The Great Media Debate Continued

~Clark versus Kozma nearly three decades later

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Technology in education continues to become popularized as there are many learning options in or out of a classroom. Based on a survey of 2,000 parents, the majority agree that technology has had a role in enhancing how children learn (BusinessWire, 2021). As pointed out in the article, there is more than one correct way to learn, and technology allows children to learn based on their style. Furthermore, parents find many benefits to allowing their children to watch educational shows like Sesame Street, Mister Roger’s Neighborhood, and more. 

Kirkorian et al. (2008) explored the effects of exposing children aged two or more to electronic media, specifically educational TV shows, and how it could impact their cognitive development. As highlighted by Kirkorian et al. (2008), benefits arise when content aligns with “... specific goal to teach academic or social skills can be effective with potentially long-lasting effects” (p.47). For instance, they feature shows such as Blues Clues and Sesame Street, which benefit cognitive development. 

There is a continuous debate on the uses of technology in early childhood or elementary education. Like Clark’s (1994) view on media in education, Kirkorian et al. (2008) discuss the idea of an adult viewing the show with the child to expand on their learning by asking and answering questions, which makes the instruction just as crucial as the content. Clark (1994) would then argue that television alone is not beneficial to learning, and Kirkorian et al. (2008) would agree. For example, Kirkorian et al. (2008) bring up several TV shows that do not have educational benefits, such as Teletubbies, as they use “baby language” (p.41) and, therefore, are negatively associated with language development. Comparatively, TV shows such as Blue’s Clues and Dora the Explorer offer content that helps develop language through repetition and asking questions and prompts to viewers, allowing them to reflect and respond using their problem-solving skills. These examples connect with Clark's (1994) thoughts on the importance of instructional design, not just media use.

On the other hand, Kirkorian et al. (2008) finish their discussion on co-viewing by mentioning that children do not have to view the shows with an adult, as they still need the freedom to interact with the content independently. Kozma (1994) would agree with this statement as he thought media could allow for more active engagement and enhance problem-solving skills. Using educational television shows like Blues Clues and Dora the Explorer, Kozma (1994) would say that children can interact with the shows independently to enhance their learning abilities. 

Fast forward decades later: robots and education 

 The types of media used in education have changed since the 1990s; there is more access to educational technology with the invention of mobile phones and tablets and the creation of applications. Continuing to look at media and educational technology in early childhood education (ECE), there has been an increased interest in apps that help children with programming, such as Matatalab. 

Yang et al. (2021) used this app to study the efficiency of kindergarten children’s participation in robot programming compared to the traditional ECE block play activity. The results showed that the robot programming group experienced more significant gains in sequencing ability than the block play kindergarteners. Specifically, the robot programming with lower levels of self-regulation at baseline showed more extensive improvements in sequencing ability over time compared to the block play kindergartners. 

Clark (1994) would argue that the instructional design and pedagogical approach are more important than the app. In his media comparison, Kozma (1994) might highlight the advantages of using robot programming over traditional block play activities. However, both researchers may agree upon the importance of considering individual characteristics and contextual factors such as children’s ages and self-regulation baseline levels.

References

BusinessWire. (2021, September 23). Customized, interactive, and entertaining: New data from BYJU’s reveals how parents say their children learn best. . Retrieved from https://www.businesswire.com/news/home/20210923005290/en/Customized-Interactive-and-Entertaining-New-Data-from-BYJU%E2%80%99S-Reveals-How-Parents-Say-Their-Children-Learn-Best

Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21-29.

Kirkorian, H. L., Wartella, E. A., & Anderson, D. R. (2008). Media and young children’s learning. The Future of Children, 18(1), 39-61. https://www.jstor.org/stable/20053119

Kozma, R. B. (1994). Will media influence learning: Reframing the debate.Educational Technology Research and Development, 42(2), 7-19.

Yang, W., Ng, D. T. K., & Gao, H. (2021). Robot programming versus block play in early childhood education: Effects on computational thinking, sequencing ability, and self-regulation. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13215

By Catherine & Marni