C/O Matt Keller
SARATOGA SPRINGS — Ben Tanner and his wife Jessica, of Saratoga Springs, knew they were raising a budding hacker when they found their 4-year-old, Abe, in the basement playing "Angry Birds" on their Internet TV. The Tanners were shocked. They don’t play "Angry Birds," a popular video game in which players use a slingshot to launch birds into a pig pen. Twenty minutes alone in the basement and Abe had turned on the TV, decided on a game, and was launching birds with surprising accuracy.
Young children across the country are becoming skilled at manipulating gadgets they have never been shown how to use. Kids between 2 and 5 are more likely to know how to play computer games than swim or tie their own shoes, according to a 2010 survey of 2,200 mothers in the U.S., Canada and northwestern Europe by AVG, an Internet security company. It seems as if humans are born with a "natural" tendency to learn technology. And it isn’t just an American phenomenon.
Researchers at One Laptop Per Child, a nonprofit based in Cambridge, Mass., suggest that children in the developing world have the same technological intuition and appetite. Their research suggests these tendencies could be leveraged to provide education for over 100 million children worldwide who do not have access to schools or teachers. Just playing around on an electronic device teaches these children essential literacy and critical-thinking skills that are the basis for economic development, according to Matt Keller, vice president of global advocacy at OLPC.
Toddlers and "Angry Birds:" Africa Edition
OLPC’s goal is to provide learning opportunities for children in the poorest parts of the world. To do this it supplies kids with low-cost laptops preloaded with educational games. As tablet devices have become more popular, however, OLPC wondered if tablets might be a better teaching tool. “Tablets are more intuitive (than laptops).” said Keller. “You touch the screen and something happens.”
To test the possibility of using tablets to educate children in the developing world, OLPC took devices to two remote villages in Ethiopia without running water or electricity.
Each child in the village received a tablet, which OLPC preloaded with English-based apps designed for children. Solar panels ensured they would never run out of power. Each device had a disabled wireless connection and camera. With parental permission, they tracked each child’s use.
It took four minutes for the kids in one of the villages to figure out how to turn their tablets on. Keller remembers the first kid to figure it out. “I thought he was developmentally disabled,” he said. “He didn’t look quite right and was painfully shy.” As the boy saw his screen light up, he yelled, “I am a lion!” in Amharic, Ethipiopia's native language. The other children swarmed around him, eager to find out how to make their tablets do the same.
By the end of the week the children were using 57 apps per day. In the second week they were learning how to recite and write the letters of the English alphabet. After several weeks they’d also figured out how to unblock the camera and Wi-Fi. “They were using their devices an average of six hours a day,” said Keller.
While it is not clear whether the children actually understood what they were doing, Keller said they had developed an awareness that certain sounds go with certain shapes. This is the foundation for literacy, explained Maryanne Wolf, a professor of child development at Tufts University who works with OLPC. More research is needed to determine if this is a viable strategy to give children who don't have access to schools an opportunity to learn how to read. "If the learning can continue at the same pace we've seen," said Wolf, "I just don't know."
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