The Potential of IT to Foster Literacy Development in Kindergarten

Abstract

Controversy has always been part of the discussion surrounding young childrens use of computers and other forms of technology. Critics such as Healy (1999) express concern that childrens time spent at a computer puts their physical and emotional health at risk, and even threatens the loss of childhood itself (Cordes and Miller, 2000). At the same time, computers are increasingly part of preschoolers lives (Vernadakis et al., 2005). While some continue to raise concerns, a consensus has formed that technology can be used appropriately in ways that support meaningful learning for children (Plowman and Stephen, 2003). Research over three decades refutes the claims of harmful effects and provides evidence of ITs potential to benefit young children (see for example Clements and Sarama, 2003; Plowman and Stephen 2003). The evidence is clear that computers can help young children learn; the task now is to understand how best to assist childrens learning, and which types of learning will benefit from computer facilitation (Clements and Swaminathan, 1995). This chapter examines the uses of IT within the classroom and curriculum that have demonstrated impact or the potential to foster literacy skills. Information tech- nology is generally referred largely to computers. With rapid changes taking place in technology, newer tools from digital cameras to smart toys are increasingly common in early childhood settings. While some suggest the need for a broader definition of IT and recognition of the access young children now have to a range of devices with their potential impact (Labbo, 2005; Plowman and Stephen, 2003), the main body of research continues to focus on computer-based technology (Plowman and Stephen, 2003). 149