The purpose of this study was to develop a computer literacy program for young children and then apply it to a Kindergarten, in order to examine its effects on young children's computer literacy. Study questions are as follows:
1. How does a computer...
The purpose of this study was to develop a computer literacy program for young children and then apply it to a Kindergarten, in order to examine its effects on young children's computer literacy. Study questions are as follows:
1. How does a computer literacy program for young children consist of?
1-1. What is the purpose and goal of computer literacy education for young children?
1-2. What is the content of computer literacy education for young children?
1-3. What is the method of teaching/learning of computer literacy education for young children?
1-4. What is the method of evaluation of computer literacy education for young children?
2. What is the effect of application of a computer literacy education program for young children?
The study program consisted of the purpose, goal, and content of computer literacy education for young children, and the method of teaching, learning, and evaluation of it. For this, the investigator examined domestic and overseas literatures and programs on computer literacy education for young children, and carried out a questionnaire survey of kindergarten teachers on the actual state and recognition of the education.
To test the effects of computer literacy education program for young children, 60 five-year-old children who were attending in S Kindergarten, A City, Gyeonggi-do were divided into two groups―an experimental group (n=30) and a control group (n= 30). The developed program was applied to the experimental group in 24 sessions for six weeks―4 sessions per week. As a tool of testing the program, the investigator selected CBT (Computer-Based Test) developed by Jeong Sang-nyeo (2006), and modified some questions of it. With this tool, the investigator measured young children's knowledge on computer, their skill of computer use, their ability of computer utilization, and their attitude toward computer. And in order to examine the process of young children's conceptual change of computer, before and after applying a computer literacy education program for young children to the experimental group, the investigator used the Concept-Mapping Tool―a test tool of conceptual extent used by Novak & Gowin (1984), and Pearson & Somekh (2000).
Study findings are as follows by study questions:
1. How does a computer literacy program for young children consist of?
First, the purpose of computer literacy education for young children is to cultivate such young children as forming the basic knowledge on computer, developing the skill of computer use in everyday life, having the ability of computer utilization to solve the problems encountered in everyday life, and shaping a positive attitude of computer activity.
Second, the goal of computer literacy education for young children was selected by the classifications of purposes. The goal of young children's knowledge on computer and skills of computer use is divided into 'to understand correct manners of computer use', 'to be interested in the working of computer', and 'to get accustomed to computer, its peripheral devices, and what it does'. The goal of young children's ability of computer utilization is divided into 'to develop basic ability that is necessary to utilize information', 'to be able to utilize a variety of softwares', 'to understand the fact that computer is used in a variety of ways in everyday life', and 'to grasp the importance of personal information'. The goal of young children's attitude toward computer is divided into 'to cultivate friendly attitude toward computer', to improve confidence in computer use', and 'to foster the sense of effectual self-control for computer use', thus being composed in combination with the themes of kindergarten life.
Third, the content of young children's computer literacy education was composed on the basis of educational purposes and goals. The content of young children's knowledge on computer and skills of computer use is classified into 'the method of computer use', 'the previous engagement of computer use', 'the thing that computer can or can't do', 'the benefit and harm of computer', 'the basic method of mouse use', 'the correct use of CD-ROM titles', and the correct use of computer and its peripheral devices, together with ten pertinent activities. The content of education regarding young children's ability of computer utilization consists of 'to satisfy curiosity', 'to retrieve information', 'to utilize interesting softwares', 'to use information devices', 'to use information correctly', and 'to behave when using computer, together with nine pertinent activities. The content of education regarding young children's attitude toward computer consists of 'to be familiarized with computer', 'to foster respectful attitude toward others' activities, and 'to cultivate the competence of computer use', together with five pertinent activities.
Fourth, as for the method of teaching/learning of young children's computer literacy education, following four principles are applied: (1) The principle of playing that allows young children to take part in computer activities enjoyably and pleasantly; (2) the principle of exploratory learning that allows young children to spontaneously explore and discover computer in the process of their utilizing computer in relation to the themes of everyday life; (3) the principle of individualization that allows young children to experience the computer literacy education in accordance with their individualized understanding, concern, requirement, interest, and developmental speed of computer; and (4) the principle of integration that develops the themes of everyday life and the content of education in a manner of reciprocal integration that allows young children to develop such computer literacy abilities as the knowledge on computer, the skill of computer use, the ability of computer utilization, and the attitude toward computer, centering on the themes of everyday life.
Fifth, the method of evaluation of computer literacy education for young children is divided into the evaluation of program and young children. To evaluate programs, the investigator analyzed the results of interviews with teachers who were taking part in the application of programs to the experimental group, on the basis of open questions about programs in general. And to evaluate young children, the investigator used such methods as CBT test, conceptual extent test, observation, and portfolio evaluation.
2. What is the effect of application of a computer literacy education program for young children?
First, as for the influence of a computer literacy education program upon young children's knowledge on computer, the experimental group is significantly better in understanding names, functions, and use methods of computer and in total knowledge on computer than the control group. This result shows that a computer literacy education program for young children can significantly enhance their knowledge on computer. In addition, as for the result of test of young children's conceptual extent of knowledge on computer, pre-test is higher in the conception of mouse, computer, keyboard, and speaker, resulting in total 33 concepts, whereas post-test is higher in the conception of mouse, mouse-pad, keyboard, and the main body, resulting in total 77 concepts.
Second, as for the influence of a computer literacy education program upon young children's skills of computer use, the experimental group is significantly better in the skill of mouse use and in the total skills of computer use than the control group. This result shows that a computer literacy education program for young children can significantly enhance their skills of computer use. In addition to that, as for the result of test of young children's conceptual extent of skills of computer use, pre-test is higher in such skills as putting in or taking out CD, pressing keyboard, and plugging-in or turning-off computer to use, resulting in total 9 concepts, whereas post-test is higher in such skills as plugging-in or turning-off computer, clicking, and pressing icons on an initial screen, resulting in total 39 concepts.
Third, as for the influence of a computer literacy education program upon young children's ability of computer utilization, the experimental group is significantly better in the ability of the Internet utilization and in the total ability of computer utilization than the control group. This result shows that a computer literacy education program for young children can significantly enhance their ability of computer utilization. In addition to that, as for the result of test of young children's conceptual extent of ability of computer utilization, pre-test is higher in the abilities of utilization of Naver/Junior Naver, Yahoo/Yahoo Kids, games, and fairy tale appreciation, resulting in total 57 concepts, whereas post-test is higher in the abilities of fairy tale appreciation, games, Junior Naver/Yahoo Kids, the retrieval of information from the Internet, e-mail, and UCC mobile images, resulting in total 64 concepts.
Fourth, as for the influence of a computer literacy education program upon young children's attitude toward computer, the experimental group is significantly better in manipulative confidence, use preference, the sense of effectual self-control, and total attitude toward computer than the control group. This result shows that a computer literacy education program for young children can significantly enhance their attitude toward computer. In addition to that, as for the result of test of young children's conceptual extent of attitude toward computer, pre-test shows that there are two concepts as 'I don't know well' and 'It will be better to play games than to study', whereas post-test shows that there are three concepts as 'I can play pleasantly', 'I can do well with computer for myself', and 'I can provide help to my friends when they are playing games'. Thus, the number of conceptual extent of attitude for the pre- and post-test is nearly the same.