Technology in ECE: 2013

Saturday, 6 April 2013

Personal Reflection

From reading other people’s blogs, comments and through research and the people, places and things lectures I have a deeper understanding of the importance and form that technology can take in early childhood education. I really struggled at the beginning to form an understanding of what non-digital technology is as I always viewed technology in its digital form so materials like cameras, televisions, iPods and iPads. But through my experiences I have realised that technology takes many forms and that if its purpose was to help us and help us problem solve then it is technology (Smorti, 1999). I have learnt that technology is having a huge impact on early childhood education and this impact is impacting children’s learning and development positively and negatively. From reading all the different blogs I have noticed a common digital device of technology has found a place in early childhood education: the computer/iPad. A common theme that came out of my feedback from others on the use of the iPads in my centre was that more knowledgeable children were helping less knowledgeable children through using the iPads. These more knowledgeable children have gained this type of knowledge through experience with their family and whānau’s iPads. The iPad has become a common learning device at children’s home and at their early childhood setting. From my research I have learnt that this type of technology has a significant impact on how and what children learn. Teachers need to be careful when it comes to using the iPad in learning experiences as it can become too depended on for learning that other vital learning experiences such as outdoor exploration are ignored (Zevenbergen, & Logan, 2008). Based on feedback and my own reflection on the radio as a form of digital technology I have come to see that music plays a vital role in most early childhood settings. I want to start incorporating more modern music that is appropriate for the children’s learning experiences as what they hear outside the centre would be ranges of pop and rock and I feel it would be an interesting and fun experience to see the children dancing and singing to a more upbeat song. “Children develop confidence in moving in space, moving to rhythm, and playing near and with others” (Ministry of Education, 1996, p. 86). I will continue to persevere in getting an iPod for my room as it is a technological device that is more linked to the children’s current world and it is their current world in which they need to understand and learn about. I personally feel I have come a long way in learning and understanding technology in early childhood settings. This new knowledge has changed my perspective on many of the non-digital resources in my centre; I can see how each resource benefits children’s learning and development differently. This new knowledge has also shown me that some of the resources in my centre are outdated and that we need to modernise for children to truly reap the benefits of digital and non-digital technology. “Technology is intervention by design: the use of practical and intellectual resources to develop products and systems that expand human possibilities by addressing needs and realising opportunities” (Ministry of Education, 2007, p. 32).

Hyperlinks to Comments

Sunday, 31 March 2013

References

Gonzalez-Mena, J. (2011). Foundations of early childhood education: Teaching children in a diverse society (5th ed.). Boston, United States of America: McGraw Hill.

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3^rd ed.). Frenchs Forrest, NSW, Australia: Pearson Prentice Hall.

McManis, L. D., & Gunnewig, S. B. (2012). Finding the education in educational technology with early learners. Young Children, 14-24.

Ministry of Education. (1996). Te whāriki: He whāriki mātauranga ngā mokopuna Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Ministry of Education. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media.

Santrock, J.W. (2009). Life-span development. (12th Ed.). Boston, MA: McGraw Hill.

Smorti, S. (1999). Technology in early childhood. Early Education, 1, 5-10.

Wardle, F. (2007). The rolde of technology in early childhood programs. Monterey, CA: Excelligence Learning Corporation.

Zevenbergen, B., & Logan, H. (2008). Computer use by preschool children: Rethinking practice as digital natives come to preschool. Australian Journal of Early Childhood, 33 (1), 37-44

Paint Brushes!

At my centre the children are given the opportunity for creative art experiences after their morning tea. All of the children have the independence and free choice to choose whether they participate in these are experiences. At the moment the children have shown a great interest in using paint brushes as they have often requested to use them during art experiences. The children use paint brushes with mostly paint and glue. The children often dunk their paint brushes in the paint and use it like a spoon to scoop the paint out and place it on their paper. The children enjoy combining their colours together as they stroke their paint brush across their paper and some children have begun to realise that their paint brush bristles can flick their paint and create different patterns. The children like to scoop the paint on their paint brush and then use their fingers to explore the texture and some children have also used their paint brush as a lollipop so they can explore the taste of the paint.

“Technology is different from science, in that it emphasises creative and productive aspects” (Smorti, 1999, p. 6). Paint brushes are a form of technology that helps further children’s communication skills as they learn to express themselves creatively. It also allows children to form new strategies for problem solving. “Children learn useful and appropriate ways to find out what they want to know and begin to understand their own individual ways of learning and being creative” (Ministry of Education, 1996, p. 82). By allowing the children the opportunity to choose what they want to do or use instils a sense of empowerment in them which furthers their confidence and enhances their sense of self-worth as they realise they have a choice and their choice is valued and respected (MacNaughton & Williams, 2009). As the children are using their senses to explore they are beginning to form an understanding about their surrounding world and as they use their paint brushes to paint or glue they are beginning to further their understanding through their pictures. “Children begin to go beyond simply connecting sensory information with physical action and represent the world with words, images, and drawings” (Santrock, 2009, p. 25). As the children were exploring new ways to be creative such as flicking their paint brush bristles they are furthering their creative thinking which enhances their problem solving skills (Ministry of Education, 1996). As the children tried their many ideas they furthered their technological knowledge by understanding the paint brushes uses and its properties therefore enhancing their understanding of how and why the paint brushes work the way they do (Ministry of Education, 2007).

