In my opinion it is very important to know the methods and precautions to take in order to exploit the new technologies in the evolutionary age for this reason I have inserted this article with a really beautiful experiment!
Adults and especially teachers are unfamiliar with IT tools. While recognizing the value and importance of new technologies, we are complaining about the bombardment of uncontrollable information in which we surf the Internet and often invoke censorship against the dangers of the Net and we do not use this tool in school teaching. This is why children and grandchildren and students are the true holders of information technology. However, they are not in a position to judge what they find on the internet.
The affinity of children with technology is surprising: being born in an environment made of moving images, visual stimuli and remote controls, it is quite easy to instinctively understand that orders can be given to a machine by clicking on the mouse.
The biggest problem is another: how to use new media within a truly constructive learning process for children? Teaching experts have been discussing this since it was understood that in a society regulated in many ways by the computer, this can not remain outside the school. Too much familiarity with computerized means can pose a danger to children who then surf the Internet without control. Specific research is also lacking on the impact of the computer on the development of the cognitive process in the developmental age. What is certain is that there is a need for knowledgeable and competent adults who can teach children and young people how to use the computer, for what purpose, but this is only possible if teachers and all those responsible for the growth of children they have clear the purpose of this very useful instrument.
The teachers who use the IT tools in the classroom claim their choice: it is not just about teaching how to type on a keyboard, you need to be able to use the computer's ability to make active knowledge, bringing the children to create the applications of what they have learned.
It is interesting for example the experiment of Seymour Papert, the mathematician of South African origin who founded together with Marvin Minsky the Laboratory of artificial intelligence of the Mit of Boston. Papert started from mathematics to understand how children learn to think and how learning can change thanks to computers. Hence "Logo" was born, a program for the study of mathematics conceived for elementary pupils and based on the idea that the child must use the computer and not vice versa. One of the experiments conducted by Papert with Logo was to make videogames directly to children, making them actively participate in knowledge. "We have nine-to-ten-year-olds who learn to program at a level that is not normally expected even by middle school students or even college students. Then, in making these games, they have to perform many operations. For example, to blow up a video game character, the child enters the mathematics to understand the shape of a jump, a path, of what a mathematician would call a trajectory. And from this, he enters the physics to understand how the jump in relation to gravity works ".
The computer promotes the development of perceptive skills but also intelligence, and ultimately helps to grow, also according to Anna Oliviero Ferraris, professor of Developmental Psychology at the University of Rome "La Sapienza". With some precaution, however: the computer should be used progressively, in moderation, in relation to age and should not absorb too much time. "Even a child in the first cycle of elementary school can have the curiosity to explore the keyboard, to see what he can do, in fact, on the video by pressing some keys. However, thinking of the totality of the students, surely the second cycle of elementary school is more suitable. And you can start with little things because naturally at first the child must know the instrument, must understand how to use it, must also acquire a certain competence ". It takes the action of the teacher who directs them and then connects this experience with the study.
In short, from what I understood it seems to me that the greatest responsibility remains in the hands of adults. The problem is not the technologies, but the way in which the technologies are used in the school; the way in which teachers are able to introduce them to a motivating measure, with a method that solicits the work of young people. surely the introduction of the computer develops an activity of collaboration, exchange, communication, and modification. Moreover, I am convinced that the dynamics of learning with respect to the themes proposed by hypertext changes radically because it is a more stimulating and motivating modality.