Final reflective blog post–
ICT is used to support children and teachers working together and thinking together. Through using the CD player, camera, computer or laptop and telephone, children use materials and experiences that promote opportunity to work and think together and encourage co-operation between them (Balaban, 2003 cited in MacNaughton and Williams, 2009). This exact point about about how ICT tools create a meaningful learning environment was raised by Elise in her comment to me.
Not only does Technology help children learn the rules of social interaction like turn taking and it increases their communication skills through verbal and non verbal ways to communicate information.In addition, children develop skills in language, creativity, numeracy, maths, science, reading and literacy as they use new and familiar tools and equipment.
I acknowledge Rosie’s point about technology bringing out the curious minds in children and that children are so adaptable to learning new things. Indeed the spread of technology is changing the very nature of childhood in the way we communicate through mobile phones and the internet, opening up new ways to engage and interact and new virtual worlds to explore helps children develop an understanding of how technology has a real and direct impact on everyday life As teachers in early childhood, it is vital that we use technology to open up opportunities for children to explore, question, take apart and make sense of that which is unknown.
Aside from being just a medium for entertainment and social networking, the use of technology is also new territory for creativity, exploration and adventure. As the Demos report argues, technology will be crucial for future economic prospects (Gill, 2007). The cogs and wheels experience was indeed a great learning experience for the children. Carly commented on the great partnership between the boys and I, in the cogs and wheels experience and which showed my respect and recognition of them as capable and competent learners. Nina expanded on this, that through problem solving, children develop a sense of belonging as all ideas are valued and their communication skills are enhanced as they work together. I appreciate Elsie's comment in highlighting the cultural significance of technology which encourages cultural diversity for the children ,that through problem solving, children's cognitive development is enhanced and the pulley experience enhances physical development through the building up of gross motor skills resulting in a holistically developed child. Also as Carly mentioned, continuity was evident in the learning through different resources and which allowed children to see the connection. Communication via the webcam or via email between teachers and parents will not only ease transition for young children but strengthen relationships between centre and home. Revisiting enhances learning even further in language, social skills, creativity , as they talk with their peers and come up with other ideas.
The benefit for the children is the provision of developmentally appropriate and challenging experiences. Fletcher –Flinn & Suddendorf, 1996 cited in Clements (2002), maintain that preschoolers who use computers scored higher on meta cognition because they were able to keep in mind a number of different mental states simultaneously and had more sophisticated theories of mind than those who did not have access to computers. Moreover, children learn to problem solve, make choices and decisions, alter their strategies and enhance their critical thinking skills (Gelinas, 1986; Ridling & Powell, 1987 cited in Clements, 2002, Smorti, 1999). It underpins the aspiration of Te whariki in supporting children to grow up as “competent and confident learners (Ministry of Education, 1996,p.9).”
Adults play a significant role in successful computer use and when they are present, children are more likely to pay attention, show more interest and less frustrated (Binder & Ledger, 1985 cited in Clements, 2002). This emphasises the need for teachers to be up to date with their technological skills in order to teach effectively and as Carly remarked, facilitate the learning. Mawson (2002) identified problem solving through the exploration of materials, tools and equipment as important elements in technological experiences of young children. It is our responsibility as early childhood teachers to provide the rich learning experiences and opportunities to further enhance learning by incorporating Information Technology (Smorti, 1999).
Personally, I have learnt so much from this experience, some of it pure frustration from not knowing how. I am grateful to Rosie for sorting out the bulk of the problem and I have also discovered as with all other learning that one needs to“use it or lose it”. I am not afraid to stand up and admit that I know very little or nothing at all but am keen to find out more.
Gill, T. (2007). No Fear. Growing up in a risk averse society: alouste Gulbenkian Foundation.
MacNaughton, G., & Williams. (2009). Techniques for teaching young children: choices in theory and practice (3rd ed.).Frenchs Forrest, NSW, Australia: Pearson Prentice Hall.
Mawson, B. (2002).Developing technology in early childhood settings, Early Education, 29 (winter).p11-16
Ministry of Education. (1996). Te Whāriki: he whāriki mâatauranga mo nga mokopuna o Ăotearoa: Early Childhood curriculum. Wellington, New Zealand: Learning Media.Smorti, S. (1999). Technology in Early Childhood, Early Education, No 19Autumn1999
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