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Are PDAs Pedagogically Feasible for Young Children? Examining the Age-Appropriateness of Handhelds in a Kindergarten Classroom
ARTICLE

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T.H.E. Journal Volume 32, Number 8, ISSN 0192-592X

Abstract

The frequency and form of computing for children are still open to definition at the classroom level. There are three major classifications of general-purpose computers to consider: desktops, laptops and handhelds (PDAs). However, despite the final commercial realization of a "computer" teachers should consider the physiological and cognitive readiness of the device in relation to the learner. If one considers that the International Society for Technology in Education's National Educational Technology Standards for Students requires early computer use to fulfill computing and information literacy goals, the challenge to educators is to increase legitimate opportunities at an early age. PDAs hold promise as a solution to the problem of providing computing opportunities because of their lower cost. But do PDAs hold pedagogical advantages over conventional notions of computing forms for certain ages? This article provides a snapshot of a kindergarten classroom in which handhelds were used along with the teacher's emergent perceptions of the PDA for this age group.

Citation

Chang, Y.M., Mullen, L. & Stuve, M. (2005). Are PDAs Pedagogically Feasible for Young Children? Examining the Age-Appropriateness of Handhelds in a Kindergarten Classroom. T.H.E. Journal, 32(8),. Retrieved February 23, 2020 from .

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