Contextual Introduction
Johnson begins her article by providing readers with historic context, which serves as a base for understanding the importance of her research as it relates to the education of young children. Johnson (2010) explains that historically there has always been a panic surrounding the introduction of new technologies in discussions about children (p. 176). Since its creation, Johnson explains that the public at large has maintained two conflicting anxieties surrounding children and the Internet (2008, p. 176). On one side of this coin Johnson states that people believe "that the Internet may harm children, for example, by exposure to inappropriate content," while on the obverse side people believe "that children without Internet access are cognitively and socially disadvantaged" (Johnson, 2010, p. 176). Understanding these two very opposite view points is important for educators, because they both can and do greatly impact our teaching.
It is interesting to synthesize the statistics that stem from the research of Johnson and others who are exploring the effects Internet usage has on the cognitive development of young children. In her work Johnson states that "approximately 20% of Canadian 9 year old children have accessed the Internet through their own personal computers," while "in Australia, nine in ten families have home Internet connectivity and 75% have broadband access" (2010, p. 176). These statistics indicate an increase in the number of children accessing the Internet, while also demonstrating increases in the amount of time they spend on-line and the complexity of their on-line activities (2010). Johnson (2010) writes:
Public anxiety surrounding the digital divide (Burnett & Wilkinsonn,
2005, Livingstone & Helper, 2007), increasing complex school
Internet literacy curriculum (Johnson, 2007a; Takahira, Ando, &
Sakamoto), and social policy initiatives directed at enhancing
childhood Internet access (Sandvig, 2003) reveal the extent to
which Internet use is perceived as developmentally appropriate
(if not required). Indeed there is mounting evidence that using
the Internet provides children with cognitive and social benefits
(Greenfield & Yan, 2006). (p. 176)
Building upon previous research focused on technology and children, Johnson concluded that during periods of rapid development of childhood, Internet use stimulates cognitive and psychological development (2010, p. 176). Fish and colleagues (2008) conducted a study of 200 children in which they examined the relationship between home computer usage and cognitive development among preschool students. In this study data was collected in regards to internet access, time spent on the computer, as well as interest in the types of programs used. After controlling for parent education and household income, Fish and colleagues (2008) concluded that "children who had home computer access had significantly higher scores of cognitive development than children who did not have home Internet access" (Johnson, 2010, p. 176). This research also demonstrated that the frequency of children's computer use also related to their cognitive development, in which "early computer use at home was a positive influence on young children's cognitive development" (Johnson, 2010, p. 176).
It is interesting to synthesize the statistics that stem from the research of Johnson and others who are exploring the effects Internet usage has on the cognitive development of young children. In her work Johnson states that "approximately 20% of Canadian 9 year old children have accessed the Internet through their own personal computers," while "in Australia, nine in ten families have home Internet connectivity and 75% have broadband access" (2010, p. 176). These statistics indicate an increase in the number of children accessing the Internet, while also demonstrating increases in the amount of time they spend on-line and the complexity of their on-line activities (2010). Johnson (2010) writes:
Public anxiety surrounding the digital divide (Burnett & Wilkinsonn,
2005, Livingstone & Helper, 2007), increasing complex school
Internet literacy curriculum (Johnson, 2007a; Takahira, Ando, &
Sakamoto), and social policy initiatives directed at enhancing
childhood Internet access (Sandvig, 2003) reveal the extent to
which Internet use is perceived as developmentally appropriate
(if not required). Indeed there is mounting evidence that using
the Internet provides children with cognitive and social benefits
(Greenfield & Yan, 2006). (p. 176)
Building upon previous research focused on technology and children, Johnson concluded that during periods of rapid development of childhood, Internet use stimulates cognitive and psychological development (2010, p. 176). Fish and colleagues (2008) conducted a study of 200 children in which they examined the relationship between home computer usage and cognitive development among preschool students. In this study data was collected in regards to internet access, time spent on the computer, as well as interest in the types of programs used. After controlling for parent education and household income, Fish and colleagues (2008) concluded that "children who had home computer access had significantly higher scores of cognitive development than children who did not have home Internet access" (Johnson, 2010, p. 176). This research also demonstrated that the frequency of children's computer use also related to their cognitive development, in which "early computer use at home was a positive influence on young children's cognitive development" (Johnson, 2010, p. 176).
So, now as educators we must ask ourselves what this all means...
Resources:
Johnson, G.M. (2010). Internet Use and Child Development: Validation of the Ecological Techno-Subsystem. Educational Technology & Society, 13 (1), 176-185.
Johnson, G.M. (2010). Internet Use and Child Development: Validation of the Ecological Techno-Subsystem. Educational Technology & Society, 13 (1), 176-185.