The ECA position statement review process

As part of this work, the ECA National Council has commissioned a working party to review the current range of ECA policies. The working party, made up of members from all state/territory branches, will assess each policy according to their relevance, their usefulness to members, and their capacity to assist in effective advocacy for young children.

The position statements will be reflective of the vision of the organisation and our mandate to be a voice for children.

ECA position statement: Information Technology and Young Children

• Technology can mean many things to many people. Mostly, when people speak of technology they think of new technologies such as a computer or a robot. However, a simple paper clip, a baby’s bottle and a traditional digging stick are also technologies.
• In a board sense technology also encompasses a process, such as designing, making, appraising with materials, systems or information (Curriculum Corporation, 1994). It is the latter element that is of interest since it is the focus of this paper information technology.
• Information technology takes into account all those artefacts that surround the delivery or use of information. For example, books, computers, fax machines and televisions.

• Information technologies are pervasive throughout the entire Australian community. In the general household we now see digital telecommunications, programmable controllers, microwave ovens, washing machines, clock radios, sound stereo systems, mobile phones, fax machines and car engine management systems as well as digital home entertainment games, toys and books.
• In the workplace information technologies have become an important and integral part of the environment and how people carry out their tasks. For example, word processors, numerically controlled lathes, and air conditioning systems all utilised by individualised. Communication systems and information gathering have also become more sophisticated as a result of technologies such as email and the world wide web.
• In schools and centres they have taken on importance in not just the administration area, but the educational program itself. Their introduction into homes and schools/centres needs some appraisal.

• Information technologies are clearly more than simply a computer and word processing system or games, but encompass a diverse range of artefacts and processes which surround all Australian individuals, including young children.
• When information technology is situated in its context, the widest social technological and ecological view should be encouraged to demonstrate the breadth of influence that this technology has on our modern lives. The impact of information technologies on process control has had dramatic effects on modern labour markets. These effects are having extensive social, political, economic and ethical impacts on families and their children (Cole, 1985).
• Consequently, the ethical, moral, and social impacts need to be considered along side of power, equity and access of information technologies and their influence. The use of information technologies has already attracted some debate. For examples, concerns regarding children’s social skill development, concrete experiences, opportunities to engage in all the senses, development of language have been noted. Metaanalysis of information technologies such as the computer in early childhood education has shown many gains for children. For example, Clements (19XX) suggest a software environment in which young children freely constructed “bean stick pictures” by selecting and arranging beans, sticks and number symbols offered equal and sometimes great control and flexibility than actual bean sticks. (p. 297) The variability in experience and understanding of information technologies among educators will influence beliefs. An analysis of information technologies regarding their appropriate use is therefore important.
• Within the broad overview, ECA has considered the issues associated with the introduction of information technologies and has developed specific principles which will guide early childhood professionals in working with young children and information technologies (MacKenzie & Wajcman, 1985).

1. General electrical safety: Information technologies are increasingly reliant upon electrical power. As a result, consideration needs to be given to placement of information technologies that are designed for use with children. Overuse of double adaptors, frayed cords and free access to power points needs to be viewed as serious breaches of child safety. Proper planning for electrical (eg. power points) and data points needs to be considered along side any purchase of information technologies. Similarly, the overuse or unsafe placement of electrical cords can lead to safety breaches in the form of trip hazards (Commonwealth Schools Commission, 1986a).
2. Ergonomic safety: The placement of information technologies designed for use by children should consider the provision of tables and chairs which take account of their size in relation to the information technologies. For example, many computers have been designed for adults, their placement on child sized tables needs to be considered in light of where the child’s gaze will fall on the screen. Children’s eyes should be 15 degrees below horizontal in line with the top of the screen to avoid neck strain (as children make head adjustments to see the full screen due to their small size compared with the computer). The keyboard should be as close to knee height as possible, and there should be lower back support. Similar considerations should also be given to the extensive use of other information technologies used by children such as adult sized telephones and viewing of television screens (Commonwealth Schools Commission, 1986a).
3. Fixed distance focus: In relation to information technologies such as computers or television screens, consideration should be given to the time that children spend looking at the screen within a short distance of the child’s eyes. If children look at a screen for extended periods of time at a short distance (rather than alternating regularly between short and long vision) possible eyefocusing problems may result. Early childhood professionals should also alert families to the potential eye problems that could result from extended fixed distance focus in the home (where there may be more opportunities for children to spend longer in front of information technologies) and the simple solution for supervising so that variable focus does occur. In addition, thought should be given to ensuring that natural sun light or electrical light does not fall on screens that children are viewing and causing discomfort, particularly when the information technologies are used for longer periods of time. There should be no reflections from screen, keyboard or work surface. There should also be no sources of glare in the field of vision, such as uncurtained windows or intense light (Reynell, 1996).

