March 2005 — Features
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Are PDAs Pedagogically Feasible for Young Children?
Managing limited screen space. The children managed a small space in the Note Pad program very well in order to fit their names or draw pictures. On the first attempt, two children wrote their names in a straight line. Another student with a longer name ran out of space, causing the letters to slant a bit; however, she later wrote “MOM” in a straight line.
Self-directed planning and actions. The children demonstrated self-directed planning and actions throughout the project. Once they learned how to use the icons, they became self-directed to carry out their plans. In Note Pad, all four children self-selected what they drew or wrote. Once the children learned how to erase the screen, they were self-directed enough to push the erase key to redraw another picture or finish and proceed to something else.
Conclusions
Pedagogical advantages of PDAs. Although the particular handheld used in this project (the Palm m130) is not as colorful as computer software or as intriguing as interactive books, it still captured the children’s interests. The pertinent features of a PDA - its small size, game appearance and interactive components - may motivate children in learning and maintaining focus. The operating system of a PDA, which requires simpler steps in overall manipulation than a desktop computer, also may be more suitable for young children.
In addition, the “cognitive load” in their working memory may be lowered, considering that the separate attention process for coordinating the keyboard as in a desktop computer is not needed in PDA manipulation (Sweller 1994). Therefore, young children known to be less efficient than adults in working memory (or short-term memory) processing may be better able to focus using PDAs than with desktops (Trawick-Smith 2000).
The cognitive limitation for many young children, which is the logic of reversibility, is frequently required to operate a PDA (Trawick-Smith 2000). Just as children master various skills through naturally occurring play, a PDA can offer them a context to achieve a cognitive advance (Garvey 1977).
Developmentally appropriate ways to use PDAs. Whether a PDA is an appropriate technology for young children largely depends on its implementation. To be implemented in developmentally appropriate ways for young children, the PDA should allow them to be in control. In this project, children were able to use Note Pad in an autonomous way, which allowed them to be actively involved and in control. For teachers and classrooms with small budgets, this function may be a good starting point in the early childhood classroom. Instead of using Note Pad as an electric worksheet, it would be more meaningful if its open-ended nature is utilized to let children be constructive.
While they relied on the adult for overall guidance, children took an active stance to initiate their own selection and inquiry. Children also quickly grasped the function of icons and keys in PDAs as they observed the adult’s actions and tried to apply those actions on their own. The process of exploring the PDA itself, which allows children to discover their own answers, may be one appropriate way to incorporate them. To what extent children can function in an autonomous way after training and self-practice still needs additional exploration.
