The paper focuses on new technologies developed for children and how today's technologies are becoming a critical part of our children's daily lives. From school learning experiences to after-school play, technology is changing the way children live and learn. The researcher has included several helpful examples of how we can use technologies in the classroom and home. Druin has based this research on a number of valuable research theories and the article is well-cited. The article was very useful in my research into the effectiveness of technologies in the classroom.
This paper suggests a framework for understanding the roles that children can play in the technology design process, particularly with regard to designing technologies that support classroom learning. The study was initiated to support learning in the classroom environment. The researcher suggests that children be part of the process of studying the role of technology in the classroom in a process called "co-operative inquiry" in "design-centered learning". In fact, this inter-generational process has already been successfully utilized to design new technologies. The study was thorough and based on well-researched theories.
The study focuses on whether we should use technology, especially computers, with children under 3 and in pre-school and early primary school and how to do it effectively. The reason for the study is that many research studies have recommended that children under 3 do not use computers as they should have more physical activities that stimulate development skills. Haugland transfers this question to children, a little older, namely pre-school and early primary school. The study is directed at early years teachers and parents. The article is well-researched and referenced, pointing out the benefits and disadvantages of using computers at various ages. Haugland suggests further that teacher training is important for computers to be effective in the classroom. Her study offers useful practical advice and suggestions for using computers in the classroom.
The study researches peer-collaboration as a key in for children to learn language skills important in literacy. The study focuses on Sam, who tells stories collaboratively with children. Sam looks like a peer for pre-school children, but tells stories in a developmentally advanced way, modeling narrative skills important for literacy. Results demonstrated that children who played with the virtual peer told stories that more closely resembled the virtual peer's linguistically advanced stories: using more quoted speech and temporal and spatial expressions. In addition, children listened to Sam's stories carefully, assisting her and suggesting improvements. Although there are obvious potential benefits for such methods, I believe that these should be used in conjunction with traditional storytelling from traditional books.
This case study in UbiComp technology and design presents a "Playful Toothbrush" system for assisting parents and teachers to motivate kindergarten children to learn proper and thorough brushing skills. The system includes a vision-based motion tracker that recognizes different tooth brushing strokes and a tooth brushing game in which the child cleans a virtual, mirror picture of his/her dirty teeth by physically brushing his/her own teeth. The user study results suggest that Playful Toothbrush enhances the effectiveness of kindergarten children in brushing their teeth, as measured by number of brushing strokes, duration of brushing and thoroughness of teeth cleaning. This study is helpful in showing kindergarten children how to use a toothbrush.