March 2005 — Features
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Are PDAs Pedagogically Feasible for Young Children?
Examining the Age-Appropriateness of Handhelds in a Kindergarten Classroom
The frequency and form of computing for children are still open to definition at the classroom level. There are three major classifications of general-purpose computers to consider: desktops, laptops and handhelds (PDAs). However, despite the final commercial realization of a “computer,” teachers should consider the physiological and cognitive readiness of the device in relation to the learner.
If we consider that the International Society for Technology in Education’s National Educational Technology Standards for Students requires early computer use to fulfill computing and information literacy goals, the challenge to educators is to increase legitimate opportunities at an early age. PDAs hold promise as a solution to the problem of providing computing opportunities because of their lower cost. But do PDAs hold pedagogical advantages over conventional notions of computing forms for certain ages?
This article provides a snapshot of a kindergarten classroom in which handhelds were used along with the teacher’s emergent perceptions of the PDA for this age group. The questions guiding this exploratory project were:
1. In what ways do kindergartners interact with a PDA?
2. How do they understand the icons represented on the PDA screen?
3.How d'es the teacher understand the PDA’s potential for her classroom?
Background
Increasing numbers of P-12 educators are exploring the role of handhelds as an instructional tool (SRI 2002). Elements such as cost, form factor and portability add to the attraction of access to all students. Other factors such as student motivation to complete school work and on-task behaviors also increase with the use of PDAs (Royer and Royer 2004). The Palm Education Pioneers program reported on the successful integration of handheld technology in K-12 classrooms (SRI 2002). More than 90% of the teachers in this study reported that handhelds are an effective instructional tool which contributed positively to student learning. However, a review of the literature revealed a paucity of research on the uses in kindergarten and early elementary years. A major concern regarding handhelds for young children focuses on their lack of motor coordination (SRI 2002). Additional concerns about integrating handhelds as a learning tool for kindergartners centered on age-appropriateness.
Brooker (2003) suggests that early childhood educators should match technologies to early childhood education principles, ensuring that learning is child-initiated, child-centered, exploratory and supportive of social interactions. Whereas Papert (1993) stresses the ability of children to control and direct computing activities, making it the learner’s technology rather than the teacher’s technology. Additional studies are needed that explore the various ways young children interact with and respond to these devices.
Methodology
The project took place in a kindergarten classroom of a laboratory school associated with a large Midwestern teach-ing institution. From an initial 16 students - consisting of 5- and 6-year-olds - we selected four to be observed, interviewed and videotaped using a Palm m130 handheld. The researchers introduced each child to aspects of the PDA, including the calculator, games, keyboard and the Note Pad application.
