Beyond Technology "How-To": Teaching "Why"

If a child only experiences a computer as something to play games on, they may get to be quick with the mouse or fast on the keyboard, but they are not really learning to use technology as a meaningful skill. However, when a child is given an age-appropriate way to apply technology skills to find information, communicate and share ideas, and solve problems – you begin to unlock a child’s true potential to use technology to learn.

Imagine Tomorrow’s philosophy on learning is powerful because it centers on the idea that kids learn best when they have a purpose. Too many websites and computer software programs have kids clicking through games for no reason other than to get to the next level or earn more points. Even an educational activity that teaches a skill like letters or numbers loses its potential when it is delivered in isolation and without a purpose. This is why Imagine Tomorrow thoughtfully builds each lesson around a story that teaches children to use a new technology skill to solve a funny, child-friendly problem. We give them a reason WHY.

Technology is going to keep changing throughout their lifetime. If you teach children more than just how, but really give them an understanding of WHY, they will continue to be able to adapt and apply their skills to whatever type of technology they are using.

To Change Education, Start Young

I attended and participated in the Symposium for Social Change in New York City. The roundtable discussion on education was a great exchange of ideas--all with the common goal of improving education to meet the demand for better educated children equipped with the 21st century skills they will need.

The main point I wanted to make was that education reform needs to start at the beginning--at the youngest age possible. The focus needs to include changing the environment from the earliest point onward. This means delivering the latest technology and educational offerings to children starting at the preschool level. Young children are eager learners filled with curiosity about the world around them. Building a foundation of skills at the earliest stages sets them on a path for ongoing successes throughout their education.

My experience with my company has served as an ongoing case study over the past two decades. I have seen an enormous number of children who had the opportunity to learn through the Imagine Tomorrow program (www.imaginetomorrow.com) at a very young age, move on to accomplish great things as older students and young adults. It is this proof that the program not only positively impacts them at the early stages, but that it leads to later successes--that continues to inspire our dedication to reaching more and more young children.

Technology & Learning without Labels

In any school classroom, you are likely to find kids with labels--"gifted", "learning-disabled", "ADHD"... A great benefit to using technology is that children are able to learn free of these very common labels. Today's educational applications can be designed to continually assess and adapt to a child's abilities. We took this into consideration when our company developed the Imagine Tomorrow program. I wanted to ensure that each child who used our software would be able to comfortably explore and learn at his or her own pace, and achieve success. The adaptive measures the software takes is transparent to the children. As they sit side by side, they only see that they all complete the same mission and reach the same goal. They all share in the same successes.

Set Rules at a Younger Age

Many technology related rules and guidelines are being handed down to school age children much after the fact--after they've already been chatting online, or texting each other, whether innocently or not. Setting rules and expectations for technology-use should be a proactive measure, and those rules should be communicated to children at a MUCH YOUNGER age.

Walk past an elementary school and you might be surprised by how many kids are texting and calling from their own cell phones as soon as school is out. Computer and cell phone use has been migrating to a younger and younger age bracket. And technology should be in the hands of young children as a tool for communicating and learning. However, adults need to teach children to respect the technology before they start using it. That isn't limited to respect for the device they are handling (to try not to break it) but also respect for basic rules for how they should communicate (tone) and what they should communicate or view (content).

Children are used to rules. Their world is full of them! Rules start very early at home and those rules not only keep the peace, but also keep young children safe (don't touch-it's hot, sharp, dangerous...). School age children learn an entirely new set of rules--quiet in the halls, raising hands to speak, and so on. So when introducing young children to computers or other technology, respect must be taught. The rules for technology-use must be clearly explained in an age-appropriate manner.

Let's encourage use of technology by young children, but not forget to first lay out the rules and continually adjust those rules as technology--and the child--grows.

Immersed in Learning

When parents leave the hospital with their newborn, they are given a lengthy list of instructions on how to care for their baby. But parents aren't given any instruction on how to help their baby achieve major learning milestones, such as talking. There is no list of words handed out to every set of parents--to be taught to children in a specific order. Nor are parents told to teach their child certain grammar rules before their child begins putting words together to form sentences. Why not? Because that is NOT how children learn. Children learn by being immersed in the learning process, and then positive interactions lead them to successfully learn new concepts. There are three levels to this learning process: introduce the concept, reinforce the concept, and master the concept.

For example, a very young child babbles and happens to say, "da da". Everyone around gets really excited and points to Dad and says, "Yes, this is da da!" Then the child continues to babble, and eventually the child realizes when he/she says "da da", that Dad turns or answers back. "So that guy is da da!"--The connection has been made and the concept is just one of the thousands more the child will soon learn. The people around the child have an important role in reacting to what the child says and does, and facilitating the learning process.

Knowing that young children learn in a non-linear, immersing way, it is easy to see that technology can be a wonderful medium for teaching new concepts. To provide the best learning environment, technology needs to be coupled with software that truly engages the child and provides positive feedback. The teacher or parent still has an important role--to guide the child to success.

A Better Way to Learn

Young children are fascinated with tecnology. But why? And how is this connected to learning?

Technology reaches children through multiple senses. When children sit down in front of a computer, their eyes light up as they see colorful graphics splash across the screen--and they are connected visually to what is in front of them. When their little fingers tap the keys, they are engaged through the sense of touch. This tactile experience brings about a reaction on the screen, instantly demostrating cause and effect. ("When I touch this, something changes, and I see or hear something new!") Audio output from the computer also connects them to what is going on via their sense of hearing.

Studies have shown that when children learn through multiple senses, they have an improved learning experience and better retention of what they have learned. So if you take the natural fascination and comfort children have with technology, and provide appropriate learning material through this medium, children can have very successful learning experiences.

What is the right age for starting a child on the computer?

The answer to this question can vary, but some children as early as 2 ½ years have the attention, understanding, and eye-hand coordination to make them “ready” for the computer. Others need a little more time, but often sometime between age 3 and 4 they are ready to get started.

Of course, learning happens best in a setting where there is structure – rules, respect, and balance. So if you are ready to have your preschool age child explore and learn using technology, you should be ready yourself to be involved firsthand in the process. The right software or website selection may keep your child occupied and learning, but don’t underestimate your role as their coach and teacher right at their side, to set the rules, guide them through whatever they are working on, and to praise their accomplishments!