At my centre, there is software program that allows children to
draw pictures and colour them in with several kinds of paintbrushes, colours,
shapes and so on. Child M clicked a raindrop icon and she drew something by
dragging the mouse. I asked her about
her drawing. She replied to me in a
giggling manner, “I don’t know. It’s just funny.” She seemed to have fun playing
this way.
The boy who sat by child M said, “It’s my turn now.” and so
she gave him the mouse. He clicked on an
icon, which he called “sprinkle”. He said, “this (sprinkle shape) is like a snowflake,
snowflakes are everywhere.” As he kept on clicking the icon, the page filled
with sprinkles. He said to the girl, “It’s your turn.” Child M clicked on an
animal picture which appeared at the bottom. Then she dragged the animal to the
middle of the page and made the
picture bigger then smaller. She told her peer, “I squashed the elephant.” Then,
they giggled. I observed that they enjoyed playing the game together for a long
time. I was amazed at how imaginative the children were in creating language
and ideas. This also reflected that ICT is an effective tool which fosters
children’s creativity and social skills (Smorti, 1999). 
As I observed the children’s play, not only did the children enjoy playing with the computer but I also enjoyed watching them play. I realised that technology works well because children learn better visually and it helps them to discover their curiosities (Ministry of Education, 2005).
Today was the first time that I looked for the benefits of using the computer in children’s learning and play. I strongly believe that children need to discover and develop different ways to be creative and expressive through various channels (Ministry of Education, 1996).
As stated by Smorti (1999), technology provides children with new opportunities for creativity so it must be a useful tool for the development of learning. Despite the benefits, I had not included ICT as a supporting tool for children’s creativity until then. I thought that ICT would reduce children’s thinking skills rather than enhance them. It was because I undermined the value of ICT by assuming that a child who is frequently exposed to ICT is more likely to become addicted, passive and isolated in the classroom. Based on my assumption, I was reluctant to use technology for children’s play.
On the other hand, Tsantis, Bewick and Thornton
(2003) highlight the importance of the teacher’s role in using technology.
After reading this article, I understood that the teacher’s attitude is the key
to making things different as well as the
children’s willingness to follow the teacher’s instruction (MacNaughton
& Williams, 2009). I realised that my practice towards ICT should be
aligned with the role of an early childhood teacher.
Finally, according to the Ministry of
Education (2005), “ICT should be seen as a tool that is used in conjunction
with many others to empower children to learn and grow. It will not replace the
existing mechanisms of learning, such as books and the outdoor environment”(p.
2). This means to me that since ICT is
already a great part of the children’s
everyday lives, I cannot avoid using technology in an early childhood setting. This also tells me that understanding how technology enables children to encourage, explore and extend
their knowledge is vital. Technology, by itself,
is neutral. What is important is knowing
when and how to use ICT with our children.
References
MacNaughton,
G., & Williams, G. (2009). Techniques
for teaching young children: Choices in theory and practice (3rd
ed.). Frenchs Forrest, NSW, Australia: Pearson Prentice Hall.
Ministry of
Education (2005). Foundations for Discovery: Supporting learning in early
Childhood education through information and communication technologies: A
framework for development. Wellington: Ministry of Education.
Ministry of Education. (1996). Te whāriki: He whāriki mātauranga ngā mokopuna Aotearoa: Early childhood
curriculum. Wellington: Learning Media.
Smori, 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.
Kia Ora Eunsun,
ReplyDeleteWow, what a fantastic job you have done here with your entry, I really enjoyed reading it. I like how you included your own personal opinions and how this experience has changed those opinions. I agree with your statement about how early childhood educators’ attitudes can impact our willingness to incorporate the use of ICT – I also read the Tsantis, Bewick, and Thornton article and it helped me open my eyes as well. I think you have made some solid, clear links to literature too.
Have you considered how you can incorporate your learning from this experience and from your readings into your practice? For example thinking of some ways that you can include using computers or other kinds of ICT that you have some experience with in your practice.
Your experience reminded me of one that I have from my own childhood. I had a friend who had a computer programme that worked the same as the one you talked about in your entry and I remember we spent a lot of time using it and had a lot of fun. Te Whariki explains that children develop familiarity with “technology used in the creative and expressive arts” (Ministry of Education, 1996, p. 80).
Overall, I think your entry was informative and interesting to read and I am looking forward to reading your other posts. Ka pai!
Reference
Ministry of Education. (1996). Te whāriki: He whāriki mātauranga ngā mokopuna Aotearoa: Early childhood curriculum. Wellington: 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.
It is good to see that you have shifted the perception of using ICT from negative to positive in children’s learning. I think that children’s play with ICT devices in early childhood setting will continue to grow, and these experiences will benefit their future learning in the school. Both you and I may come from the old world of learning which characterized by syllabus documents that laid out the scope of knowledge need to be mastered and sequences of skill acquisition. However, new learning recognizes that children in the new millennium that technologies have reshaped the relationship between knowledge and the technologies tools that we use. Children “require skills and sensibilities that are significantly different from those of the past” (ACDE 2001). Technology is offered a new way of learning in which children become actively and confident learners. By using a variety of strategies for exploring and making sense of the world through inquiry, problem solving, looking for patterns, using thinking skills to trial an error, thinking logically, asking questions, explaining to others, listening to others and sharing ideas (Ministry of Education, 1996).
ReplyDeleteReferences:
Australian Council of Deans of Education (2001). New Learning : A charter for Australia Education. Melbourne: ACDE.
Ministry of Education. (1996). Te Whāriki, he Whāriki Mātauranga mo ngā Mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
Hi Ensun this piece of information was very interesting to read. Your first paragraph I can feel the shift of children's knowledge using technology, from known to unknown. What I mean that you always master and acknowledge the new way of using technology as an eye opener to the future. I can feel that you are moving closer to connect with robot technology and I am pretty amazed with your findings and research. Well prepared teachers, who recognize the power and limitation of technology, are needed now more than ever(Naisbitt 1982, 24)."Whenever new technology is introduced into society, there must be a counterbalancing human response; the more high tech it is, the more high touch is needed"(Naisbitt 1982, 24).
ReplyDeleteSince the early days of computer use, researchers and staff development specialists have underscored that the teacher is the key to effective educational use of technology(Thouvenelle & Bewick 2003). However it is the teacher knowledge and skills how to use technology that makes the difference, not the technology itself. Computers do not undermine children's learning but, to the contrary, they can enhance, extend and argument their learning experiences. However, there are many learning outcomes that focus on problem solving and social science areas that are part of the process of technology that you have covered.(Ministry of Technology,1993)."Tumeke Ensun"
References:
Ministry of Education, (1993).The New Zealand Curriculum Framework. Wellington: Learning Media.
NCSS (National council for the social studies).1994. Expectations of excellence: Curriculum standards for social studies. Silver Spring.MD: Author.
Thouvenelle, S., & C. J. Bewick. 2003. Completing the computer puzzle: A guide for earlychildhood educators. Boston: Allyn & Bacon.