Living in an age that is characterized by technological advances, particularly in the area of computers, children should be introduced to computer-assisted learning at an early age in order to cultivate their competence with computers (Kelly and Schorger 115). Even more importantly, as a mentally stimulating and highly interactive medium, computers often constitute an effectively tool for engaging student interest and motivating them to learn (Hall and Higgins 306). As with many other types of innovative learning strategies such as "Lego, jigsaws, junk modeling, role play, and circle time," computers constitute another enriching tool that can enable teachers to offer developmentally appropriate learning to young students (Hall and Higgins 301). In fact, when integrated in developmentally appropriate classrooms, computers have been considered to be effective for encouraging overall development in young children (Kelly and Schorger 117).
More specifically, scholars examining the use of computers in the classrooms have highlighted the multiple benefits of integrating computers into the classroom curriculum, which supports traditional learning. For instance, the traditional delivery of stories to the students can be reinforced through the use of CD-Rom talking books. Teachers can continue to help students to acquire reading strategies by utilizing the computer to facilitate the process in a fun and interesting way (Hall and Higgins 306).
Because of children's enthusiastic attitude towards computers, scholars such as Hall and Higgins have highlighted the opportunity for teachers to cultivate collaborative learning (306). As with the playground where young children are highly adept at developing "collaborative routines" (Crook 243), they are also capable of extending their collaborative activity to the computer, especially when it is placed "in a visible, highly active area" that promotes peer interaction (Hall and Higgins 307...