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).