Introduction

In the 21^st century technology has become an integral part of our lives and much so to children and teenagers. The current generation of children spends a considerable amount of time “glued” to smartphones, PlayStation,Xboxes, and computers. Digital devices have become a norm and a necessity among today’s youngsters as rely on them for a variety of functions including entertainment and communication. Therefore, it is critical that digital devices are included in the learning process in and beyond the classroom. Stakeholders in the education sector argue that teachers should apply digital technologies to enhance the quality of education as technology is a useful tool in increasing student interaction, motivation and focus in and out of the class(Raith,2019).

In this regard, the essential question that teachers need to ask is whether or not digital technologies assist in the teaching and learning process? It is apparent that digital technologies provide a wide variety of benefits and challenges to both teachers and students. It is hence making the answer to the question unclear. The uncertainty in the answer being,  as a result of limited research evidence to ascertain the level of success of applying digital technologies in teaching for some reasons. Firstly, it has proved quite challenging to compare across surveys as they use a variety of contexts on different samples(Sercu,2013).

In cases where studies focus on a particular angle for instance; the use of a blog to improve the writing skills of EFL students. The results differ as in some cases blogs are perceived to be active while in others they appear to be of no consequence to the learners. Secondly, it is critical to note that research often tends to be subjective as researchers undertake surveys with the primary goal of justifying the thesis. Hence the results are positive and. An objective approach is rarely sort, therefore making it challenging to dispel or and substantiate some theories. On the other hand, some researchers attempt to be, but in one form of the other, they present a biased view. It, therefore, becomes challenging to make generalizations of concepts; for instance; Digital technology assists students to learn better”.

Nonetheless, it is apparent that digital technologies are “powerful” tools in teaching and learning, ignoring their existence, influence and relevance in the education sector would be ill-advised. That said, it is digital technologies should be applied strategically to address challenges or and to provide added benefit to the learners and the teachers. In the following document, the focus is on the application of a digital technology solution to a pedagogical challenge in teaching young learners. The discussion evaluates various problems teachers encounter when teaching young learners and seek to identify a variety of digital technologies that can be applied as a solution to the issues. Furthermore, the discussion defines, describes and evaluates the various digital technologies to ascertain there relevance and practicality as solutions to challenges experienced by young learners teachers. It is important to note that, due to the tender age of students, there are numerous limitations in the use of digital technologies.

Challenges in teaching young learners

Attention deficit hyperactivity disorder (ADHD)

In the classrooms, teachers are exposed to a wide variety of students, and student needs thus creating numerous issues for the teachers. One major challenge affecting teachers of young learners is addressing the problems associated with children with ADHD. Attention deficit hyperactivity disorder (ADHD) is a mental condition affecting children, teenager as well as adults. ADHD is the most common mental condition in children of school going and acts as a significant inhibitor to their ability to learn and retain information. ADHD is commonly exhibited in children by hyperactivity and the inability to control impulses. Therefore, the children encounter issues in paying attention. ADHD affects the child’s behavior both at home and at school. Also, ADHD is commonly present in boys as opposed to girls and is often diagnosed in a student’s early school years when it is detected that the student is experiencing challenges in paying attention. It is critical to note that there are two types of behavioral characteristics of children with ADHD namely; Inattention, Hyperactivity, and Impulsivity. It is normal that occasionally young learners have issues in paying attention to parents and teachers especially in regards to them waiting for their turn or staying seated. Therefore kids should only be diagnosed with ADHD in cases where their behavior is categorized as extreme. Most important to note is that not all children who experience attention issues have ADHD. Children diagnosed with ADHD must demonstrate symptoms in at least two environments including school and at home. Also, the signs and patterns must exist for more than six months.

ADHD Classroom Challenges

The structure of classroom settings often requires students to behave in a given manner. For instance, children are expected to sit still, listen quietly and most importantly concentrate on the lessons. The above requirements are often a challenge for children diagnosed with ADHD. When dealing with students with ADHD, it is critical that the teacher understands that it is not the fault of the children and despite their desire to cooperate in class, their brains hinder them. Students often carry the burden of being diagnosed with ADHD in the form of punishment, scolding low grades and low self-esteem. Conversely, the teacher receives complaints from parents who claim that their children are being denied the necessary attention and skills to succeed.

Some of the main issues affecting students with ADHD include; Students with ADHD demand additional attention. Secondly, students with ADHD encounter numerous problems following instructions especially when presented in step format. Thirdly, the students often forget to do their homework assignments. Also, students lack necessary motor control thus hindering their ability to take notes as well as making their handwriting challenging to decipher. Students with ADHD dislike being in groups as they are unable to pull their weight in the group setting hence affecting their self-esteem.