I have learnt that technology does not consist of just digital materials and that non-digital materials that help us are a form of technology too. With this in mind I was able to see how different resources such as paint brushes are a form of technology and from observing children using them I was able to observe the many enhancements to the children’s learning and development that occurred. From this experience I have come to agree that technology is about the doing rather than the end product as the children gained more understanding from exploring the paint brushes rather than looking at their art (Smorti, 1999). I have learnt that non-digital technology materials offer children the opportunity to further their communication and exploration skills and because these skills are essential to children understanding the world around them I plan to further explore other non-digital resources so that I can further the children’s learning at my centre.

Saturday, 30 March 2013

iPads!

“Adaptation and innovation are at the heart of technological practice” (Ministry of Education, 2007, p.32). My centre has recently introduced the children to iPads, the children only have access to the five iPads when they start doing Cherrybytes. When the children were first introduced to the iPads the teacher placed the five iPads on the floor and the children automatically separated into different groups around each iPad. The groups consisted of three to four children. As the children began exploring the iPads and the different educational applications I noticed that most of the children already knew how to use it. They knew that they needed to slide their finger across the screen in order to use it rather than by clicking like they would on a computer. The children worked well together while testing out the new iPads, the more experienced children began helping the not so experienced children. They would help them through verbal instruction as well as through guiding their fingers across the screen or pointing.

Over the years digital technological tablets such as iPads have become the new computers in early childhood settings as they are portable, easy to use and offer a wide range of learning opportunities if used appropriately. “Research shows that computer use supports and increases young children’s skills in the social, cognitive, language, literacy, writing and mathematics realms” (McManis & Gunnewig, 2012, p. 15). Through working together and helping one another the children are furthering their social skills as they gain the confidence in forming friendships (Ministry of Education, 1996). “Technology is about helping people and solving problems” (Smorti, 1999, p. 5). As the children worked and problem solved together they started to further their understanding of how this kind of technology can help them and others (Ministry of Education, 1996). “Through the Technological knowledge strand, students develop knowledge particular to technological enterprises and environments and understandings of how and why things work” (Ministry of Education, 2007, p.32). The software on the iPads are open-ended which allows for the children’s learning to be supported and through that learning children are able to gain a better understanding of different learning area concepts (Zevenbergen & Logan, 2008).

From this experience I have learnt that digital technology such as iPads are starting to play an important part to children’s learning in early childhood and that teachers need to adapt and guide children’s learning. “Adult guidance for children using computers is associated with increases in abstract reasoning, planning behaviour, visual-motor coordination, and visual memory” (McManis & Gunnewig, 2012, p. 15). I have learnt that iPads do not necessarily have to be restricted to the over three age group, I believe that as long as the software and use of the technological device is developmentally appropriate then under threes could have the opportunity to extend on their understanding and development. “For technology to be developmentally appropriate, it should be responsive to the ages and developmental levels of the children, to their individual needs and interests, and to their social and cultural contexts” (McManis & Gunnewig, 2012, p. 16). I have learnt that computers such as iPads should also be handled with caution as teachers could become dependent on them and ignore other crucial learning areas such as outdoor exploration and physical play (Wardle, 2007).

Musical Entertainment

“Experiences with technology can pave the way for unprecedented learning opportunities” (McManis & Gunnewig, 2012). At my centre the children have access to a radio which is predominately used during mat times. The children get to sing, dance, and listen to musical stories through the radio. Lately, I have noticed that the children are requesting for the radio to be put on during their free play time. The interest usually stems from one child leading myself or the other teachers to the radio. Once they select the CD that they want and press play the child instantly begins singing and dancing. The effect is instant. Soon as children hear the music they drop what they are doing and run to join the others. I have noticed that the children are full of excitement during this time and they all work well with one another as they begin to develop and share their new ideas for singing and especially dancing while interacting and observing with one another.

The use of digital technology such as the radio gives the children ample learning opportunities. Through listening to music through the radio and responding to it I believe children are able to develop social, cognitively and physically. “Exploring music, like exploring art or science, uses physical skills, involves feelings and social relationships, and enhances cognitive development by opening up opportunities for honing problem solving skills” (Gonzalez-Mena, 2011, p. 428). As children move to the music from the radio they are becoming more aware of how their body works, what it can and cannot do as well as being aware of what is going on around them (Ministry of Education, 1996). Through working together the children are furthering their social skills as they are learning and developing the confidence to express and test their ideas and take others ideas into consideration (Ministry of Education, 1996). “In the technological practice strand, students examine the practice of others and undertake their own” (Ministry of Education, 2007, p. 32). Through the use of the radio children are able to develop strategies for thinking, exploring and reasoning which can aid them in future problem solving (Ministry of Education, 1996).

From this experience I have learnt that the radio can play an important part in furthering children’s overall learning and development. I have realised that the world is constantly changing especially when it comes to technology and that as teachers we are responsible for ensuring that the children are ready to explore and cope with the new technologies around them. For this reason I have noted that our radio is a very outdated piece of technology, I feel that the children at my centre need to explore current technologies for their music such as iPods. Most iPods today offer children more than just music, children can make their own recordings where they can hear and see themselves dancing and singing. Research has found that through iPod use children’s vocabulary and phonological awareness have increased (McManis & Gunnewig, 2012). I would love to introduce the children at my centre to iPods as I believe it can give children a better understanding of their world as well as teach them new skills. “In order to participate in this world, our children need the confidence to develop their own perspectives as well as the capacity to continue acquiring new knowledge and skills” (Smorti, 1999, p. 5).