Stages
• Children
• Computers

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