| This study examines first whether computer-assisted instruction, as distinct from teacher-only instruction, can benefit young children's readiness for learning. Second, it attempts to determine whether the computer can be made a meaningful tool in an early childhood curriculum, specifically in kindergarten teaching. Next, it seeks to achieve a clearer understanding of technology's influence on young children's education. Finally, it considers technology's role in modern society.; The primary means of investigating these questions was a study in which three successive kindergarten groups totaling 82 pupils were assessed utilizing qualitative and quantitative instruments. Each kindergarten class was randomly divided. The control group used only traditional teacher-guided instruction, with no computer usage, as its method of learning. The experimental group was taught using computer-assisted instruction as the primary means of learning.; The qualitative feedback was derived from a behavioral survey process that assessed how these sets of pupils felt about their method of instruction, and the results were compared using a rubric scale. Further, the Metropolitan Readiness Test I used as a pre-test and version II of this instrument administered as a post-test, provided quantitative results. Again, results were compared to determine whether, and to what degree, using computer technology at school affects young children's learning.; Qualitative data results indicate that these children generally favored learning through teacher-guided instruction. Quantitative results for kindergarten readiness skills showed that children who received teacher-guided instruction generally scored higher than those in the computer-assisted group.; Results from these two methods of research reveal that, though both sets of pupils (teacher-guided and computer-assisted) had generally positive experiences, those of the control group (teacher-directed pupils) were stronger. The results of this study indicate that computer-assisted instruction, as distinct from teacher-directed instruction, does not significantly improve kindergarten children's learning of preparatory skills. The results also confirm that, when used as a supplementary classroom activity, computer-aided instruction can be of assistance in the learning process. |
