Introduction

Competence in the use of technology for children is a relatively new aspect of academic and functional literacy.  The availability of multimedia technologies, such as video equipment and computers, has increased dramatically in the last several decades.  Most companies rely on computers to some degree in their day-to-day operations, and basic literacy in technology such as personal computers is quickly becoming a prerequisite for many professional careers.  In order to function successfully in the global economy in 2000 and beyond, children will need to have a basic competence in using technology (Milone, 1996, Walker, 1997).  As computer technology becomes more readily available, schools and community programs such as 4-H are beginning to recognize the advantages of providing children  with opportunities to use technology (Walker, 1997;  Jordahl, 1995; Tsantis, Wright & Thouvenelle, 1989).

Many positive effects of becoming “technology-literate” have been documented.  Children who regularly use various types of technology are more likely to have higher self-esteem and better academic skills (Holzberg, 1995; Harris, 1995).  Access to computers provides children with opportunities to explore their interests and reinforce learning with educational programs and games (Bredekamp and Rosegrant, 1995).  Children who use multimedia technologies are more likely to see learning as fun, and school dropout and absenteeism rates decline in classrooms where technology use is a regular part of school (Walker, 1997; Orwig, 1994).  Computer use has also been shown to increase the attention span of children with behavior disorders and attention deficit disorders (Holzberg, 1995).

Researchers have also documented some negative effects of technology use, however.  The primary negative is that many children overuse technology, to the exclusion of other activities.  American children, on average, spend more than 28 hours every week watching television (Comstock & Paik, 1991).  Children who spend most of their time watching television and videotapes or playing computer and video games are more likely to be obese, less likely to relate well to others, more likely to be aggressive, and more likely to believe that violence is an acceptable solution to problems (Comstock, 1993; Klesges, Shelton,& Klesges, 1993; Levin, 1998).  To be most effective, technology use should be part of a well-balanced program that provides many different enrichment opportunities for children.

Several other cautions also must be raised in using technology with children.  First, technology (such as computers and videos) should not be a replacement for teachers or program leaders.  Instead, technology should be treated as an additional educational resource that can enhance children's learning.  Second, children’s use of technology should be balanced with other positive learning experiences.  Children need opportunities to read, to create, to run, and to climb — in addition to opportunities to use technology --- in order to develop into well-rounded individuals.  Third, adults need to monitor the specific content of computer and video games, television programs, and videotapes.  Many games, movies, and television shows contain material that is inappropriate for children.  In particular, many of the messages are quite violent.  Children who watch violent material or play violent games are much more likely to be violent themselves or to view violence as an appropriate solution to problems (Levin, 1998).

Children’s exploration of the Internet and the World Wide Web also must be monitored carefully.  Many high-quality sites for children are available, and children can learn valuable information by consulting the Web.  The danger of the Web is that it is completely unregulated.  Children can easily access sites with inappropriate material if their Web use is not monitored carefully.  Programs that block access to certain sites are a first step in protecting children from inappropriate material.  Because this software has limits, adults must provide additional guidance on appropriate Web use.  Adults must also teach and enforce important safety rules, such as not giving out personal information to unknown people or companies online (National Institute on Media and the Family, 1998).
 

Suggested Indicators

The following are some appropriate indicators of positive program outcomes for children in the area of competence in using technology, based on the NCEO model (Ysseldyke & Thurlow, 1993), as adapted for community-based programs by the Children’s Outcome Work Group.  The appropriateness of any given indicator for your program evaluation depends on the age of the children you serve, the setting, and the goals and activities of your particular program.  Many of these indicators may be more appropriate for elementary-school children than for preschoolers.
 

• Percent of children who demonstrate basic competence in the use of personal computers
• Percent of children who demonstrate basic competence in sending electronic mail and navigating the World Wide Web
• Percent of children who demonstrate basic competence in using other types of technology, including video cameras, videocassette recorders, and stereo equipment

Children who are competent in using technology are more likely to succeed academically and are better prepared to meet the challenges of employment in the 21st century (Milone, 1996, Walker, 1997).  Unfortunately, opportunities to become familiar with technology are not always readily available for children at risk.  Low-income families usually cannot afford to make most technology available to their children, and schools that serve primarily low-income children are less likely to have state-of-the-art technology available for children’s use (Walker, 1997).

Because technological literacy will predict academic and job success in the 21st century, developing competence in technology is an integral component of the CYFAR State Strengthening initiative.  Funds to support computer technology and Internet connectivity are made available to all State Strengthening projects, and community-based projects are strongly encouraged to provide educational computer experiences as a part of their ongoing programming for CYFAR audiences.  Community-based programs can help improve children’s competence in using technology by providing children at risk with ongoing opportunities to use computer technology.
 

References

 Bredekamp, S., Rosegrant, T.  (Eds.).  (1995).   Reaching potentials:  Transforming early childhood curriculum and assessment.   Washington, D.C.:  National Association for the Education of Young Children.

 Comstock, G., & Paik, H.  (1991).  Television and the American child. San Diego, CA: Academic Press.

 Comstock, George.  (1993).  The medium and the society: The role of                  television in American life.  In G. L. Berry and J. K. Asamen (Eds.), Children and Television. Newbury Park, CA: Sage Publications.

 Harris, C. A.  (1993).  Child Development.  St Paul:  West Publishing Company.

 Holzberg, C. S.  (1995).  Technology in special education.  Technology and Learning, 15, 18 - 23. 

 Jordahl, G.  (1995).  School-grown videos.  Technology and Learning, 15, 26 - 32.

 Klesges, R. C., Shelton, M. L., & Klesges, L. M.  (1993).  Effects of television metabolic rate:  Potential implications for childhood obesity.  Pediatrics, 91, 281-295.

 Levin, D. E.  (1998).  Remote control childhood?  Combating the hazards of media culture.  Washington, DC: National Association for the Education of Young Children.

 Milone Jr., M. N.  (1996).  Kids teaching kids.  Technology and Learning, 16,  28.

 National Institute on Media and the Family.  (1998).  Internet filters: Making Web surfing safer for children [Web fact sheet].  Minneapolis, MN: Author.

 Orwig, A. H.  (1994).  A professional approach.  Technology and Learning, 15,  16.

 Tsantis, L., Wright, J. & Thouvenelle, S.  (1989).  Computers and preschoolers:  The Head Start/IBM.  Children Today, 18,  21.
 Walker, R. J.  (1997).  Computers should be made available to children of low-income families.  USA Today, 126,  64 - 66.

 Ysseldyke, J. E., & Thurlow, M. (1993, October). Developing a model of educational outcomes (NCEO Report No. 1). Minneapolis, MN: University of Minnesota, College of Education, National Center on Educational Outcomes.
 
MEASURES:  Demonstrates Competence in Using Technology

Because most technology is relatively new, few standardized measures of competence in using technology exist.  However, technological literacy can be assessed relatively easily using locally developed checklists or observational measures.  A teacher rating scale measuring abilities such as ability to appropriately turn the machine on and off, use the keyboard and mouse for input, open and run applications, connect to the Internet, and navigate within and between Web sited provide a basic index of children’s comfort with computer technology.  As children’s technology skills become more advanced, more in-depth observational measures, conducted by observers with a high degree of technological literacy, may provide additional data.

Academic and Functional Literacy	Bibliography
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