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Using the computer in my centre.
In my centre we are fortunate
to have an apple computer in our room that teachers and children can access.
Through my observations and discussions with my AT about new digital technology
I have learnt that the role of the computer in the centre is used mostly by
teachers to support children’s learning development and keeping parents updated
via email during the course of the day. Children may have access to the
computer in the morning; however this is available only if they have trouble
settling in. Even still, teachers won’t necessarily always take a child there
to the computer if the child’s interests are elsewhere. I agree with the
balance of new and old technology at the centre and
personally, I have found the computer to be very helpful in supporting
children’s curiosity, for example when a child is interested in a certain topic
in which I’m unfamiliar, we google it together for answers. The teachers also
used the internet to explore new and exciting Art activities. I have observed
this a number of times where teachers would gather the transition children
(4year olds) around the computer to watch a YouTube clip on an Art experience. In
contrast, when it comes to what the children are learning and how the computer
is helping them with their development, I struggle to see how the use of our
computer is helping the children develop their skills. If the children were
participating in literacy and numeracy activity on the computer then one would
be able to say they were extending their knowledge in that department, but it
is obvious to me that this is not the case. For the duration of my time at the
centre, I’m yet to see any pre-school computer software available or utilised.
When I spoke to my AT
about this the next time I was at the centre, she said that they do have
pre-school software, in the form of a drawing
activity that extends on the child’s creativity as well teaching them the
components of the computer. For example dragging the mouse and typing .The
reason why I hadn’t seen it was because my volunteering is limited to twice a
week for duration of four hours per visit. While speaking to my AT she
mentioned that it has taken her a while to get use to looking at the computer
as a resource, however teachers should read
though the types of software and identify the right sort of software for
children. “To identify the real
value of a software program, teachers need to ask a basic question, “Does this
software program help create learning opportunities that did not exist without
it?” (Tsantis, Bewick, & Thornton, 2003, p.5) Personally I don’t like the idea of pre-school software as I’m a
firm believer that children should be outside exploring the outdoors at this
age developing core skills. An example of these core skills might be gross motor
skills such as - jumping, skipping and running. When children progress into
primary school they will get every opportunity to develop their digital
technology skill, not like Te Whāriki which is broader and includes old
technology. “Children gain experience in using communication technologies such
as crayons, paintbrushes, pencils, calculators, books and computers”(Ministry
of Education, 1996, p.97). The New
Zealand curriculum on the other hand has a more in-depth approach to developing
skills in this area, it states that students develop “a broad technological
literacy that will equip them to participate in society as informed citizens
and give them access to technology related careers.”(Ministry of Education,
2007, p.32). A key component of early childhood is to prepare children for the
future as much as we can and exposing technology in the appropriate manner will
help equip children with the knowledge and skills to succeed in their future
employment or careers.
References
Ministry of Education.
(2007). The New Zealand curriculum.
Wellington, New Zealand:
Learning Media
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.
Hi Catherine
ReplyDeleteI think your centre is quite lucky to have a apple computer for the children as children can get use to the new technology.I wish my home centre could have one. I believe that computers are somehow quite beneficial for the children as they serve as a faster way of learning, but it’s not helping them at all to communicate verbally where they can helped to extend their language and understanding about their peers. “It is the teacher’s knowledge and skills about how to use the technology that makes the difference, not the technology itself” (Tsantis, Bewick, Thouvenelle, 2003, p.4).
I also agree with you that the children should be outside exploring the outdoors at this age developing core skills. A key component of early childhood is to prepare children for the future as much as we can by exposing technology in the appropriate manner which enhance the children overall development.
Catherine, it is a good reflection. You mentioned how important balance the new technology and old technology in the early ages. I totally agree with you. I also believe children need have a physical environment which allows them to explore, to release their energy, to interact with their peers. Taylor-Ongan (2005) states that “technology has gained acceptance in education of young children as being a tool, a medium for providing possibilities and opportunities for children, and it is viewed as a resource for encouraging children to make meaning and to engage in life-enhancing relationships”(Taylor-Ongan, 2005, p. 226). You also mentioned about the software for the young children. You do not reckon the use of pre-school software. I do not agree. The software which we choose for the young children is based on the computer knowledge of the teachers. Tsantis, Bewick and Thouvenelle (2003) reason that teachers do not have a critically evaluating on educational and purposeful software because they are less than confident about their own computer skills (Tsantis, Bewick & Thouvenelle, 2003). In my home centre, we are very fortunate to have some computer professionals to guide our children’s technology learning.
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