Revised Plan, Summary, Update

Over the weekend I went to the Garden State mall to gather information on how many I children I saw carrying electronic devices. Unfortunately, I didn't allow myself enough time to gather all of the information I needed, so I will be going back a week day when the mall is sightly less busy. I have also started to formulate questions for the survey I will electronically distribute to parents, such as:

• At what age should a child be permitted to have a cell phone?
• a) 4 - 8 years
• b) 9 - 12 years
• c) 13 and up
• d) Children should not have cell phones
• How many hours does your child spend watching television/on the computer/on their phone?
• a) 2 hours
• b) 4 hours
• c) 5+ hours
• d) I do not keep track
• Do you think electronic devices (i.e. iPads, cell phones, computers, etc.) should replace traditional young children's toys?
• a) Yes- it gives children the opportunity to gather more information and explore a wider variety of topics
• b) No- children should play with traditional toys when they are young
• c) There should be a balance between traditional toys and electronic devices

Strategy/Plan for Research

In the upcoming weeks, I plan on investigating child socialization and technology, primarily focusing on children between the ages of 5 and 12. In order to conduct this investigation, I will use naturalistic observation. To do this, I will go to the Garden State mall and find an area where a lot of kids would be (i.e. merry-go-round, food court, kid stores, etc). There, I will observe how many children are carrying around iPhones, iPads, and any sort of electronic device. The results I record will prompt the questions I ask in my survey, which will be distributed to parents.

Research Part II: Methods

For the second portion of my semester project, I will be using naturalistic observation as well as a survey to directly evaluate child socialization and technology. My research will be geared toward children in grade school (K - 6th).

#8: Summary of Research

Over the past few weeks I have delved into research about how new technology influences childhood socialization and education. The information I have gathered has definitely broadened my horizons on the topic, and gave me a clue of what I should expect in the future. Ultimately, I believe that technology is an important agent in childhood development and education. This is the direction that school systems are going, and I predict that in couple of years, schools across the country will have iPads in their classrooms. However, I also believe that there is a fine line that should not be crossed. While this educational/technological movement can be beneficial, too much technology could have negative consequences. Above all, balance is key. It has been a pleasure blogging about this interesting topic!

#7 - New technology causes concern about the effect on childhood development

Is technology reshaping the way children learn in a huge way? Of course it is. But is it ultimately doing more than harm than good? Watch this video below to find out!

It is hard to imagine that a 24 month old child could expertly navigate an iPhone or iPad, maybe even better than their own parents. The exposure a child has to technology early on in their life will definitely impact their development and learning. That is why I am personally interested in the Waldorf schools: where there is no technology present and students learn with hands on activities (i.e. sewing, crafts, musical instruments). I went to a Waldorf school when I was in kindergarten, and I still remember sewing dolls, playing instruments, and baking bread. It was an entirely different experience when I entered first grade at my town's public school, where there was much more technology present.

On the other hand, many schools view this technological boom as an advantage, and are using every opportunity to expose children to it. For instance, at Aspen Academy every child has an iPad. Teachers believe that iPads in the classroom have many educational benefits: they excite children about learning, and are very engaging. Many teachers believe that technology is part of these children's generation and that is important to expose them to it.

Ultimately, the argument regarding technology and childhood education can sway in both directions: Waldorf school learning vs. iPads as part of the curriculum. What is most vital, though, is to find a healthy balance between these two means of learning.

#6 - iPads for Winnipeg students: The pros and cons of high tech learning

The St. James Assiniboia School Division is one of the first schools in Canada to distribute iPads to all junior high school students, which are to be leased at a cost of $100 a year.  Click here for the full article!

Ron Weston, the chief superintendent, claims that most kids use smartphones and computers to seek information nowadays, and that this is just "the next step in the evolution." I think that this is a pretty bold statement, that is very frighteningly true.

Although there are still plenty of skeptics, Weston says that it is an exciting time to be in education. With iPads in the classroom students and teachers can work together seek answers to questions, rather than the teacher lecturing. Technology is already heavily present in the students' lives: by introducing iPads to the classroom, it will ultimately excite and motivate them to participate and socialize with their teachers and peers. Tanis Pshebniski, the assistant superintendent, is also in favor of this educational movement and adds that "there's almost no turning back." 

St. James is certainly diving head-first into the exciting realm of technology in their school system without looking back, and it is clear that the pros of iPads in the classroom seem to vastly  outweigh the cons. It is easy to predict that this is the direction that all school systems are now heading.

#5 - How Socialization is Changing

Click here for full article!

The NPD Group conducted a national survey called Kids Leisure Time IV in which children aged from 2 to 12 years were considered. This study states that socialization among children is changing in the face of growing technology. As kids get older, their traditional socialization (person-to-person contact) has decreased and is being replaced by electronic communication (social networks, cell phones, and video chatting). According to the official report, kids aged 2-4 years spent 17.5 hours physically interacting with their siblings, while ages 9-12 only spent 10.8 hours. 

While technology has decreased socialization among siblings, it has not affected their interaction with traditional toys. In fact, toys have remained a stable foundation in kid's leisure time. “While some of these newer ways to spend their free time are quite alluring to kids, toys hold a unique place in kids’ lives,” said Frazier. “Toy manufacturers should embrace and expand upon what makes traditional toys special to both kids and adults.”