Where: Over 2s’ room
In the morning, the
children were playing inside and outside.
There was a computer on the table in the room. According to Te Whāriki, children have an opportunity to “experience a wide
variety of the materials and technology” (Ministry of Education, 1996, p. 81), such
as calculators and computers, in their surroundings. In addition, “by offering a variety of
contexts, teachers help their students to recognise links and develop generic
understandings” (Ministry of Education, 2007, p. 32).
O, 4 years old, was
near the table. I asked O what was on it,
and O said to me “It is a computer”. The
computer was turned off, so I asked how to turn it on. O then pushed the power button on the main computer.
We waited for the picture to come up, but
the screen did not work. I noticed that
it was turned off. AL and H came in and
watched the screen together for a while.
I asked them why the monitor was still dark, but they did not
answer. So I suggested to them to check
the power button of the monitor as well.
O looked confused, but AL noticed what I was saying and pushed the
button. Finally the picture appeared on
the monitor.
I agree that “children
learn through collaboration with adults and peers, through guided participation
and observation of others, as well as through individual exploration and
reflection” (Ministry of Education, 1996, p. 9). I acknowledge that I need to help children
achieve knowledge and information through questions and suggestions. Teachers use not only questions to gain new
information and increase understandings, but also
suggestions for a better or more effective way to do things (MacNaughton & Williams, 2009). I also need to remember “careful observation
and thoughtful timing to ensure that learning is appropriate to the children’s
needs and interests” (MacNaughton & Williams,
2009, p. 81).
O and AL also explained
how to use the computer and what the icons were on the desktop. I was very surprised when they told me what the
icons were. It seemed that they were
able to read the letters very well. So I
asked again what each icon was, and they read the letters as a whole or part of
them correctly. I recognised that the
children learned and acquired the meaning of the icons through observation from
others’ work many times. Computers have the role of sharing information, developing language and decision making for children. Children can learn basic computer literacy skills and develop computer awareness through using it. I can use computers to encourage social interaction between children in their settings. In addition, I recognised that I can help children extend their communication and collaboration ability through providing quality software programs (Tsantis, Bewick, & Thouvenelle, 2003).
I have concerns
about using a computer with children because of the addictive qualities of
computers and skills of children with computers. However, I also realise the importance of
Digital information and communications technologies, including computer usage. “Technology makes enterprising use of its own
particular knowledge and skills, together with those of other disciplines” (Ministry
of Education, 2007, p. 32). Computers
can also “be valuable instructional tools when teachers are personally
comfortable using them” (Tsantis et al., 2003, p. 3). Therefore, I need to critically examine the underlying educational content, format and features of the software before providing it in order to support children’s active learning. In addition, I need to help children keep evolving and maturing through recognising the power and limitations of technology (Tsantis et al., 2003).
Useful Videoclips for learning games in Youtube below:
* Learn Alphabet - A to Z by puzzle at www.gudli.com
* Shapes
* http://www.cookie.com/
References
MacNaughton, G., &
Williams, G. (2009). Techniques for
teaching young children: Choices for theory and practice (3rd
ed.). Frenchs Forrest, Australia: Pearson Education Australia.
Ministry
of Education. (2007). The New Zealand
curriculum. Wellington, New Zealand: Learning Media.
Tsantis, L. A. Bewick, C. J., & Thouvenelle, S.
(2003). Examining some common myths about computer use in the early years. Young Children, 58(1), 1-9.
Google
images. (2012). Image of computer-virus, retrieved from http://www.realmagick.com/iloveyou-computer-virus-conclusion/
Google
images. (2012). Image of Fix Destop Icons, retrieved from http://techizer.blogspot.co.nz/2011/08/fix-blank-or-white-shortcut-icons-on.html
Google
images. (2012). Image of kids_on_computer, retrieved from http://missbanas.blogspot.co.nz/
Google
images. (2012). Image of kids_using_computers, retrieved from http://ehlt.flinders.edu.au/education/eduwiki/doku.php?id=students:teaching_computer_literacy_at_an_early_age_-_bethany_hewitt_samantha_fawcett_jessica_niejalke
Google images. (2012). Image of micro-computers, retrieved from http://www.itrelease.com/2011/05/difference-between-micro-computer-super-computer-and-mainframe-computer/
Google images. (2012). Image of open-source-drawing-software-for-children, retrieved from http://www.greepit.com/2009/07/open-source-drawing-software-for-children-tux-paint/
Google images. (2012). Image of progscrn, retrieved from http://www.kidware.com/mobius/17grops.htm
Google images. (2012). Image of 104227, retrieved from http://www.worldlanguage.com/Products/Bert-Ernie-Computer-Phone-Hebrew-104227.htm
Yes, sometimes, young children are smarter than adults. Children can teach adults how to use ICT more effectively and vice versa. Your reflection allowed me to think about the importance of interacting with peers for children’s learning. By observing friends and communicating with each other, their learning is maximised.
