The use of technology for the improvement of academic structures has been used for a long time in many education settings. Technology can be used to improve students’ disposition towards using educational technology that can help improve their learning. In children at the K-12 elementary grades, knowledge of technologies and teaching methods can be used effectively by both teachers and students to improve their effectiveness and efficiency. It is for this reason, therefore, that technology has grown progressively widespread in early care as well as educational settings. It is therefore a tool that holds promise to the improvement in achievements for both the student and the teacher quality. However, not much is acknowledged about the efficacy, purposes, in addition to the necessities for technological tools that are accessible to early childhood curricula. The reason for conducting this literature review is to discuss and better understands avenues used in employing technology as a learning tool in a bid to determine whether computer assisted instruction (CAI) is a useful tool that enhances educational levels improvement to preschool children and the quality of teaching or early childhood educators.
Adding computer assisted instruction as an education tool has seen to the rapid education development in children. The major instruction uses of technology in recent years were the computer assisted instruction (Davidson, Fields & Yang, 2009). These together with the traditional methods of teaching are more successful in improving preschool education according to studies conducted by Fischel et al (2007). The presentation of learning material using computer assisted instructions also appeals more to preschool children thus making learning more fun. In a similar study, Davidson, Fields and Yang (2009), found that the ability of technology to customize the particular needs of a child is probably one of its most advantageous effects. Teachers at preschool teaching level also consider this a great in accelerating learning process (Matton et al, 2015). Therefore, developmental levels of preschool children should not act as basis of excluding theme from using computer assisted instructions seeing that even before they join school they are already introduced to the world of technology (Fischel et al, 2007).
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Computer assisted instructions are more effective than traditional methods of teaching. Davidson, Fields & Yang (2009) found that this is because CIAs have a wide range of skills that preschool children identify with easily because they are presented in ways that educate the child conventionally. Research shows that computerized teaching and learning plays a major role in the development of post-cognitive skills and communication in a child as Sennott and Mason found in their study. According to Brown (1996), the quality of these programs however depends on its quality and the educator’s effectiveness in handling it. The study of the two methods of teaching, traditional and technological, shows a great difference between the two with the computer assisted instruction programs proving to be of much positive use as a method of learning.
The use of computer assisted instruction programs can be an effective teaching tool for preschool educators since they can use it to reinforce learning through additional practice (Brown, 1996). They can also use it as a means of learning and maintain academic skills. In order to maximize on the benefits of technology, educators should use technology in a while new level other than teaching using the same traditional methods. Davidson, Fields & Yang’s (2009) research explains further the integration of assessments and curriculum through these programs in technology is also helping teachers to better track preschool children’s educational progress and to individualize methods of teaching depend on a child’s educational needs. Davidson, Fields & Yang (2009) further show that most educators find computerized scoring and reporting less prone to error than the traditional methods of teaching. CIA has provided teachers with efficient information that supports effective data based decision making (Brown, 1996).
There should be additional research conducted on the effectiveness of technology when used as a tool for improving academic skills among preschoolers. This is because there is limited evaluative literature on the effectiveness of computer assisted instruction or rather technology generally in early childhood education.
- Brown, D. (1996). Kids, Computers and Constructivism. Journal of Instructional Pyschology. Vol23. Pp 189-195.
- Davidson, M. R., Fields, M.K., & Yang, J.(2009). A randomized Trial Study of a Preschool Literacy Curriculum: The Importance of Implementation. Journal of Research on Educational Effectiveness. Vol 2(3). Pp 177-208
- Fischel, J., Bracken, S.S., Spira, E., & Shaller, G. (2007). Evaluation of Curricular Approaches to Enhance Preschool Early Literacy Skills. Journal of Literacy Research. Vol 39(4). Pp 471-501
- Matton, C., Bates, A., Shifflet, R., Latham., N., & Ennis, S.(2015). Examining Computational Skills in Prekindergarten: The Effects of Traditional and Digital Manipulatives in a Prekindergarten Classroom. Early Childhood Research and Practice. Vol 17(1).
