Microcomputer Software for Kindergarten and Early Childhood Education PDF Download

Author: Margaret Bache Kidd
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 60

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Author: John T. Pardeck
Publisher: Routledge
ISBN: 042976622X
Category : Education
Languages : en
Pages : 144

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Book Description
Originally published in 1989, this book differed from others on the topic of microcomputers and education at the time, in that it focuses on the influence that microcomputer technology has on children in their early years, specially pre-school and elementary ages. Microcomputers have the capacity to do great harm as well as good and a full explanation of the technical and philosophical issues involved will be of interest to a number of disciplines. Other topics explored are – the potential uses of microcomputer-technology in early childhood education and current research and theory building on microcomputers and early education. This book should be read by teachers, sociologists, psychologists and researchers in education.

Author: Peter J. Favaro
Publisher: Prentice Hall
ISBN:
Category : Education
Languages : en
Pages : 228

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Author: Michael Canale
Publisher: Ontario Inst for Studies in
ISBN: 9780774450751
Category : Arts du langage - Ontario - Enseignement assisté par ordinateur
Languages : en
Pages : 40

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Book Description
A report on a two-year study of the use of microcomputers in language arts programs in Ontario provides information on the following topics: background and orientation of the study; project goals and methods; summary of needs and recommendations from the first year of the study; results from the second year; and general recommendations. The study surveyed 79 boards of education in Ontario, analyzed the quality and suitability of available software as well as software that was being developed, and made provisions for dissemination of findings to aid future software development. The four major recommendations are that: (1) language educators reflect on not only what is being done with computers but also what is being done without them, to measure the value of instructional methods; (2) teachers give priority to software "tools" and student-oriented programs, even those not explicitly designed for language instruction, rather than teacher-oriented software whose principal advantage is convenience; (3) software analysis be viewed as an ongoing part of software use; and (4) microcomputer resource centers be established at the boards of education and used for sharing information about current microcomputer uses, computer use planning, and as a software library and electronic bulletin board. (MSE)

Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 12

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Author: James L. Hoot
Publisher: Prentice Hall
ISBN:
Category : Education
Languages : en
Pages : 276

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Author: Valerie N. Podmore
Publisher:
ISBN: 9780908567799
Category : Computer-assisted instruction
Languages : en
Pages : 118

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This exploratory study was designed to describe young children's social interactions and teachers' perceptions before and after the introduction of a microcomputer to classrooms and early childhood settings in New Zealand. Two junior school classes and two kindergartens participated. During the first term of 1986, baseline data in the form of independent observation, teachers' diary records, and interviews of the children were collected. A Commodore 64 computer with age-appropriate software was introduced to each classroom or kindergarten in the second term. Data subsequently collected included coded observations, teachers' diary records, teacher and child interview data, and parents' written responses to an exploratory set of questions. An independent observer coded 28 randomly selected children's behaviors before and after the introduction of the computers. Findings tended to support the view that many young children perceive computers as fun, and that microcomputers can enhance aspects of children's social interactions. However, results also suggest that careful planning is needed before microcomputers are introduced to early childhood and junior school learning environments. Appendices provide summaries of teachers' courseware evaluations and instruments used in the study. (Author/RH)

Author: E. Marilyn Schaeffer
Publisher:
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 44

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Intended as a guide for elementary school teachers who want to use the computer as a writing tool in their classrooms, this booklet offers an outline of practical information and techniques for introducing young children to computers in kindergarten through grade 6. The first chapter explains the process approach to writing and advocates computer use to generate student enthusiasm for writing, while the second chapter discusses solving writing problems with the word processor. The third chapter offers activities for the word processor as a writing tool and is subdivided as follows: (1) kindergarten--the process begins, (2) first grade--introducing a simple-word processing package, (3) second grade--simple revision commands, (4) third grade--beginning to control the system, (5) fourth grade--a year of transition, (6) fifth grade--extended application, and (7) sixth grade--full use of the system. The remaining two chapters discuss possible problems and practical solutions and how to select word-processing software. A brief conclusion recapitulates the ideas about the promise of microcomputers that underlie the manual, and a list of references is appended. (NKA)

Author:
Publisher:
ISBN:
Category : Computers and children
Languages : en
Pages : 28

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The purpose of this study was to systematically examine the cognitive and social effects of the use of microcomputers with kindergarten children in the school and at home. Three schools received microcomputers for use in kindergarten classrooms and each student in one of the classrooms was provided a PCjr and educational software to use at home. Software used by the children consisted of games, simulations, and drill and practice programs that coincided with the goals of the kindergarten curriculum. Two additional schools served as control groups. It was hypothesized that computer-using classrooms would make larger academic gains than the other classes. It was also expected that the home use group would gain more than the classroom use only group. The impact of the use of microcomputers was assessed by a criterion referenced pre- and post-test based on the objectives of the school district's kindergarten curriculum guides. The test included subsections concerning reading readiness, mathematics, Piagetian cognitive operations, and keyboard knowledge. Findings indicated that the use of microcomputers in the classroom facilitated the acquisition of school readiness skills. When supplemented by concurrent computing activities at home, academic gains were even greater. No indication was found that computing experiences interfere with the normal cognitive development of preschoolers, and no gender-related differences in cognitive gains achieved were found. (RH)

Author: Peter Gill
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 134

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