1. Opportunity cost: Early childhood professionals need to be thoughtful about the purchase of information technologies due to their costs. Money spent on purchasing information technologies come at the expense of other resources. The overall gains for children in terms of access and equity in combination with the educational gains needs to be considered along side of the overall cost for their purchase, installation and maintenance. Similarly, consideration needs to be given to rapid growth of developments in information technologies and the short term nature of their usefulness or compatibility with new products, as well as the need for continuous upgrading (Cole, 1985; MacKenzie & Wajcman, 1985; Wajcman, 1991).
   Thought needs to be given to the impact on a centre/school’s budget in the acceptance of outdated information technologies donated by parents. For example, many computers donated may require the purchase of expensive software or peripheral devices to allow children to interact with the computer. The system may never have been designed for educational purposes and hence appropriate software may not be available. Similarly the slowness in response by the computer to commands entered by a child may be an inappropriate use of a child’s time whilst in the centre/school.
2. Access: Children’s opportunities in the home to access information technologies may be variable and not balanced. Some children may have extensive experience with using (or observing older children use) technologies such as “Pinny Machines”; computerised toys; and joy sticks and game boards on home computers. Others have access to CDRoms, email, WWW, mobile telephones and fax machines. Some children come from highly technical environments, whilst others have limited exposure to information technologies (MacKenzie & Wajcman, 1985; Wajcman, 1991). As a result some children have experiences which are technologically rich, whilst others are technologically poor. Consideration of these diverse backgrounds needs to be taken into account in planning for information technologies in educational programs by early childhood professionals.
3. Equity: Within Australia there are a range of geographical, gender and special needs factors which need consideration when planning for information technologies for children.
   
   • In remote communities additional difficulties as well as advantages arise. The use of fax machines, tele or video conferencing by staff and community members may overcome time and distance problems experienced in these communities. However, additional costs such as freight, maintenance, access to specialist assistance, and increased breakdown due to dust and electrical surges may also increase the overall costs of information technologies and ultimately severely disadvantage children’s ability to access or indirectly gain benefits from information technologies (Fleer, 1988).
   • Advertising, images in the media and a great deal of material has been presented to communities and to children to reinforce gender divisions through the patterns of use of technologies. for example, washing machines, microwave ovens, and dishwashers are technologies associated with women. They have less status and are frequently not considered in discussions on information technologies (Yearley, 1988; Wajcman, 1991). Whilst computers and the development of robotics, for example, have tended to be associated with males. Although Ada Lovelace developed the computer, little recognition of this is made and it has largely come to be seen as a male domain. These associations need to be contested as they impact on young children’s overall world view of information technologies and their right to freely interact with them (Yearley, 1988; Wajcman, 1991).
   • In the provision of information technologies for use with children, considerations should be given to children who have special needs, particularly children with physical disabilities. Peripheral devices can be purchased for technologies such as telephones and computers (Commonwealth Schools Commission, 1986a). In order for all children to have access to information technologies these purchases need to be costed into planned purchases. Similarly, children with intellectual disabilities should also be planned for in purchases. For example, included in the range of software and audio tapes should be resources that are suitable for the abilities of these children in the centre/school.

1. Equity of access: Consideration needs to be given to ensuring that all children have access to information technologies in centres/schools. Early childhood professionals need to actively plan for all children to have access to these technologies through the development of management strategies which ensure that the dominant or most vocal group does not demand and receive more access. Equity of access cannot be left to chance (Browne, 1991).
2. Exploitation of women and girls: Information technologies such as the world wide web, where access to pornography is possible and video games where girls and women are the subject of violence have also emerged. Although adequate supervision of these information technologies is currently being considered, as with video technologies and satellite television, history has demonstrated that supervision cannot be guaranteed. However, the question of these information technologies which actively exploit or harm women and girls is an issue which has not adequately been addressed (Yearley, 1988; Wajcman, 1991).

