Electronic Teachers: Using Computers and Videos
Link to purchaseCornell Notes
Main Notes
- Reading is mentally active, while watching videos is mentally passive
- Writing is labor-intensive, while clicking icons is effortless
- Static print makes the brain work harder at interpretation
- Brain activity differs between reading/writing and image-based technologies
- The grammar stage is crucial for verbal development and brain mapping
- Software programs and videos are image-centered, not word-centered
- Word-centered education requires active interaction with the material
- Videos and software can replace a child's imagination
- Limited and supervised use of videos and computer games is recommended
- Educational software should be used only as a supplement to print-based curriculum
- Educational videos can be useful for certain subjects like science
- The brain becomes expert at whatever it does most during formative years
Cue Column
- How do reading and watching videos differ in terms of mental engagement?
- What are the differences between print-based and image-based learning?
- Why is the grammar stage important for brain development?
- How does word-centered education differ from image-centered education?
- What impact can videos and software have on a child's imagination?
- How should parents approach the use of educational software and videos?
- What are the potential long-term effects of excessive screen time during formative years?
- How can parents balance traditional learning methods with modern technology?
Summary
The authors strongly advocate for limiting the use of electronic teaching aids, such as educational videos and computer software, during the elementary years. They argue that these tools, while entertaining, are primarily passive and image-centered, which is at odds with the active, word-centered learning crucial for developing reading and writing skills.
The chapter emphasizes the importance of the grammar stage in a child's brain development, particularly for verbal skills. The authors contend that the neural pathways established during this period are best served by traditional reading and writing activities, rather than by the quickly changing visual stimuli of electronic media.
While not completely dismissing the use of videos and computer games, the authors recommend strict limits and supervision. They suggest using these tools as supplements to a print-based curriculum, rather than as primary teaching methods. The overall message is that during the formative years, children should focus on developing strong reading and writing skills through active engagement with print materials.
Action Items
- Avoid online instruction for grammar-stage students
- Restrict screen time for toddlers and young children
- Supervise content of screen-based activities
- Encourage mentally active reading over passive online presentations
- Focus on labor-intensive writing rather than effortless clicking
- Use print materials that don't move or change to stimulate brain interpretation
- Teach children yourself instead of enrolling them in online classes
- Ensure real-time interaction with people to develop communication skills
- Use educational videos sparingly, mainly for subjects like science
- Watch screens during non-school hours (e.g., evenings) rather than during school time
- Consider alternative activities before resorting to screen time
- Emphasize reading and writing to establish crucial neural pathways
- Encourage children to interact with material through comprehension, interpretation, and discussion
- Allow children to form their own mental images from books before introducing visual adaptations
- Encourage thinking about abstract concepts without relying on visual aids
- Encourage activities that develop fine motor skills and muscle strength
- Balance screen time with physical games, outdoor activities, and non-digital toys
Resources
books
Prima Latina: An Introduction to Christian Latin
By: Leigh Lowe
The Big Book of Lively Latin
By: Catherine Drown
Latina Christiana I: An Introduction to Christian Latin
By: Cheryl Lowe
Latina Christiana II
By: Cheryl Lowe
Spanish for Children
By: Julia Kraut et al.
La Clase Divertida
By: La Clase Divertida
First Start French
By: Danielle Schultz
curricula
Prima Latina: An Introduction to Christian Latin
Item: Student Worktext
Prima Latina: An Introduction to Christian Latin
Item: Teacher Manual
Prima Latina: An Introduction to Christian Latin
Item: Pronunciation CD
Prima Latina: An Introduction to Christian Latin
Item: Instructional DVDs
Prima Latina: An Introduction to Christian Latin
Item: Flashcards
The Big Book of Lively Latin
Item: Online PDF
The Big Book of Lively Latin
Item: PDF on CD
The Big Book of Lively Latin
Item: Print version
Latina Christiana I: An Introduction to Christian Latin
Item: Student Book
Latina Christiana I: An Introduction to Christian Latin
Item: Teacher Manual
Latina Christiana I: An Introduction to Christian Latin
Item: Pronunciation CD/Tape
Latina Christiana I: An Introduction to Christian Latin
Item: Instructional DVDs
Latina Christiana II
Item: Student Book
Latina Christiana II
Item: Teacher Manual
Latina Christiana II
Item: Pronunciation CD/Tape
Latina Christiana II
Item: Instructional DVDs
Spanish for Children
Item: Primer A
Spanish for Children
Item: Answer Key
Spanish for Children
Item: Audio CD
La Clase Divertida
Item: Level 1 Kit
La Clase Divertida
Item: Level 2 Kit
La Clase Divertida
Item: Additional Student Packets
First Start French
Item: Book One Student Book
First Start French
Item: Book One Teacher Book
First Start French
Item: Book One Pronunciation CD
First Start French
Item: Book Two Student Book
First Start French
Item: Book Two Teacher Book
First Start French
Item: Book Two Pronunciation CD
digital Resources
Rosetta Stone Language Learning: Homeschool Edition
By: Rosetta Stone