I will be incorporating technology in teaching grade 1 children in our institution. The adoption is set to help instructors and learners gain the most from technology while observing the social code of conduct. Modern technology has penetrated every domain of our lives at an early age, except in the education sector. Although technology is introduced to learners at higher learning levels, its applicability in lower grades remains untapped. Understandably, the availability of technological devices and the growth of social media platforms have substantially affected the moral code among the young (Sinclair, 2018). Computers and projectors will provide learners with high-definition illustrations of essential concepts taught in class, such as weather patterns, animals, plants, figures, and diagrams, to mention a few. Conventionality, technology produces clear and neat work compared to humans, which will help the young learners grasp content with ease. The introduction of more profound technological concepts to young learners remains a matter of debate, sparking questions on the evaluation criteria to be used. The adoption of technology and the provision of the necessary gadgets are two different issues.
Parents should not be wary about the influence of technology on the lives and well-being of their children, but should help their children gain the best from technology. The level of learner performance is projected to improve with the adoption of technology in the teaching of grade 1 children. Currently, children are already exposed to digital technologies before joining the school. It makes them more conversant with digital and high definition devices such as smartphones, smart televisions, personal computers, and gaming consoles. The use of technology will be more of a continuity of access and consumption of technology. However, they will now be using technology for learning purposes and not entertainment, as it happens at home.
Reference
Sinclair, N. (2018). Time, immersion and articulation: Digital technology for early childhood mathematics. In Contemporary research and perspectives on early childhood mathematics education (pp. 205-221). Springer, Cham.