References

Arthur, L., Beecher,B., Dockett, S., Farmer, S., & Death, E (2008). Programming and planning in early childhood settings (4^th ed.). South Melbourne, Victoria,  Australia: Cengage Learning.

Baytak, A., Tarman, B., & Ayas, C. (2011). Experiencing technology integration in education: children's perceptions. International Electronic Journal Of Elementary Education, 3(2), 139- 151. 

Carter, M. (2010). Helping teachers think about technology. Exchange (01648527), (191), 30-32. 

 

Epstein, A. (2009). Me, you, us: social emotional learning in preschool. Ypsilanti, MI: HighScope Press.

Fleer, M., & Jane, B. (2006). Design and technology for children. Frenchs Forest, Australia: Pearson Australia.

 

Liang, P., & Johnson, J. (1999). Using Technology to Enhance Early Literacy Through Play. Computers In The Schools, 15(1), 55. 

 

Mawson, B. (2010). Children’s developing understanding of technology. International Journal Of Technology & Design Education, 20(1), 1-13. doi:10.1007/s10798-008-9062-8.
 

Ministry of Education. (1996). Early Childhood Curriculum Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa .Wellington, New Zealand: Learning Media.

Ministry of Education. (1993). For English medium teaching and learning in years 1-13. The New Zealand curriculum. Wellington, New Zealand: Learning Media.

 

Smorti, S. (1999) Technology in Early Childhood. Early Education, 19, 5-10.

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.

A Musical Experience

Children love listening to the radio. I have noticed this by seeing the children ask the other staff or myself if they could put the wiggles on so they can do some dancing. I have also witnessed a few children going to the radio and trying to turn it on themselves to play some music which shows their interest.  The children then sing along to ‘hot potato’ while moving to the beat of the music. We also use our radio to read stories and do activities at mat time which I find easier to settle the children during mat time. I think technology is starting to become more and more a part of classroom instruction.

Children really love technology at my centre and it shows when they are using it. I think its ok for children to be using technology but I strongly believe that there needs to be a balance between the other areas at the centre, for example being active in the outdoors. I also believe that other learning areas are just as important as technology. The learning that is taking place here is allowing children to understand what the radio is, how it is used appropriately and extend their knowledge about how technology works. The staff and I only use the radio a few times a day and is one of the main digital devices we use on a daily basis.

Children in today’s schools are lucky enough to have access to many technology equipment’s because there is most likely a computer or radio at home compared to back in the days (Baytak, Tarman & Ayas, 2011). I strongly agree with this statement because now days there are more advanced digital technology coming out and everyone probably already has the basics at home. Furthermore, researchers  found that few children who had a combination of technology with other learning aspects had highly involved parents who helped choose appropriate software, coached their child on the computers and offered praise as well as practical (Baytak, Tarman & Ayas, 2011). The children showed very positive attitudes towards technology because they have experience with it and find it very familiar.

I agree with children and technology but I think if they start learning about it early in an educational way they will gain understanding on both positive and negative aspects. “Technology education helps children to be active designers of their future environment and to develop the kinds of thinking skills needed to effect change in the future” (Fleer & Jane, 2006, p.66). Everyone has a different opinion on technology but it’s up to us as teachers and parents to guide children and keep them safe but also make sure they are learning at the same time. Always giving children the opportunity to participate in technology is great but also still supporting them and knowing when it might be too much for a child.

Collage Fun !

In Technology there are chances to plan, design and make new things (Mawson, 2008).

There is an area in the toddler room where we have a collage table for children. It is only set out sometimes because it can get very messy. The things set out are Popsicle sticks, glitter, glue, different colours of paper and whatever the children would like to use. When it is set out I’ve noticed that some children love using lots of glue on their work. They also put it on their hands to feel the texture and how sticky it is. The children who are participating in this activity are engaged and enjoy using the different materials. The technology involved in this activity is the all materials used and put together to make something new using their creative minds.

“Children learn as they engage in shared activities and conversations with other people, including family members and people in the wider community”(Ministry of Education, 1993, p.34). Sometimes some children don’t participate in this activity but watch from a distance to see what the children are doing. I can see by their facial expressions that they want to come and join in but they wait, maybe because they are too shy or aren’t very comfortable working alongside others. Teachers need to encourage children to join in activities but also let them know that they have the opportunity. “Adults have an important role in encouraging children to participate in a wide range of activities” (Ministry of Education, 1996, p.40).

The learning taking place is children get the opportunity to experiment and explore the things in front of them. At first I thought technology was just something digital but after doing a few readings and research I now understand that technology doesn’t have to be something electronic or digital. “Technology is intervention by design: the use of practical and intellectual resources to develop products”(Ministry of Education, 1993, p.32). To me, this quote shows through the collage activity that is set out for the children because they are creating new products with the materials and resources they have. I think that in order to participate in this world, children need the confidence to develop their own perspectives to gain new knowledge and skills (Ministry of Education as cited in Smoorti, 1999).

The use of technology is very important, non-digital and digital because it is involved on a daily basis to further children’s knowledge, skills and thinking. It plays an important part in children’s learning and development because technology is a great learning tool and can offer children different ways of learning. I believe that in order for us to broaden children’s learning about technology we first have to understand it thoroughly with understanding so we as teachers can pass on the knowledge to the children of the future.

IPADS

Children with the use of ipads

At my centre I have recently noticed that we have two ipads that are used with the children. As one teacher brings it out, the children are very interested in it because it is something new and different. When I saw how much the children were enjoying having a turn on the ipad I was quite surprised. I thought it would be too hard for the children to use and interact with but once they saw what the teacher was doing they were very capable and also getting the hang of using their finger to click and drag things on the screen.

The children love exploring and playing with the ipad because it’s a new device we have at the centre. Sometimes at mat time the children ask for an ipad story instead of the teacher reading the story to them. I was abit surprised when they would rather listen to the story on the ipad instead of the teacher’s voice but then again I understand because the ipad is still very interesting for the children. I recognised that once the children knew how to use the ipad, they were showing the other children how to use it with their fingers which showed social interaction and learning between the children. The children were developing their fine motor skills and social skills with the ipad which is important because “social learning comprises the principles and strategies for interacting successfully with others (Epstein, 2009, p.4).

Technology is involved in our everyday lives today whether it’s at the centre, school and at home but also the different types of technology whether it’s digital or non-digital. It’s here to stay and the children at the centre will be growing up with technology being already there and will be using it more often when they grow up. “Technology is about helping people and solving problems” (Smoorti, 1999, p.5). I agree with this statement because ipads can also help children with special needs because you can download helpful apps. I understand it is always going to be there but I also think that children need to learn how to solve problems on their own without the use of technology. Technology has always provided a faster and more efficient way to teach children new skills and some people say that ipads could be the best new learning tool. An ipad allows children to engage in activities such as being able to create, challenge their thinking to problem solve and communicate and make connections (Carter, 2010).

 

The use of technology at my centre is mainly used as a tool to deepen children’s learning and understanding about technology but also for teachers and families. Using the ipad with the children allows the staff and child to learn about the new technology together but also encourages the child to start making predictions about what will happen next in the story and activities they are doing together. I think it is important for children to learn about technology so they don’t fall behind with what is new but also because they are growing up with all these new things that they need to know how to use it safely. In my own personal view ipads can be very helpful and useful for children but it all depends on how the adult uses it with them.