1. Diffusion patterns: Many technologies, their instructions and their design have been developed to support mainstream cultures. The development costs of information technologies are high, resulting in the production of information technologies suitable for large markets only, such as the United States. The impact of this factor is that less culturally specific material has or will emerge. For example, television programs and computer software incorporate the cultural elements of America. Public viewing or use of such material will and does impact on other cultures. The impact of cultural imperialism (Yearley, 1988; Wajcman, 1991) needs to be considered by early childhood professionals in their planning for young children.
   Cultural exclusion or lack of recognition of diversity in culture in the use of information technologies does impact on young children’s sense of self and culture. The inability for countries such as Australia to produce extensive amounts of culturally relevant information technologies to support cultural diversity should be noted in purchases of information technologies for children. Although choice is immediately limited, early childhood professionals need to take account of these emerging trends in their planning (Fleer, 1988). This factor is particularly significant for ESL children (where English may be their third language) when listening to an electronic voice with an American accent.
2. Reflecting resource diversity: Information technology takes a range of forms, for example, word processing, calculators, videos, tapes and books which include a voice or sound chip. Early childhood professionals need to assess the worth of these new information technologies and make decisions about the inclusion or exclusion of these in their centre/school.

1. Process control technologies: Information technology has affected the processes that children undertake. For example, word processing has changed children’s writing, calculators have changed the use of mathematical techniques and learning, and books and storytelling have changed as a result of information technologies such as videos or sound chips. Early childhood professionals need to consider what affect these information technologies have on children’s current and future learning.
2. Previewing of software: Early childhood professionals need to preview software carefully, as the information on the covers of packages does not usually provide information on: ease of use of the package; time delays in waiting for programs to load, save or print; variety of pathways inherent in design; gender and cultural sensitivity and inclusiveness; range of ways that the program can be used; levels of use for children; how supportive the material is for curriculum; quality of graphics, text and sound effects; accuracy of information; whether the topic is relevant to Australian children (eg. bird types); and whether a range of offline activities can be stimulated. Similarly, early childhood professionals should also involve a child during the review process, since what may appear at first glance as suitable or unsuitable may be utilised quite differently to a child. Observations of children at work on the computer and asking their views is a particularly reliable method of evaluating the worth of a particular piece of software (Commonwealth Schools Commission, 1986a).
3. Types of software: Openended software provides many more learning opportunities for children than drill and practice software. Early childhood professionals should give thought to using a centre’s limited funds on only the former types of programs. In the long term they are more cost effective as they can be used many times by children. Drill and practice software is limited and is based on a behaviourist approach to learning (Commonwealth Schools Commission, 1986a).
4. Social interaction: Information technologies should support the philosophy of the centre/school. In most educational programs the development of social skills is an important element. Early childhood professionals need to ensure that not only do they choose software which encourages group interactions, but that the strategies for the implementation of the technologies focus on children interacting and not working in isolation.
5. Adult modelling: Children need to also become aware of when and how information technologies are used. Adults should actively model when to use a fax machine, telephone, calculator or computer. This can be done informally through extending the home corner in preschools or schools to include more items of information technology, as well as incorporating the use of information technologies for gathering more information for children. For example, when developing with the children a class or centre newspaper, the children could fax a ‘real’ newspaper company for information.

1. Parent involvement: Parents have always been an integral part of the delivery of an educational program in early childhood centres/classrooms. Early childhood professionals need to be aware that many parents are not familiar themselves with information technologies. As a result, it is important to provide uptodate information on the benefits of information technologies and how they can best be used in an educational program. For example, the use of calculators has in recent years gained acceptance in schools. However, due to misunderstandings about how they are used with children, some parents are not supportive of their use.
2. Cost benefit analysis: Some families may believe that their child is disadvantaged if a centre or classroom does not have the latest range of information technologies. Early childhood professionals may need to present a cost benefit analysis of purchasing such equipment at the expense of fundamental equipment.
3. Religious or cultural practices: Early childhood professionals also need to be aware of cultural or religious practices that relate to the introduction of information technologies. for example, in traditional Aboriginal communities, the elders are the keepers of knowledge. If young children are introduced to information technologies (such as programming videos or using computers) in a school or centre environment and their elders do not have access to this information, then social mores may be being broken. Similarly, in some communities family values and cultural beliefs do not encompass technology. These are important considerations that must be taken into account when planning for the use of information technologies in schools or centres.