Age and Computer Assisted Learning

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).

an early age. According to the opponents of computer-assisted learning for young children, traditional learning activities have become increasingly replaced by computer use, which undermines the overall development of young children. Specifically, Cordes and Miller asserted their concerns that "the time spent with computersà may distract both children and adults from directly communicating with one another, face to face, weaving together the rich variety of spoken and unspoken cues such interactions encourage" (35). Cordes and Miller noted that these children are likely to experience language delays due to the decrease in the necessary face-to-face interactions. Another concern raised by these opponents is that young children who are fixated on the computers may become socially isolated and emotionally detached. Because their interest revolves around the computers, the children may become uninterested in interacting with their peers in social activities (Greenspan and Benderly, cited in Kelly and Schorger 117). Finally, scholars also contend that the exciting and vivid nature of learning offered by computers can detract from the objectives of learning. In his book, The End of Education, Neil Postman illuminated the fact