 |
| Image 1 |
Although In my home centre, we don't have any computer or laptop available for children to use daily. We do have a special technology lab programme which teaches children to learn ICT skills in a fun way. In our daily practice, teachers often provide opportunity for children to get in touch with computers, for example, playing cartoon with a laptop or using laptop at mat time. Thus, children in our centre are familiar with computers or laptops.
Living in an era of information, people get increasingly more dependent on a variety of digital facilities such as computers and phones. As Smorti (1999, p.5) suggests, technology refers to “helping people and solving problems”. And I have to admit that technology has made life much easier and more efficient. When I was young, I didn’t have as much opportunities as the children have now to access to the computers. I am glad that as a teacher I could now give children the opportunity to get closer to the new technology. I believe that technology is something children are going to live intimately with for the rest of their lives. Thus, I agree that children should be educated to use a variety of technologies while they are exploring the world (Ministry of Education, 1996).
 |
| Image 2 |
Ministry of Education (2007, p. 32) states that through the use of technology “students develop knowledge particular to technological enterprises and environments and understandings of how and why things work”. Using computer allowed children to explore and experiment. We encourage children to push the keyboard or click the mouse and observe what’s happening on the screen. According to Te Whāriki, children develop confidence in using a variety of strategies for exploring and making sense of the world, such as in setting and solving problems, thinking logically making comparisons and participating in reflective discussion (Ministry of Education, 1996). By exploring and experimenting through the computer, children are able to make sense from their own perspective. Moreover, using computer enhances children’s hand-eye coordination and motor skills (Edwards, 2012).
During the practice, I found that using computer is an effective way of extending on children’s interests. For example, we found a group of children recently showed interests on pretending to go shopping, so we brought the laptop in and showed children how to search the things they wanted to buy through the internet. We showed children different pictures and let them talk about what they would like to buy, a teacher even showed children how to purchase a book online. Computer is a very helpful teaching tool for teachers.
I have also found out that not all children have the same knowledge on computers, for example, some children are very familiar with the computer however others hardly knows how to handle it. This is because that children’s knowledge on computer is based on their previous experience (O’Hara, 2004). Some children have had many experience using computers while others may not have as many experience as them. Thus, when I am helping children with their ICT skills, I will be aware of children’s individual capability, support children according to their needs.
However, like everything else in the world, computer has its downsides even though it has brought many benefits to everyone’s lives. For example, children might get inappropriate information from internet as a result of using computer. As a teacher, I think it is my responsibility to nurture and guild children when they are exploring with computer. For example, I need to be very careful about what we show to children, make sure children always get appropriate and positive information through the computer.
Reference:
Edwards, A. (2012). New technology and education. New York: Continuum International Publishing Group.
Google. (n.d.) Image1. Retrieved from http://www.robinchung.com/wordpress/wp-content/uploads/2011/01/computer.jpg
Google. (n.d.) Image2. Retrieved from http://webpages.scu.edu/ftp/mgaletto/little%20brother/baby_on_computer.jpg
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa : Early childhood curriculum. Wellington, New Zealand: Learning Media.
Ministry of Education. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media.
O'Hara, M. (2004). ICT in the early years. New York: Continuum.
Smori, S. (1999) Technology in Early Childhood. Early Education, 19, 5-10.
Hi Camellia,
ReplyDeleteGreat work! ~~
It is very interesting that you started your reflection with a sentence stating the fact that there were no digital technical tools available to children in your centre. I guess that you are probably not happy with the situation, as you explained the value of using it in teaching and learning later on.
In class, we discussed that children don’t need to be taught how to use the digital machines. They are good at exploring those resources just the same as other non-digital ones like toy cars and blocks. The most important thing they need is a rich and empowering environment. Of course, they always need teachers as facilitators.
However, why digital equipment are not widely used or provided in most centers. I think money is the core issue. Beyond the high cost of ICT equipment, it can be also expensive to replace or repair them. They are easy to break, so ICT equipment can be seen as a consuming resource like toilet paper in early childhood education. But centers can still buy cheap old ones instead of latest fancy ones. I am glad that you are doing a research on improving the ICT condition in your center and best luck for that: ))
Camellia, I really enjoyed reading this post, thanks for sharing it. I know how frustrating it can be to be in a centre were there is limited technology such as computers available for children to use. I am glad that you don't let this stop you from using computers with children. What a great idea to use computers at mat times. I thought the idea of using computers to extend children's learning through the example you gave was fantastic, keep up the good work Camellia.
ReplyDeleteI liked that you pointed out that not all children have the same understandings around computers. This is so true. I liked that you mentioned that you would support children depending on their needs, I think this is very important.
It is clear from this post that you have a lot of knowledge around computers. I hope you continue to use this knowledge to help the children in your centre learn and develop skills and use computers in appropriate ways.
Great work Camellia! It was great to read about your enthusiasm for providing and facilitating the use of computers for young children. Children are surrounded by technology and it really does make sense to make it available to them to investigate and explore with. I like that you are letting them explore the functions of a computer and not just letting them be passive recipients of what a computer can do.
ReplyDeleteI enjoyed reading that you used the computer to extend on the children’s interest in shopping. It is awesome to expose them to the world of on-line shopping, as it is very popular at this time in history. I like that you recognise that not all children have the same opportunities to use computers, and have varying capacities with the use of technology. Observing capabilities is really important, so that you can identify how much to support to give and how much to leave children to explore for themselves.
As a piece of advice I think that when you finish a post that it would be good to provide a bit of a summary of what you have talked about, instead of finishing with a new thought.
Camellia, I can see that you would like to see technology being used far more in your centre than it is presently. I encourage you to keep advocating for the use of it in your centre.
Hi Camellia
ReplyDeleteYeh, a lot of centres do not have computers or laptops for children's access. I think it may be due to financial reasons.
However it is good to see that the teachers at your centre find some ways of engaging children with computers.
It was great of the teachers to let the children know more about on-line shopping. But I do wonder if the teachers also talked about the negative aspects of on-line shopping.
It was nice of you to point out that while some children may be confident users of computers, there are some who may need support and guidance.
After reading this blog it is clear that you have a lot of knowledge on computers and how it can enhance children's learning. I suggest that you use this knowledge with the children in your centre.
Thanks.