Digital technology solutions

As previously stated, advances in digital technologies provide a wide variety of benefits for both students and teachers in and beyond the classrooms. According to an article by the American Academy of Pediatrics, it was recommended that the use of interactive apps as a strategy for teaching children with ADHD. Child experts assert that effective monitoring and management of child’s technology time, parents and teachers can indeed assist children to manage a variety of learning challenges associated with ADHD. According to Randy Kulman, a child psychologist, as well as the president of “Learning Works for Kids” video games and a variety of technologies can limit attention spans as a result outdoor exercise is critical. “Learning Works for Kids” is a technology company specialized in developing educational material as well as integrates game-based learning to the real environment. Randy further argues that since technology continues to be an integral part of the society as well as education, it should be seen as an opportunity to address a wide variety of learning issues associated with children diagnosed of ADHD.

Similarly, Maria Edman an assistant professor at Mount Sinai Hospital Department of child psychiatry argues that those against the use of digital technologies in teaching students with ADHD need to look at the issue more inclusively. Maria asserts that Children with ADHD get distracted by small things including the dropping of a pen. This technology may be applied as a distraction to teaching. Also, founder of “Innovative Speech Therapy,” Joan Green, argues that there is a variety of technology-based tools that can be applied to improve the quality of education as well as enhance the learning process of children with ADHD. Digital technologies can be used to assist young learners in communication as well as address learning challenges experienced as a result of ADHD.

Types of digital technology solutions

Due to advances in technology a variety of devices have become readily available and accessible to young children. Smartphones are considered to be the most common digital device used by children for a variety of functions including games, entertainment, and communication among others. According to Kulman, the smartphone is one of the most useful inventions for persons with ADHD. Memory is a significant concern for children with ADHD, and a smartphone can be used to set alarms and create reminders that can assist the student to cope with short term memory. For instance, a teacher can set reminders on the student’s smartphones to remind them to do theirhomework. The teacher may also assist the children to take pictures of class settings and learning items which they can refer to later on(Buchsbaum et al.,2010).

According to Green in his article “Assistive Technology in Special Education: Resources for Education, Intervention and Rehabilitation, 2nd Edition” the author argues that a Smartpen is an important digital tool for students with ADHD as it enables them to capture as well as handwritten replay notes digitally. It is critical to note that attention in class is one of the main issues that children with ADHD face and teachers need to develop and implement strategies to ensure that the students retain information. Children with ADHD find it particularly difficult to pay attention in class, take notes as well as learn new material as they are limited in their ability to multitask. Thus Smartpens such as the “Livescribe” can assist the children to refer to drawings and notes which are synced with recorded audio files which they can listen at home or in the car on their way home or to school. The central concept that makes Smartpens assistive tools for children with ADHD is the fact that they allow the students to go back to lessons and notes later multiple times(Buchsbaum et al.,2010).

In addition to losing attention children with ADHD can easily get lost in their thoughts thus encountering issues in completing tasks. Therefore, Green recommends the use of dictation technologies aimed at supporting the children’s writing process. Green further asserts that dictation technologies have proven to be quite useful in writing challenges, for instance, a variety of devices including smartphones, laptops, and tablets comprise of microphones thus providing the ability to dictate. Also, numerous schools use google for a variety of functions. Accordingly, the teachers can adjust the settings of the devices used by the students and gradually introduce them to the dictation process(Buchsbaum et al.,2010).

Over the last decade, the popularity of Apps has increased in society as well as learning institutions. In this respect, a variety of Apps have been developed to assist students in writing, improve working memory as well as a range of executive function skills. For instance, “Notability” is an App designed to take notes and allow the student to refer and listen to the records later. When integrating the use of Apps, it is critical that the teachers select Apps that are designed to block out ads as they may act as an unnecessary distraction for the Children with ADHD rendering the Apps ineffective(Buchsbaum et al.,2010).

As stated above, digital technologies have numerous distractions including ads as well as additional Apps on the device that may capture the attention of the child. For instance, a child may drift from the task on hand while using an IPad and click home to select a game. To avoid children from being distracted from their tasks, Apple has developed the guided access feature applicable to iPhone, IPad or iPod which is implemented by an adult hinders the child from exiting a specific screen hence maintaining their focus and limits distractions(Apple,2016).

YouTube is one of the most abundant resources available on the Internet; thus there is a need for teachers to be cautious when using this form of digital technologies. Nonetheless, there are YouTube alternatives that teachers can apply including; Teacher Tube. Teacher Tube comprises of a wide variety of educational channels including play channels which are critical is assisting young learners to execute tasks and planning skills as some include instructional games(Buchsbaum et al.,2010).

Video games are essential tools when teaching children with ADHD as they assist in developing reflexes increasing children’s reaction times, memory as well as increase focus. Kulman argues that the structure of video games include inevitable setbacks as well as errors that assist children with ADHD to effectively manage real-world situations. Green asserts that all games are not bad and some are very effective in teaching children. Despite this, it is critical that teachers have great control the time children spend playing games; thus the need to separate useful content from junk(Buchsbaum et al.,2010).