ReplyDeleteAnd I learnt about the importance of teachers' role. In order for effective ICT teaching through computers, teachers should first check software contents thoroughly. Then, they should support children to explore technology by responding appropriately depending on their needs or skill level which children handle with computers.
Above all, I think that teachers should be confident and competent to handle computers in order to effectively use ICT as a valuable instruction tools for children's learning. Actually, ICT skills are the biggest challenge for teachers, but they should do the best to learn ICT skills for children’s learning and teaching.
Yes i agree that young children know about using ICT more than adults do sometimes and I find that interesting to know especially with preschoolers.
ReplyDeleteIt has made me think about how ICT and other technology skills come very easily to children and how they then help others- children learn a lot from their peers.
I am interested that they knew the icons and what they represented and how they helped the teacher to turn the computer on.
Te Whariki and the New Curriculum state that children using technology develop the capability in solving practical problems and how it contributes to self confidence and well-being.
Children also learn more about literacy while using the computer, Talay-Ongan (2005) describes this literacy as 'techno-literacy', where children use a number of computer games, DVDs and game consoles to learn.
I think that it is important for teachers to know about the ICT in order to be able to teach and model or demonstrate the correct use effectively. I see that you used the technique of questions and modelling positive social interactions while using the computer.
It is good structured reflection showing the ability to use the technology with children, strongly supported with clarification from the related literature. It shows the student-teacher and children growing understanding about the initial knowledge, their expectation about the learning supporting language, communication and social interaction through the computer usage. Youri presented the learning in progress and visualize the picture for the further learning for children throughout appropriate software, the rules and time limitation for the children. The format of the blog colorfully illustrated, the pictures and comments are related to each other and I notice the improvement of the first version of this reflection on the Blog. I like the strategy how she use the collaborative learning process amongst the group of children, trying to find out what the children do know and scaffolding their interest and knowledge. I do agree with author that computer can be “valuable instructional tools” (Tsantis, 2003, p.3) only under supervision of computer-literate teacher. At the same time I am personally agree with Dr Bruce Perry (http://teacher.scholastic.com/professional/bruceperry/using_technology.htm) concern about the negative input on the child’s brain development influenced by the two dimensions moving object form the computer or television screen. (195)
ReplyDeleteI agree with your points Youri, I think that you have made some very valid points that children learn through collaboration with adults and peers. I also think that adults learn from children "Children’s questions and comments provide necessary feedback to teachers about their teaching and the child’s understanding"(Eliason & Jenkins, 1999)
ReplyDeleteIn reading this it really highlights the importance of the teachers role in the activities/experiences especially to make sure its safe and secure for them to use it. I share your concerns about using a computer because of the addictive qualities but also the lack of one on one interaction with others. However I also agree that it is important for children to have these experiences with ICT as I feel we are moving more and more to a techno world.
I thinks computer is always something that children feel curious about and also they are very interested on it. Teacher should be able to notice that and make some effective activities to support children's learning on computer. yes, i agree there are some of the addictive qualities of computers and skills of children with computers.But that it our job to help them to learn." Technology offers unique intellectual experiences and opportunities
ReplyDeletefor young children. Computers allow representation and actions not possible in the physical world" (Clements, 1999). I found using computer as a tool to teach is very effective, because children at that moment was fully focused. It is very hard to ask a young children to focus on study. They rather to play outside in the play ground. Once you can attract their attention you move on step close towards success.
Clements, D.H. (1991). Enhancement of creativity in computer environments. American Educational Research Journal. 28(1), 173-187. C