Computers in the Classroom         A Proponent Paper

Three main arguments arise against using technology in the classroom. These arguments cluster around the negative impact technology has had on the health, personal growth/socialization skills, and education of the student.   However, more recent studies have shown the overwhelmingly positive affects computers have had on the personal growth, socialization skills, and academic growth of students.   Current researchers have recognized the need to control the amount of time a young student spends on the computer to overcome the possible negative impact the computer could have on one's health; in fact, after carefully administering and controlling the computer environment, only positive affects are being observed.

For example, repetitive stress injuries, eyestrain, obesity, and long-term physical, emotional, or intellectual developmental damage are not solely caused by academic computer environments but more directly the result nonacademic computer environments.   Even the documented cases of "video wrist" (which resembles the adult problem known as carpal tunnel syndrome) are not the direct result of academic computer environments but rather time spent by the student in nonacademic computer environments such as amusement or leisurely surfing the Internet.

Mindful of any negative impact, guidance is being provided that will prevent any possible occurrence of the above named problems without adversely affecting the child's academic or personal/socialization growth.  For example, researchers are recommending that school-aged children should be limited to only one or two hours a day of screen time with even less for preschoolers.  This screen time includes TV and for preschoolers should be limited to no more than one hour per day with one-half hour being preferable (Healy, 1998).  With careful monitoring, any health problems associated with computer environments would be eliminated.

This concept of careful monitoring has also proved to be the answer to previous studies' concerns about the proper personal growth and socialization skills of younger students involved in computer learning environments.  A recent study by Jane Healy (1998) concluded that with thought, planning, and good sense, adults should be able to use computers to help children develop minds that are able to deal with the challenges of the future.  Even Larry Cuban in his book Oversold and Underused: Computers in the Classroom concerning the Teacher-Led Technology Challenge Report found computers aided students in increasing socialization and teamwork skills.  His findings were supported by Seok-Hoon Seng in a 1998 report stating "computers can be particularly useful tools for enhancing social, language and cognitive skills."  This paper went on to highlight the computer's effect on such areas as problem solving and reflective thinking, as well as the cognitive development of young children.  Anita Choy (1995)found computers encouraged social skills, language and literacy skills, cognitive development, problem solving, and eye-hand coordination.  In short, the computer stimulates the child to perform tasks otherwise not developed until much later.

As a result of the control and comfortable feelings a computer allows a young student to feel, not only are they developing faster, but their attention span is increasing (Senuik).  Charles Holman (1990) found that children can benefit not only developmentally but academically from a careful and developmentally appropriate introduction to computers.  According to Jane Healy (1998), computer learning environments can be made more beneficial by downplaying skill-and-drill activities in favor of interactive problem solving, discourage impulsive clicking, supplement eyes-on with hands-on, don't let screen time substitute for lap time, don't expect CD-ROM books to substitute for interactive reading, and closely supervise Internet use.  To insure students are ready to join the computer revolution, emphasis on play, problem solving, and self-directed learning must continue (Bowman, 1983).  Larry Cuban stated by employing computers in this manner not only will technical skills increase but so will school interest.  With an increase in school interest comes increased achievement as found by John Pisapia in a 1999 study, stating student achievement can be influenced by the appropriate integration of computer technologies into instruction.  The study found that students who were aided with computer-based instruction also had increased standardized reading test scores.  Increased scores for at-risk children were also noted in two different studies (Walker; Elliot, 1993).

Although there are concerns about the impact of computers on young students, studies are overwhelmingly supportive of computers in the classroom if they are closely monitored and correctly used.  Warschauer (2000) presented it well in his study when he stated the benefits of technology integration are best realized when learning is not just the process of transferring facts from one person to another, but when the teacher's goal is to empower students as thinkers and problem solvers (Warschauer, 2000).

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