Digital technologies in the early primary school classroom

Papert’s (1980) work with Turtle Geometry offered an early and provocative vision of how digital technologies could be used with young learners. Since then, research on digital technology use has focused on the middle and high school levels (notable exceptions include Sarama & Clements, 2002; Hoyles, Noss & Adamson, 2002). Given the increasing diversity of digital technologies, and their varied underlying pedagogical goals and design choices, Clements’ (2002) claim that “there is no single effect of the computer on mathematics achievement” (p. 174) is as true now as it was a decade ago. However, many advances have been made in better articulating the range of design choices that are possible, their potential effect on the cognitive and affective dimensions on mathematics learning, and their varying demands on the teacher. The aim of this chapter is to summarise the research literature on the use of digital technologies in the teaching and learning of mathematics at the k-2 level. In particular, we focus on literature that contributes to our understanding of how the use of digital technologies affects and changes the teaching and learning of mathematics—that is, how different affordances and design choices impact on the way teachers and learners interact and express themselves mathematically. By digital technologies we refer to a range of tools including multi-purpose computer-based software programs, web-based applets, virtual manipulatives, programming languages, CD-ROMs, games, calculators, touchscreen applications and interactive whiteboards. The distinction between these various types is not always evident [1] and, indeed, one goal of this chapter is to provide useful distinguishing features of these various technologies in order to help educators better evaluate and choose amongst them. We begin by outlining some of the major theoretical developments that are shaping the way researchers are studying the use of digital technologies; we hope that some of these developments, which originate in research conducted for the middle and high school grades, can inform research at the younger grade levels, thus building on decades-old insights and constructs. We then present an overview of research related first to two content areas of the primary school curriculum—number sense and geometry—and second to a mix of content areas all approached through the use of programming languages. Where possible, we try to describe the particular affordances of the digital technology involved, that is, the kinds of interactions that can be performed, acknowledging that intended affordances may not always be perceived as possible by users [2]. We are also aware of the fact that many of the tools we describe may quickly disappear, to be replaced by new interpretations or available on new platforms. We have thus tried to focus attention on the design principles that may have relevance beyond specific examples. At the end of the chapter we discuss several themes that emerge from our survey of the literature and recommend future research directions.