Computers in the past have been a very contested subject in
the world of early childhood education. My opinion is that computers are a
great learning tool as long as they are not used as a ‘Babysitting tool’. This
is supported by Donohue (2003) which states “A
child care program managed by a computer-literate administrator clearly has an
advantage in our highly technological age; and the positive impact on program
quality, the staff, children, and parents make an investment in computer technology”
(p.19). My home centre allows the children to have access to the computer for
learning reasons. One morning I was sitting outside on the deck with a group of
children doing an activity about sunfish. The children had no idea what these
fish looked like and were curious to see what the real fish looked like
compared to their idea of what it would look like. We went and got the laptop
and the children were able to Google what sunfish looked like. The children all knew what Google was and were
familiar with how to use the laptop. I allowed the children to navigate which
pages they wanted to look at with my supervision and they found out a lot of
information on sunfish. The children were looking at pictures of the sunfish
when Child C asked me “What does a sunfish eat and where does it live” I showed
the children how to get back to the main search bar and type in the question.
When the search results came up I showed them how to scroll through the results
with the mouse. The children were able to extend their knowledge on a topic of
interest using the internet. They went on to draw pictures of sunfish with
detailed descriptions of what they ate and did. This is supported by Ministry
of Education (1996) which states that “Children develop: the ability to
enquire, research, explore, generate and modify their own working theories
about the natural, social, physical, and material worlds” (p.90). I feel this is how the computer should be used
as a way to scaffold children’s learning and interests.
I believe that access
to the internet that is monitored is great for children to widen their worlds
and gain knowledge of things that they wouldn’t usually get to see. The use of
the computer in early childhood education is not what people from the outside
looking in think it is, as when you watch children around a computer or laptop
you can see them gaining social skills such as communication, turn taking and storytelling.
This is supported Ministry of Education
(1996) which states that “Children experience an environment where: they develop
communication for a range of purposes” (p.72). Children growing up in the world today have
such easy access to technology of all kinds and are quite capable in using
different forms of technology. This is supported by Arthur, Beecher, Death,
Docket and Farmer (2007) which states that “children are competent users of
technology, active agents in their own learning and very aware of the world
beyond their family” (p.13). As technology within computers changes and expands
I feel that the early childhood sector too should move with the trend. This is
a new and exciting way that we are able to encourage and show children areas in
learning that we could never have achieved before. This is the way that the
world is heading and we as teachers need to prepare the children of tomorrow
for the kinds of technology that they will be seeing in their everyday lives.
This is supported by Ministry of education (2007) states that “The aim is for
students to develop a broad technological literacy that will equip them to
participate in society as informed citizens and give them access to
technology-related careers” (p.32).
Arthur, L., Beecher, B., Death, E.,
Dockett, S., & Farmer, S. (2007). Programming
and planning in early childhood settings (4th ed.). South
Melbourne, Australia: CENGAGE Learning.
Donohue, C. (2003). Technology in early childhood education.
Childcare Information Exchange, 17- 20.
Google images. Laptop. Retrieved
from http://laptopreleased.com/asus-u46e-ral7-laptop-computer-review.html
Google
images. Boy with laptop.
Retrieved http://www.publicdomainpictures.net/view-image.php?image=6884&picture=child-with-laptop
Google images. Old computer.
Retrieved from http://ohyeahgsu.wordpress.com/2011/04/12/history-of-the-computer-c-50-years-ago-now/
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.
I agree computer technology is the way of the future and the children of New Zealand need to be prepared and given every advantage possible. I like how you showed the social and collaborative side of computer usage. The sharing of information is important and your example shows that the children in your early childhood centre learned and shared new information about Sunfish.
ReplyDeleteMost early childhood centres have some access to computer technology. What are your ideas to expand or extend this technology? You mentioned that the use of computers in the centres is different and some people do not believe computers belong in the centres. Why do they think computers are not appropriate in early childhood settings?
