Myth: Computers should be placed in computer labs.
Reality: Computers for young children should be fully integrated into classroom activities and into the curriculum. Therefore computers should be in the classroom and a part of daily classroom activities.
Myth: Children who use computers will not gain social skills.
Reality: On the contrary, children who use computers in pairs or small groups learn to problem solve, communicate, take turns, help others, and use language skills to describe or discuss events.
Myth: Providing children with computers helps them learn while having fun.
Reality: Just because computers are fun, is not enough of a reason to provide them to young children;
Myth: Computers will take the place of other important classroom activities such as block building, art, and other concrete activities.
Reality: Although some children will gravitate towards the computer, research shows that most children still seek out other classroom activities.
Myth: Software should expose children to advanced skills so that they can learn new skills faster.
Reality: Software that is too advanced will frustrate young children or lead to rote learning. Software should be on the appropriate level of the child's level.
"Early childhood educators have a responsibility to critically examine the impact of technology on children and be prepared to use technology to benefit children."
~National Association for the Education of Young Children