Technology in ECE: April 2013

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).

Technology in ECE

Saturday, 6 April 2013

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