Kindergarteners spend an hour at the computer each day at KIPP Empower School in Los Angeles, writes Jill Barshay for the Hechinger Report. The “blended learning” experiment has worked so well, it’s spreading to other KIPP schools.
While 14 students play learning games on computers during two half-hour periods, the teacher works with the other 14 students in the class.
Principal Mike Kerr says 95 percent of his kindergarteners scored at or above the national average in math after the first year, while 96 percent scored at or above it in reading. Nearly all KIPP Empower students come from low-income families: Only nine percent arrived in kindergarten ready to read, according to a pre-reading test. By the end of the year, 96 percent of kindergarteners reached the proficient mark on the same test, Kerr says.
Computer time shouldn’t replace “active, hands-on, engaging and empowering” activities with “electronic worksheets and drill and practice,” says Chip Donohue, director of distance learning at the Erikson Institute in Chicago.
Each day, KIPP’s technology instructional assistant, Elisabeth Flottman, collects data from the educational software on each student and gives the information to teachers.
The software can report, for example, if a student has been struggling with beginning sounds, ending sounds or blending sounds. This can help the teacher zero-in on individual student needs. It also reports if a student sat idly at the computer for an extended period of time.
There isn’t much good learning software for kindergarteners, says Kerr.