It appears as the debate over using technology to enhance learning is over and the debate has been shifted to "How can educators utilize the technology they have to enhance students learning." As we have seen in the past 10 years, the use of technology has completely transformed our world. We are now exposed to more information at a faster rate than ever before. Young children are well versed in operating VCR's, DVD's, CD's etc. Computers are having a profound impact on children's lives, both at home and at school. President Clinton once said that "access to computers and the Internet is becoming critical for full participation in America's economic, political, and social life." If technology has become a critical component in the success of our citizens, then it is our job as educators to best prepare our students for their future. According to the Southwest Educational Development Laboratory, "part of the mission of educational institutions is to produce workforce-ready graduates who can, among other things, manipulate and analyze raw data, critically evaluate information, and operate hardware and software." Educators can begin as early as Kindergarten to lay the knowledge foundation that students will need to be successful in their adult years.

Constructivists believe that "children need to have the opportunity to construct their own knowledge through play and exploration, so they can create, reflect upon and work out their own understanding."(Vygotsky, 1978). Offering young children the opportunity to explore technology, allows them to acquire knowledge and allows for a variety of learning styles. When students gather information on the Internet, they can be self directed and independent. They can choose what sources they want to examine and what connections to look at more carefully. Technology provides the students with more opportunity to work at their own pace, in the learning style that they prefer. Technology applications provide ways for a variety of minds to gain access to knowledge.

The Internet was created "to provide communication and the exchange of information between people. The paradigm has shifted and now the Internet is to foster conversations between writers and readers," according to Al Rogers from the Global Schoolhouse. The Internet has spawned interactive dialogue between users. Students are engaging in projects in which they are required to research a subject, interact with experts via e-mail, post their findings on the web, and reply to questions proposed by those who visit the web page. "Well designed Internet and Web based projects offer a the user a constructivist approach that utilizes cooperative learning, process writing, and authentic assessment." (Rogers)

Various technologies offers different kinds of content and can serve different purposes in the classroom. E-mail and word processing promote communication skills, database and spreadsheet programs promote organizational skills, modeling software promotes understanding of math and science concepts. Within the early literacy program, computers used with young children tend to be "a powerful learning device that facilitates cognitive development and positive social interaction to young children," according to Patsy Pierce, Center for Literacy and Disabilities Studies. In their study, children who used computers had an increase in cognitive abilities, such as the memory, spatial and logical problem solving. Gains were also reported in children's self-learning, self-organization, memory, and concentration. Oral language production, counting the number of words spoken per minute, was almost twice as high at the computer than during other activities such as block play. Children often taught each other how to use the menu items and prompts on a new piece of software. Properly used, computer software can provide a catalyst for social interaction and conversations. The studies also showed that children who wrote with word processors were motivated to write more than when they used a pencil and paper. Children tended to write longer and tell longer and more elaborate stories when composing on the computer with the use of computer graphics. According to the Global Schoolhouse, when children are writing for a real audience, like posting on the web, or answering e-mail, they tend to enjoy writing more, they are more willing to write, proofread, revise, and edit their work. They are also more careful about spelling, punctuation, and grammar.

Technology can support even the earliest of learners. There are several programs on the market that support early writers through out each stage of their letter writing development. Programs like Skid Doodle by KB Gear Interactive, Kid Desk by Edmark, Kid Pix by Edmark, Disney's Print Studio, Claris Works for Kids, and Easy Book Deluxe, all provide support for early literacy learners. Books on Cd like Chicka Chicka Boom Boom by Knowledge Adventure and Just Grandma and Me by Broderbund provide simple repetitive text stories for children. Children can compose music and record their compositions, they can create 3D computer models, and they can use on screen manipulatives to deepen their mathematical understanding. Talking word processing software provide immediate feedback on letter names, sounds, and letter combinations as novice readers experiment with the written language.

The NAEYC recently restated literacy guidelines as developmentally appropriate practice and included an emphasis on providing a variety of teaching strategies and materials to meet children's diverse needs. (NAEYC 2000). Computers are dynamic learning tools. They offer a variety of real world and interactive learning experiences. Using software that allows exploration and replication of real world tasks, students can acquire information and learn in many ways. Computer software can integrate sounds, text, pictures and even movement to provide a multitude of learning options. Multimedia software can serve as a valuable classroom resource, as it contributes variety and creativity to students work. Computers can help students build upon their own understanding as a resource tool, they can be used to gather data and resources, converse with others, struggle through a challenging application, and assist in reflection of one's learning.

The use of real world tools, relevant experiences and having a meaningful learning experience help children to acquire knowledge. Studies have shown children who use technology in meaningful, relevant experiences, have an increased level of self-confidence as they rely less on their teacher and more on themselves for knowledge. Technology allows students to increase their understanding and utilize their higher level thinking skills. Students tend to understand the more complex concepts like Math and Science when they can use technology to help them visualize hard to understand concepts. Technology is a tool, just like a journal, book, or pencil. Technology can be used in developmentally appropriate ways that are beneficial to children. Research indicates that technology is beneficial to a child's learning and development. Technology when used in conjunction to other tools, like blocks, art, sand, water, books, exploration, etc., assists in the development of literacy, cognitive and social skills.

References

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NAEYC., 1998., [www document], NAEYC Position Statement: Technology and Young Children Ages 3 to 8., URL http;//www.naeyc.org/resources/position_statements/pstech98.htm

North Central Regional Educational Laboratory., 1999 [www document] Critical Issue: Using Technology to

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Strommen, Erik F., 1992 [www document] Constructivism, Technology, and the Future of Classroom Learning., URL Http://www.ilt.columbia.edu/k12/livetext/docs/construct.html

Van Scoter, Judy., and Ellis, Debbie., [www document]. Technology in Early Childhood Education:Finding the Balance., URL http;//www.netc.org/earlyconnections/byrequest.html

Veenema, Shirley and Gardner, Howard., 1996 [www document] The American Prospect: Multimedia and Multiple Intelligences., URL http;//prospect.org/print/V7/29/veenema-a.html