In today’s world it is important that educators keep students engaged and incorporate opportunities for exposure and proficiency with computer technology. As more early childhood professionals realise the impact of computers have on children, these devices are becoming more common place in early childhood settings.
It is important for children to get a head start on how to operate common classroom devices such as computers, digital cameras and video cameras. Te Whāriki states that in order to participate in this world, our children will need the confidence to develop their own perspectives as well as the capacity to continue acquiring new knowledge and skills (cited in Smorti, 1999).
It is important for children to get a head start on how to operate common classroom devices such as computers, digital cameras and video cameras. Te Whāriki states that in order to participate in this world, our children will need the confidence to develop their own perspectives as well as the capacity to continue acquiring new knowledge and skills (cited in Smorti, 1999).
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When I arrived at the centre today I saw T working on the computer. He is always keen and interested in using the computer. He was really focused on what he was doing. Reading aloud from the screen “Press a key to continue.” I went over to him and said "Yes, T you have to press one of those… and again" ( I was pointing at the keyboard). When the computer took a while to get going T thought that it wasn’t working and said, “Something is wrong with the computer!” This time M who was watching behind said, “Press a key again” not the space bar!” “ Ahhh, okay”, pressing a key on the keyboard.” Look the computer is working now!”said T. “Thanks M, he added. I acknowledged and commented on how M has done a great job in helping T on the computer. Te Whariki suggests that technology encourages collaboration, cooperation and problem solving skills (Ministry of Education, 1996).
The use of ICT – computer can enhance children’s learning. The emphasis here is not on what children can learn about ICT-computer but on how interactions with adults/peers can enhance learning in activities facilitated for children. This experience with the computer helps develop children’s social skills. As we don’t have enough computers for each child in our centre they must learn how to take turns and work in groups. It also helps increase their ability to acquire information, solve problems and communicate with each other. In addition to that these children are learning the basic understanding of cause and effect which is apparent when T presses a key to make something happen on the screen.
To further extend children’s interest I would introduce- developmentally appropriate software for children. An example would be using a musical software and providing them to experience a variety of instruments in the “real world.” Letting them hear music from a real instrument. For those children at the centre who is not yet familiar with computers, I would introduced to them the basics of learning the computer, because I believe that exposing children to computers at an early age will help get them off to a good start!
Reference List
Ministry of Education. (1996). Te Whāriki: He Whāriki Mātauranga mō ngā mokopuna o Aotearoa. Wellington: Learning Media.
Smorti, S. (1999). Technology in Early Childhood. Early Education, No.19 Autumn 1999.
Hi Eliza
ReplyDeleteIts good to see that you have finally posted a blog. I like your clear photos, and the way you stepped back and let the children interact and solve the problem with the computer. I could'nt agree more about what you said.
Digital technology is invading virtually every aspect of modern society and its impact is becoming fundamental to how we work, play and learn. Technology within education also has a huge role to play but its’ effectiveness and impact has not been studied in the depth and breadth that such a fundamental development requires.
As with all fundamental skills, the earlier the education system allows children to become familiar with technology the greater will be their depth of understanding and effectiveness in using it.
It is immaterial to argue that skills acquired today by a five year old will not be relevant later in life because technology will develop beyond comprehension. This is because skills acquired can focus on an understanding of what computers can do rather than just how to nteract with today’s computers, or technology for that matter.
At the moment we just seem to be ‘throwing’ computers and the Internet at teachers and children, as I had stated in my final blog that technology with a proper integration in the early childhood environment can enhance children’s learning if we listen attentively through a technology lens to what children are saying then we can apply to any tool that assists us…to work…to learn…to play. The effectiveness of the headlong plunge is in the best interests of all the children.
My recommendation is to use technology in the curriculum and should be based on the needs of the children, the focus of the curriculum, and whether the technology will add to children’s educational opportunities and experiences. The age of the child and his or her developmental stage must also be considered.
As technology is rich and complex perhaps we should recommend an in dept ICT training to be included in Early Childhood Teachers professional development.
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Hi Eliza!
ReplyDeleteYes, I totally agree that exposing to children at an early age will help get them off to a good start! Some of them may not be familiar with computers yet, but I'm sure you know how fast they learn and will pick up the skills very quickly! Pretty soon they will be typing away at the computer before you know it, and with they can do even more complicated tasks like research a topic. They amaze me! Children will develop increased confidence and understanding of how to use computers in a more useful way to enhance their learning, the earlier they started learning to use computers. Observations have been done which support the importance of early computer literacy and knowledge and skills (Tsantis, Bewick & Thouvenelle, 2003). Thus I feel that the children are missing out on a lot of learning if they do not have access to a computer when they are at they centre, they are deprived of this valuable learning. Those who do have access are privileged. There is the issue of equity here. These skills will help them later in life as they will probably need to use computers when they are at school and at work.
There are also the risks involved and disadvantages. Thus is important to consider the children’s safety when they are using the computers, especially if the children are using the internet to keep them safe from harm (Ministry of Education, 1996). However what are your centre’s policies in terms of net safety? As teachers we need to consider them.
I liked how you noticed the children’s interest and how you scaffolded the children’s learning and praised them.
To further extend on the children’s interest in computers you could try showing them images of a topic they are interested in on the internet through Google perhaps or even do a research on the computer on a topic using Google if possible. You could also introduce developmentally appropriate and educational games to them. You could even try using an old computer and let the children see and explore the various parts and features. What a valuable and powerful learning tool! Well done.
Reference List
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
Tsantis, L., Bewick, C., & Thornton, S. (2003). Examining some common myths about computers in the early years. Young Children on the Web, November 2003, 1-9.