Into the cyber world
SHOBA MENON
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Children need to know what to make of the glut of available information.
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Reuters
A recent survey American Association of School Administrators (from parents, teacher, leaders in different fields and the general public) on what skills would be important for students graduating in the 21st century revealed that `Computer skills and media technology' ranked third in the list of 16 possibilities, outvoted only by basic skills (reading, writing, math) and `good work habits'. Would a similar survey in India be very different? Available statistics show that 80 per cent of people who plan to buy a personal computer cite children's education as the main reason.
For older children, parents tend to greatly overestimate the power of computer hardware to help their youngsters' learning and `secure their educational future'. Problem is, few know how to support the child's use of technology, and generally allow unlimited and unsupervised computer use. And most are not aware of the dangers of open access to the Internet. G. Gautama, Principal, The School KFI, Chennai says, "I think many parents go in for computers for reasons that are more social — for easier and quicker communication modes, or a psychological sense of security because `everyone owns one'— than educational. Ironically, computers have once again thrown into focus the human being who knows what to make of the glut of available information."
Experts confirm that the brain undergoes certain `critical' or `sensitive' periods in both childhood and adolescence when learning environments exert special kinds of effects and when certain types of activities and stimulation are most appropriate and necessary to maximise potential. Wasting or subverting these developmental windows may lead to irrecoverable losses ultimately. Just because children, particularly young ones, are performing tasks that look technologically sophisticated may not mean they're learning anything important. Instead they could be engaged in an activity that takes time and attention away from other more valuable types of learning. "Harnessing electronic media to assist learning without compromising on other aspects of development is imperative'" feels Jaya Krishnaswami, Project Coordinator, Madhuram Narayan Centre for Exceptional Children. Vasudha Prakash, Education Psychologist, says, "However untested or purposeless a programme, there is a hidden use in the hand-eye coordination skills it enhances among young children. So just consider how potent a tool it can be when used wisely. Choice of good software programs that are periodically updated combined with adequate parental supervision, can make computer time a fun activity that builds thinking skills, and not merely focus on the repetitive."
Dr. Anil Pande, Neurosurgeon, confides that his own kids, aged six and two, do spend a lot of time on computer games, but feels, "a careful choice of educational software definitely enhances certain areas of intelligence, and at rapid rates. But overuse of this medium has its own occupational hazards — epileptic attacks triggered in those prone to epileptic fits, and neck pain and occipital headaches due to eyestrain are common medical problems we come across."
Suffice it to say that children need close adult monitoring and well-defined educational projects to make their computer use constructive. And we definitely need critical, objective analysis and clear practical guidelines for children in classrooms and homes. Not just assume that connecting kids to `information' will somehow make them better equipped to read and use it intelligently.
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