Progress Report on Evolving Technology in Child Studies Classrooms
When discussing technology in Child Studies classrooms the question that comes to mind is 'Is technology creating a more realistic education for students in the area of child care or is it taking away the very important human touch?" As a study into the effects of technology on the Child Studies curriculum I considered many different technologies included but not limited to Baby Simulators, conference calls, video calls, digital games and even just basic internet searching. After completing my research I believe the integration of these technologies and others in the Child Studies classroom is a benefit and helps make the study of child care more realistic for students. However, my studies also pointed out to me the possible downfalls of such technology, specifically the risk of losing the very important human touch that is essential to an education in Child Studies. Therefore I believe the use of advancing technology in Child Studies classrooms must be accompanied by in person communication with parents as much as possible.
A TimelineTHE PAST
Peterat (1984) states that "By examining the past, we can glimpse the evolution of our conceptualization of home economics from an emphasis on cooking and sewing, to homemaking. to management. to applied science. to family living" (p. 12) Stephen and Senn also speak to the changes in Family Studies courses over time. Stephen (1994, p.187) speaks of how economic hardship and the changing roles of women in the workforce led to adding money management and decision making to the Family Studies curriculum. Senn (1998, p.8) also mentions this change in curriculum and the resulting name change of the program from Home Economics to Family Studies. She speaks to a new focus on family problems and social problems and how this program helps address these problems. THE PRESENT It is clear from experts in the field such as Peterat, Stephen and Senn that family studies changes with the times and thus we can expect that family studies needs to adjust to the current technologically rich world to survive. "Our economy will continue to be driven by globalization, demographic shifts, and technological advances...Our future as a society is dependent upon youth and their ability to be successful not only in the workplace, but also in their homes and personal lives." (Manitoba Education, Citizenship and Youth, p.1.1) Some of these skills are already being incorporated into many classrooms. For example the National Educational Technology Standards for Students offers learning activities such as "Design, develop, and test a digital learning game to demonstrate knowledge and skills related to curriculum content." (p. 5) and "Select digital tools or resources to use for a real-world task and justify the selection based on their efficiency and effectiveness." (p.5) Both of these learning activities would be highly relevant in a Child Studies classroom by testing toys and games for children or using the internet or facetime to get answers to health questions about pregnancy, babies or children. Part of this involves using the digital tool but also using the 21st century skill of problem solving by deciding what are good sources to trust when asking health questions. "Appropriate integration of ICT allows students to access and analyse effectively a wider range and a greater quantity of information in more media than ever before." (Nova Scotia Department of Education, p. 7) THE FUTURE Chris Dede speaks of changes needed in education based on a generation that needs 21st century skills. He refers to the need for students to problem solve, collaborate, evaluate data, discover things and question things. All of these things can be done even more effectively and efficiently by utilizing the technological resources available to our students on a daily basis. I speak towards these skills and using technology to meet these skills in a Child Studies classroom in my recommendations for action. |
Pros and ConsPROS
A number of positive results of the use of technology in Education can be related to Child Studies in particular. For example Dede mentions that “The ability to separate signal from noise in a potentially overwhelming flood of incoming data is a suite of 21st century skills” (p. 2). This ability was also discussed in our professional dialogue and highlighted as an important use of technology. Also it was clear in my research that technology is a part of the lives of today's youth and therefore it benefits them to be able to use such technology in their education and in their day to day family lives. Whatever they can use to help them in their day to day family lives should therefore be considered an important element of the Family Studies Curriculum. "Family studies/home economics provides students with opportunities to explore, to use. to make decisions about these new technologies" (Senn, p.66) RESULTS OF PROFESSIONAL DIALOGUE In asking professionals in the field of teaching about the pros and cons of technology in a Child Studies classroom there was a lot of positive feedback about the possible uses of technology in Child Studies and how it has made many of the lessons more realistic in how students experience them. For example face time and conference calls can allow students a chance to ask questions of and converse with real parents and to see children in their natural environment. This interactive opportunity offers a learning opportunity that goes beyond material printed that a student might not relate to or be able to ask questions of as easily. Teachers also spoke of students knowing how to google parenting questions and decide if the answer they are getting is reliable or not. Some resources that are reliable were provided (811 has a website now) Speed of information retrieval was another positive use of technology in parenting and in Child Studies classrooms. One example of speed being a benefit of technology was using the internet to find healthy recipes for toddlers rather than scouring multiple cookbooks or memorizing recipes that have been handed down to you. Another example a colleague who teaches Child Studies mentioned was comparing prices online rather than actually having to go to stores or flip through catalogs. CONS There is some concern out there that technology in the classroom will replace rather than compliment some of the current EGL's in our classrooms. Senn mentions "total dependence on machines and tools to deliver the curriculum." (p.7) She speaks of "little interaction and