Since it is apparent that children with ADHD encounter challenges in paying attention including sitting down to read textbooks, teachers can use “Audible,” an audiobook service where the students can listen as the book is read to them. Audiobook services are present are compatible with mp3 players and tablets, and they are ideal in allowing students to remain active as they listen to readings, for instance, the children could bounce on exercise balls as they listen to the audios.

Assessment is an integral part of learning, and it is critical that teachers provide students with homework or tasks they can complete outside the class. Therefore the teacher needs to give the students with instructions in the form of assignments. The process of writing down assignments is tiresome and a significant challenge for children with ADHD; thus the need to apply speech recognition software. Speech recognition software allows students to express themselves efficiently and quickly. The children tell the computer what they want to write and it does all the work. These way children do not spend long hours trying to complete assignments. It is important to note that the longer a student takes to complete a task the more likely they are going to losefocus(Shifrin et al., 2015).

Processing numbers is another challenge that children with ADHD deal with hence the application of talking calculators. Talking calculators assist children in listening to numbers as the calculator performs the calculations before it submits the answer. The students will then be required to transfer the solution to the assignment sheet(Chiong et al.,2012).

Factors to consider when applying digital technologies.

The process of assisting children with ADHD requires the development and implementation of various strategies. Educators often encounter challenges when dealing with children with ADHD as they must promote and redirect the students to perform numerous routine tasks. The similar repeating functions can be a frustrating affair for the children, teachers and other classmates who may have acquired the content at the first instant; thus the need to be creative. Furthermore, the actions especially the inability of children with ADHD to remain still may also create disruptions in class. In the age of advanced technology, the teachers are provided with various options to choose from. As teachers seek to apply digital technologies to assist students with ADHD they must consider many factors.

As discussed above, there are two significant categories of ADHD, and it is critical that the teacher knows which kind of ADHD the student has been diagnosed with to develop and implement the most effective strategy. For instance, a child whose ADHD hinders them from paying attention cannot be helped by a digital technology that focuses on writing skills. It is critical that the teacher understands the needs of each student to implement tools that are beneficial(Csibra,2009).

Secondly, the teacher needs to identify how many children in the class have ADHD as compared to those that do not have ADHD. As a teacher, one is required to cater to the educational needs of all students regardless of whether they have ADHD or not. In the whole class, the teacher needs to apply digital technologies that bridge the gap between the students with the ADHD and the rest of the students. The teacher must strike a balance ensuring that the techniques applied are beneficial to both sets of students and does not create conflict. Children with ADHD already encounter self-esteem issues; a teacher who makes it obvious by treating them different in class can lead to teasing from peers. The segregation could lead to conflict in the level (Shifrin et al.,2015).

conclusions

In conclusion, the use of digital technologies as a solution to challenges in teaching young learners requires critical thinking and creativity on the part of the teachers. Customization of digital technologies is essential to assist in creating a bridge between traditional teaching methodologies and the use of digital technologies. Techno-centric ideologies claiming that emerging technologies in hardware/software and application programs can be applied in isolation to assist students is flawed. As the role of the teacher cannot be replaced by technology hence the need for integrated teaching strategies, referring to digital technologies as tools. All in all, children who struggle with ADHD require additional support and advances in digital technologies provide numerous opportunities for teachers. Also, children with ADHD may need extra help in the form of the classroom setting, and the teachers must critically evaluate the type of assistive technology to apply. It is apparent that the application of assistive technologies set the stage for academic success(Chi MTH,2009).

References

Apple. Education: Learning with the iPad. 2016. http://www.apple.com/education/products/#learning-with-ipad.Accessed October 19, 2016.

Buchsbaum D, Gopnik A, Griffiths TL, Shafto P. Children’s imitation of causal action sequences is influenced by statistical and pedagogical evidence. Cognition. 2011;120(3):331-340. doi:10.1016/j.cognition.2010.12.001.

Chi MTH. Active-Constructive-Interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science. 2009;1(1):73-105. doi:10.1111/j.1756-8765.2008.01005.x.

Chiong C, DeLoache JS. Learning the ABCs: What kinds of picture books facilitate young children’s learning?Journal of Early Childhood Literacy. 2012;13(2):225-241. doi:10.1177/1468798411430091.

Csibra G, Gergely G. Natural pedagogy. Trends in Cognitive Sciences. 2009;13(4):148-153. doi:10.1016/j.tics.2009.01.005.

Raith, T. (2009).The use of weblogs in education.In Thomas, M. (Ed.).Handbook of research on web 2.0 and second language learning (pp. 274-91). Hershey, PA: IGI Global.

Sercu, L. (2013). Weblogs in foreign language education: Real and promised benefits. Proceedings of INTED2013, 7th International Technology, Education and Development Conference, Valencia, Spain, pp. 4355-66.

Shifrin D, Brown A, Hill D, Jana L, Flinn SK. Growing up digital: Media research symposium. American Academy of Pediatrics. 2015:1-7. https://www.aap.org/en-us/Documents/digital_media_symposium_proceedings.pdf.

 
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