Arguments+put+forward+in+opposition+to+the+use+of+new+technologies+to+support+school+teaching+and+learning,+the+stakeholders+that+put+forward+these+arguments+and+the+nature+of+their+interest

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There are several arguments in opposition to the use of new technologies to support school teaching and learning. The effects of using the new technology with children in classrooms on the children's health is one of the most significant and needs to be taken into account when examining the benefits or detriments of the said new technologies in classrooms. Hill states that 'children as young as 2 and 3 are choosing to play with computers for long periods of time at home' (2006, p.339). According to the Northwest Regional Educational Laboratory 'lack of exercise and obesity are serious problems that need to be addressed during both in-school and out-of-school hours. On a typical day children two to seven years old spend an average of 11 minutes using a computer, and more than three hours watching television and videos (Roberts, Foehr, Rideout, & Brodie, 1999). Bringing computers into a classroom when the children already spend so much time using them at home raises their interaction time significantly. In Hill's opinion 'long-term use may affect children's health, social and communicative abilities, and thought processes' (2006, p.339). Many children now spend play time on their computers, rather than creating new worlds with their own imagination in which to play.======

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In support of this argument research has been done by Shields and Behrman (2000), showing that children between the ages of '2 to 17 spent about 34 minutes per day, on average, using computers at home, with use increasing with age'(p.6). They also predict that 'usage is on the rise' (Shields and Behrman, 2000, p7) and that 'excessive, unmonitored use of computers, especially when combined with use of other screen technologies, such as television, can place children at risk of harmful effects on their physical, social and psychological development'(Shields and Behrman, 2000, p.6). Along with these predictions, they state that those children using computers excessively are at an increased risk of obesity and may be exposed to 'harmful impacts on their eyes backs and wrists' (Shields and Behrman, 2000, p.7). The social impacts may also be negative, particularly when reports have shown that of children aged 8 to 16 '20% have computers - and 11% have internet access - in their bedrooms' (Shields and Behrman, 2000, p.7). These reports suggest 'that a sizable number of children may use computers in social isolation'(Shields and Behrman, 2000, p.7) which is not a benefit to their social education.======

In an article from 2005 in the Age, Caroline Milburn writes about a study made on 100,000 15 year olds in 32 countries, by Tomas Fuchs and Ludger Woessmann of Munich University. It examined whether students educational achievement was linked to the availability and use of computers. Their study supports the argument against using new technologies in schools, showing that the 'maths and reading performance of students who used computers and the internet several times a week at school were significantly worse than students who never used them or used them several times a month or a few times a year.'(theage.com.au, 2005 p.1) They also investigated the students use of technology in their homes and found that those students who had a computer or computers would have poor performance in maths and reading skills (theage.com.au, 2005, p.1). Complementing the argument the Shields and Behrman put forward, Fuchs and Woessmann suggested that 'the mere availability of computers at home seems to distract students from effective learning, presumably mainly serving as devices for playing computer games' (theage.com.au, 2005, p.1). In the same article Milburn interviewed Dr John Ainley (director of national and international surveys for the Australian Council for Educational Research), whose opinion was that 'the study contained valuable information' and that 'parents should not be necessarily over-impressed with the abundance of computers in schools' (theage.com.au, 2005, p.1).

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These stakeholders all argue against excessive use of new technologies in schools on the basis that they may be distractive and also harmful to students health, social interaction skills and school performance. Most of the stakeholders arguing against the use of new technologies in schools are groups with connections to schools and universities who have done research on the topic. Their interest in the argument may stem from Government interest in the topic, which leads to studies of new technologies. They may also be requested by schools and other educational institutions, to complete research on the topic, to uncover the benefit or detriment of new technologies in schools.======


 * Below:** Excessive use of computer technology may lead to an unhealthy balance between social interaction and exercise. sourced from [|http://www.flickr.com/photos/brucebeh/120075758/