I cover this a bit in my reply to Eli. https://www.kickscondor.com/2018/08/28/caution-chromebooks/
I agree that there should be a limit (and have practiced this in my classes) but there are some incredible uses of touchscreens that I can't ignore.
I agree that there should be a limit (and have practiced this in my classes) but there are some incredible uses of touchscreens that I can't ignore.
I taught English as a foreign language for 5 years at high school level and since I'm a computer programmer by training, my colleagues were very keen for me to introduce technology to the class. I started from that perspective, but gradually reduced the technology until at 5 years I was using a blackboard, paper and pencils only.
For me, (and especially for teaching language, I suspect) it was much more important to keep students engaged and keep their comprehension levels high. I spent a lot of time testing those comprehension levels, modelling responses and encouraging interaction amongst the students. I found that technology moved the focus of the students from the subject to the technology. Instead engaging in the subject, they would become passive and be focused on the device, or presentation. We even had a big wall of dictionaries in the classroom and I asked the students to use it as a resource of last resort. Instead, I wanted them to find people in the room who knew the answer to their question -- teaching language is about communication after all ;-)
From that perspective, it's interesting to hear from someone who seems to take a different approach. I'd love to know what kinds of things you are aiming towards and how the use of technology provides it.
> Just today we did an activity where all the kids 'drew' a visualization of a certain math problem and then we passed the tablets around and added on top off them and then I showed the results on the projector. There was laughter, story-telling, kids helping each other, moving around the classroom, you name it.
I do group activities that involve creating things together that explore the topic. (I look at technology not as a 'subject' but as a 'language' or 'medium'.) So, at home, rather than finding an educational app for them, I would recommend giving them a tablet so they can film the things they experience. Things they see in the backyard or things they make. They can record themselves explaining a topic they learned about. Have them make music (the byte.co Music Maker app is a good one for a child who has no experience with it) and have them mess with vector-drawing or 3-D modeling apps. Then talk to them about what they made and help them get to the next level. The tablet is the 'medium' and you are the 'scaffold'. They need you to find out where to go next.
And, yeah, put the tablets away half the time so they can experience things directly. (Sounds like this is perhaps where your concern lies.)
I've also had great success with Twine once they can read.
Thanks for the great question! I hope this helps. It's really cool that you asked.
I fail to see how this is something that couldn't be accomplished with paper And using the tablets half the time seems like wayy too much imo.