The world has changed into a technological world. Most parts of the world have endorsed technology. Approximately 71 percent of children have also endorsed technology significantly (Yelland, 2010). Children access information through technological devices in the form of videos, text and pictures. This aims at equipping them with the needed technological knowledge in the present and the coming future. Most expectedly, there have been many linear impacts that emanate from the prevalence of technology amongst the children.
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We note that when youngsters acquire and use the techniques of information technology, they attain knowledge in education through easier access to information. Microsoft software designed with the objectives of achieving a lot in the present educational and technological terms enhanced easier and neat working in education. Fast access of information is a factor operating through the internet, which halved the time required for certain achievements.
Availability of reading material is a precise facilitation to the success of children. The retention of knowledge and development of cognitive skills, therefore, lies on a greater proportion on technology (Verenikina et al, 2010). As Puerling (2012) suggests, children with electronic devices can access and attain information from the internet anywhere without using library.
This allows children to check education materials repeatedly, therefore, allowing them to understand. Technology has devised ways which when controlled refresh children and warrant proper physical development and mental stability (Bavelier et al, 2010). Socialization networks create space for children and allow them to interact.
The use of technology amongst children has aggravated the level of immorality by allowing them to access pornographic materials, violence and information on drug abuse. It, also, consumes much of the time meant for their education and other activities. Social sites also induce negative peer pressure leading to negative behavioral change. I, thus, recommend that use of technology should be encouraged but at the same time controlling its scope and time of use.
Bavelier, D. Green, S. & Dye, M. W. G. (2010). Children, wired: For better and for worse. Neuron Perspective. 67 (5): 692-701. DOI 10.1016/j.neuron.2010.08.035.
Puerling, B. (2012). Teaching in the Digital Age: Smart tools for Age 3 to Grade 3: Multi-touch mobile devices bring the world to our fingertips. St Paul, USA: Redleaf Press.
Verenikina, I., Herrington, J., Peterson, R. & Mantei, J. (2010). Computers and play in early childhood: Affordances and limitations. Journal of Interactive Learning Research, 21 (1): 139-159.
Yelland, N. (2010). New technologies, playful experiences, and multimodal learning. High-tech tots – Childhood in a digital world. North Carolina: Information Age Publishing.