DRAFT POSITION PAPER
on TECHNOLOGY
jcm/92

        This AMS position paper seeks to present ideas about the uses of
computers and related technology that reflect Montessori's philosophy as
practiced in AMS schools and teacher education programs.

        The basic Montessori concept of respect for the child requires
that use of technology be developmentally appropriate.  The computer
should provide a unique, cooperative, and engaging learning experience and
be integrated into the work of the class, rather than exist as a reward or
babysitting service.  In making a decision about appropriate uses, the
Montessori educator should consider the following:

--Is the technology physically safe for the child; have all hazards, such
as electrical shock, eye strain, etc., been carefully considered?  Is the
set-up unable to be pushed or pulled over onto the child?
--Are the goals of the activity with the computer or other technology
appropriate for the age of the child?  Most drill-type programs (math
facts, reading or spelling drill programs) are certainly inappropriate for
the 3-6 year-old child and of limited usefulness for children of any age.
--Are the goals of the activity best achieved through technology?  For
example, learning about the place value system is probably best
accomplished from physical manipulation of the Montessori didactic
apparatus, such as the Golden Beads, the Million Cube, and so on.  A
simulation of a process such as the formation of continents or evolution
of life [Sim Earth, Maxis] is an activity  that can be done more
effectively on a computer than in any other way.  Some activities on the
computer, such as computer drawing or composing music, should be one of
several ways in which learning experience is offered.  That is, drawing
pictures or making designs on the computer should be offered in addition
to  other art choices, such as easel painting, clay, and marking pens, not
instead of any of these.  Computer art is a unique art medium; things can
be done that are possible only on a computer.
--Does the computer or other technology put any additional barriers in the
way of learning?  For example, programs for 3-6 year-olds should make use
of touch screen technology, rather than the keyboard, to enable the young
child to focus on the screen, not on the keyboard.  With older children,
the mechanics of the program, whether word processing, simulation, game,
or other program type, must be simple enough so that concentration is not
taken from the activity itself.
--Is the computer hardware and software of the same high quality as other
didactic apparatus?  The  bells are expensive, but we buy them because of
their beauty and clear tone.  Does it make sense, then, to have a cast-off
computer in the same classroom?  Computers with slow or cumbersome loading
of software, worn-out monitors that are hard on children's eyes, or
awkward, inappropriate software have no place in a Montessori environment.
Perhaps one piece of software in one hundred is appropriate, and perhaps
only half of these are classified as "educational" software. 
--Is the computer or other technology offered to children in a Montessori
way?  That is, those ready for it get a short introduction, and then
children are allowed to work in a variety of ways toward goals at least
partially of their own choosing.
-- Are there computer aides ready to help?  (These should be either
children or adults with both computer knowledge and a good understanding
of Montessori principles.  A well-meaning adult with only computer
knowledge is at risk to put children off of computers by too much
lecturing, inappropriate expectations, and so on.)  For older children,
cards or other control of error materials can substitute in part for
computer aides. 
-- Is the program flexible enough to respond to the range of abilities and
learning styles in the classroom?  Does it allow the teacher to control
aspects of the program, especially turning off unnecessary
"reinforcement"?
--Is the computer freely chosen for either individual or small group work?