communication/conversation between students (and none with teacher direction or involvement). and virtually no opportunity for questioning. discussing and exploring the material presented" (p. 7) in referring to an increased reliance on technology in the classroom. Some other concerns of the possible negative effects of technology in a Child Studies classroom came from a professional dialogue I conducted with other teachers. I outline some of these concerns below RESULTS OF PROFESSIONAL DIALOGUE In asking professionals in the field of teaching about the pros and cons of technology in a Child Studies classroom one of the reoccurring concerns of technology was that it would make parenting seem "easier" than it actually is which would not only give students a false impression of the hardships of parenting but also could possibly encourage teen pregnancies in some. For example one woman spoke about baby simulators and how despite the fact that they have gotten much more realistic over time (you now have to change their diaper for example) that they are still missing a lot of what it is like to take care of a baby in real life. Even the most advanced baby simulators don't give you a feel for the hormone imbalance that comes with pregnancy and childbirth, and they don't throw up on you after you just got your first shower in days, and even if you have to change the baby simulators diaper it is likely not full of explosive poop that gets all over you. While technology brings a lot more realism to many situations it is not match for actual reality. Another concern voiced was the cost of many technologies. Some schools and districts simply cannot afford to offer what others can and this leaves some students more technologically advantaged than others which creates a very unfair gap in education due to socio-economic status. |
Summary and Recommendations for ActionSUMMARY The research question I looked into was 'Does technology make Child Studies education more realistic or less authentic?" Through research and a professional dialogue I came to the conclusion that it does a little bit of both. Technology does in fact add more realism to Child Studies. Students can use modern technology to talk to and see children in their homes and ask questions of parents, they can research parenting questions using the internet and conference calls or text. They can even bring home baby simulators that need diaper changes, rocking, proper temperature control, and care in other ways. These technological options in a child studies classroom offer a much more realistic view of child care than some of the previous generations schooling allowed. Technology, however, also can be detrimental to child studies education if not properly complimented with interactions with real life people. While the technology offers some more realism than previously available it is no match for actual reality and can in fact make child care appear easier than it actually is. Baby simulators have come a long way but they cannot mimic the hormones, pain, and stress amongst other life altering changes that come from child birth and child rearing. My research, therefore, brought me to the conclusion that technology is a great benefit to child studies education and adds an important sense of realism if and only if it is complimented with interactions with real life people and their real life experiences. RECOMMENDATIONS FOR ACTION "Perhaps the contribution Family Studies education can make to Design and Technology education is to ask critical questions of it and bring forward its capabilities in addressing problems of human concern in everyday life" (Slocum, 1995a, p. 99). (p.122) As a result of my research I propose the following recommendations to bring Child Studies education into the 21st century effectively:
A couple great resources to help implement the above recommendations for action that came up in our professional dialogue
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References
Dede, Chris. (2009). Comparing Frameworks for "21st Century Skills" Harvard Graduate School of Education.
Manitoba Education, Citizenship and Youth. (2004). Senior Years Family Studies: Manitoba Curriculum Framework of Outcomes. Retrieved from:
https://www.edu.gov.mb.ca/k12/cur/teched/fs_framework/framework.pdf
National Educational Technology Standards for Students (2007). Profiles for Technology (ICT) Literate Students. ISTE. Retrieved from https://acorn.acadiau.ca/file.php/2206/resources_module1/iste_resources/NETS-S_2007_Student_Profiles.pdf
Nova Scotia Department of Education (2005). The Integration of Information and Communication Technology within the Curriculum. Province of Nova Scotia.
Peterat, L. ( 1984). Home economics: a survey of provincial curricula at secondary level. Fredericton: University of New Brunswick.
Senn, Patricia A. (1998) Beyond Survival: Family Studies and Technological Education. National Library of Canada. 395 Wellington Street, ON, Canada. Retrieved from: http://www.collectionscanada.gc.ca/obj/s4/f2/dsk2/ftp01/MQ30701.pdf
Slocum, A. (1995b). "Taking care" in the family studies classroom. Canadian Home Economics Journal. 45(4), 133- 138.
Stephen, S. (1994). Relevance in high school home economics programs. Canadian Home Economics Journal. 44(4), 186-188
Dede, Chris. (2009). Comparing Frameworks for "21st Century Skills" Harvard Graduate School of Education.
Manitoba Education, Citizenship and Youth. (2004). Senior Years Family Studies: Manitoba Curriculum Framework of Outcomes. Retrieved from:
https://www.edu.gov.mb.ca/k12/cur/teched/fs_framework/framework.pdf
National Educational Technology Standards for Students (2007). Profiles for Technology (ICT) Literate Students. ISTE. Retrieved from https://acorn.acadiau.ca/file.php/2206/resources_module1/iste_resources/NETS-S_2007_Student_Profiles.pdf
Nova Scotia Department of Education (2005). The Integration of Information and Communication Technology within the Curriculum. Province of Nova Scotia.
Peterat, L. ( 1984). Home economics: a survey of provincial curricula at secondary level. Fredericton: University of New Brunswick.
Senn, Patricia A. (1998) Beyond Survival: Family Studies and Technological Education. National Library of Canada. 395 Wellington Street, ON, Canada. Retrieved from: http://www.collectionscanada.gc.ca/obj/s4/f2/dsk2/ftp01/MQ30701.pdf
Slocum, A. (1995b). "Taking care" in the family studies classroom. Canadian Home Economics Journal. 45(4), 133- 138.
Stephen, S. (1994). Relevance in high school home economics programs. Canadian Home Economics Journal. 44(4), 186-188