In this reflection, you clearly showed that by using the computer you supported and extended the children’s learning. According to the Ministry of Education, ‘A pedagogical approach to using ICT’, which states that computers are just tools and do not really help the children; it is the teachers that really help the children learn with the help of computer technology.
Hi Sarajane
ReplyDeleteI completely agree with you that computers are great tools for learning and should not be used as a baby-sitting tool. I believe the way your centre allows computer use for learning is a great idea as it means the child has a purpose and goal in mind for the use, I feel this relates to the Ministry of Education (1996), who tell us “children experience an environment where they learn strategies for active exploration, thinking, and reasoning” (p.86).
The interaction you had with the children showing them how to operate the computer was important, as you were able to support their learning and it shows you are comfortable using a computer which provides good role modelling, and as Bewick, Thouvenelle & Tsantis (2003) tell us “Computers are more likely to be valuable instructional tools when teachers are personally comfortable using them” (p.6).
I wondered if children asked the staff at your centre questions that required them to use the computer often as you said you had to `get’ the laptop or if they forget they have this tool available to them (because its kept away), and what you could do to make the laptop seem more available to them, if this was the case.
I agree with your opinion that computer is a significant learning technology as it is not used as a ‘babysitting tool’. You showed great strength as an educator when you worked with a group of children, implementing the use of computer into the activity. The children were searching on the internet about ‘sunfish’, you recognised how children were familiar with using Google and supported them as they conducted their search. You took child C’s curiosity into consideration and developed children’s skills of the internet by teaching them how to use search bars to find out information on something. You showed them other techniques such as scrolling. I agree with your link to Te Whāriki here, “children develop the ability to enquire research, explore, generate and modify their own working theories” (Ministry of education, 1996, p.90). Drawing pictures of sunfish was an excellent activity which allowed children to put their research knowledge into practice, tracing what they saw onto paper is also a good way to memorize things. Your idea of using computer to scaffold children’s interests into practice clearly shows your confidence in working with computers and also your willingness to pass the knowledge down to the children.
ReplyDeleteI agree with your opinion that computer is a significant learning technology as it is not used as a ‘babysitting tool’. You showed great strength as an educator when you worked with a group of children, implementing the use of computer into the activity. The children were searching on the internet about ‘sunfish’, you recognised how children were familiar with using Google and supported them as they conducted their search. You took child C’s curiosity into consideration and developed children’s skills of the internet by teaching them how to use search bars to find out information on something. You showed them other techniques such as scrolling. I agree with your link to Te Whāriki here, “children develop the ability to enquire research, explore, generate and modify their own working theories” (Ministry of education, 1996, p.90). Drawing pictures of sunfish was an excellent activity which allowed children to put their research knowledge into practice, tracing what they saw onto paper is also a good way to memorize things. Your idea of using computer to scaffold children’s interests into practice clearly shows your confidence in working with computers and also your willingness to pass the knowledge down to the children.
Reference
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa : Early childhood curriculum. Wellington, New Zealand: Learning Media.
Hey Sarajane
ReplyDeleteI agree with your statement that computers are a great learning tool as long as they are used for the right reasons. As I read your blog I actually went and googled sunfish as I didn’t even know there was such a thing. I can see why the children were very interested in learning about this fish. I think it is great that you were able to bring the laptop out onto the floor with the children as this showed your ability to incorporate technology into your daily practice. This is supported by Talay-Ongan (2005) which states “Young children are becoming increasingly able to access the Internet. With appropriate support and supervision from adults and older children, the use of websites as a medium for play and exploration can promote effective learning and develop mathematical and scientific literacy” (p229).
I believe that it is a great experience for both the children and the teachers when they can work together to solve a problem or find out more information on a particular subject. You have supported the group of children and allowed them to follow this interest and explore it with you. This is supported by Ministry of Education (1996) which states “Children learn through collaboration with adults and peers, through guided participation and observation of others, as well as through individual exploration and reflection” (p.9).
I wonder if you could explore the children’s interest in more depth by possibly finding information on other unique fish species.