I was showing a small group of children some photographs of our end of year party on our recently acquired computer at the centre. We all took turns pressing the “enter” key to move to the next photograph. Child A who was usually very shy asked me if we could use the computer to write our names. I explained to her that we could but that we needed to use a different programme to do that and it was called Kid-Pix. I then switched to Kid-Pix and each child had a turn to try typing their name. Child A accidentally typed four A’s in her name and she recognised that she had made a mistake. She pointed to the screen and told me that her name was incorrect and that she didn’t know how to fix it so I showed her where the delete key was and how to delete the letters she did not want. She then corrected her mistake by deleting the extra A’s she had added. Next child D attempted typing his name and he accidentally put in three D’s in his name. Child A remembered how to delete the letters and she showed child D what to do to correct his name. Child A who was usually quiet and lacked confidence was communicating with Child D and appeared confident. I was under the impression that computers promoted antisocial behaviour however I realised this was not true. According to research for many children, the computer is a catalyst for information sharing, language development and decision making (Davidson & Wright as cited in Tsantis, Bewick & Thouvenelle, 2003). Child A who usually lacked confidence had learnt how to do something new on the computer was confident and able to use this knowledge to help child D when it was his turn. One of the aspirations of Te Whāriki is for children to grow up as competent and confident learners (Ministry of Education, 1996). This experience gave child A an opportunity to view herself as competent thus boosting her self esteem.
According to Te Whāriki in order for children to participate in this world, they need to continue gaining new knowledge and skills (Ministry of Education, 1996). The Ministry of Education states that it is important to incorporate technology education in the curriculum as this equips children for jobs in their future (Ministry of Education, 2007). The experience the children had with the computer gave them the opportunity to learn how to use the computer. They were introduced to the different components of the computer ie. the keyboard, the screen, the mouse as well as the photography and Kid-Pix programmes thus familiarizing themselves with the computer and computer jargon. The aim of technology in schools is for students to develop a broad technological literacy so that they are equipped to participate in society as informed citizens (Ministry of Education, 2007). Children had the opportunity to acquire new knowledge and skills. Te Whāriki states that children should have opportunities to develop knowledge that trying things out are important and valued ways of learning (Ministry of Education, 1996). The computer served as another mode of communication literacy and children were exploring this technology and developing their skills with this new communication tool.
By exposing children to the keyboard, they were not only recognizing the letters of their names but were also gaining confidence in using the keyboard. They were also shown how to use the delete key. This was a way of familiarizing them with the keyboard. One of the outcomes in the communication strand in Te Whāriki states that children should develop experience with some of the technology and resources for mathematics, reading and writing” (Ministry of Education, 1996, p.78). This experience gave them the opportunity to develop their literacy skills ie. recognising letters, using the keyboard to type out their names and then reading their names on the computer.
Today society has enthusiastically embraced technology (Tsantis, Bewick & Thouvenelle, 2003). As I reflect on the experience, I believe that the opportunity the children had to use the computer was a stepping stone for them to gain more confidence using this communication tool. I will endeavour to provide more opportunities for the children to strengthen their computer skills as computers play a huge part in their lives today.
References
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa:
Early childhood curriculum. Wellington, New Zealand: Learning Media.
Ministry of Education. (2007).TheNew Zealand curriculum.Wellington, New
Zealand: 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.
Kia ora Ashona! It was interesting for me to read this reflection as I could easily relate to this experience. In our centre our computers do play a huge part in our everyday routine. Every morning as the children arrive one of the first things they do is type their name onto the computer followed by writing their name on a sign-in sheet. It is remarkable to see the children’s progress from when they first begin this task, to approximately a year later. I have seen children at this stage writing their full name confidently (without the guidance of their name tag), changing the font and supporting others to type their name. This experience is meaningful for each child as they get a lot of pleasure from being able to type their name, providing a sense of achievement and self-worth (Ministry of Education, 1996). You mentioned children being exposed to the keyboard to gain familiarity as well as recognising letters (especially within their name). Although, it has come to my attention that the keyboard is in fact all in capital letters! This can cause confusion for the child as their name is in lower case, except for the beginning letter (as in much of our writing). Maybe in the future keyboards with uppercase letters could be a thing of the past. I wish to praise you on your reflection and encourage you to continue to provide technological experiences like these and others within your centre.
ReplyDeleteI totally agree with Ashona that technology can help some children improve their social confidence skills. As computers, digital cameras and iPods are part of every lives of children these days, teachers can utilize these devices to support children’s learning and development. Also, Smorti (1999) explains that technology is aimed to meet the needs of learners for the purpose of improving overall development through technological equipments. Furthermore, Te Whāriki acknowledges the importance of social skills. Teachers should support children to develop confidence in participating in a range of social settings so that they improve their capabilities in problem-solving and self-confidence (Ministry of Education, 1996, p. 30). I believe Ashona is on the right track when she plans to embrace technological education in her practice. Ka pai, Ashona! You can support children’s development in understanding of how technology can enhance their learning and growth as you keep providing technological experience for the children using computers.
ReplyDeleteReference
Ministry of Education. (1996). Te Whāriki, he whāriki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
Smorti, S. (1999). Technology in early childhood. Early Education, 1, 5-10.
Ashona, I was really interested to read this reflection to hear children in your centre are using the computer to write their names and becoming very confident finding their way around the keyboard and using the mouse."Children develop growing experience in solving problems together develop's children's understanding of how technologies can help them and others" (Mininstry of Education, 1996, p.96).I was pleased to see you embrace new technology and support and encourage the children to use the computer to gain new knowledge and skills." Information and communication technology (ICT) has a major impact on the world in which young people live" (Ministry of Education, 2007. p.36).The teachers need to be able to embrace technology. "It is the teacher's knowledge and skills about how to use the technology that makes the difference, no the technology itself" (Tsantis, Bewick, Thouvenelle 2003, p.4).Keep up the good Ashona,in supporting and encourage children in the use of technology.technology
ReplyDeleteThis is a lovely experience where you are helping children become familiar and confident with using technology Ashona! By showing the children how to work the different parts of the computer you are helping them on their journey to become independent learners (Ministry of Education, 1996). The role of the teacher in children’s effective use of technology is vital (Fischer & Gillespie, as cited in Can-Yasar, Inal, Uyanik & Kandir, 2012). I also had the belief that technology had a negative impact on children’s social development, but according to Kumtepe, (as cited in Shifflet, Toledo & Mattoon, 2012) rather than promoting social isolation, children’s computer use increases social skills. Reading about Child A showing development in social skills has strengthened my new belief that children do gain social skills and confidence in communication through the use of computers, so I have definitely benefited from you sharing this experience! To extend on these skills you could introduce the children to new literacy programmes, and show them ways they can use the computer to identify and represent themselves and what they are capable of.
ReplyDeleteExcellent in depth reflection Ashona, your reflection recognises the importance of using and being technological literate in using computers. You quoted “One of the aspirations of Te Whāriki is for children to grow up as competent and confident learners” (Ministry of Education, 1996). I agree with you and this statement, because I believe in order for children to be competent and capable learners we firstly need to have a supportive environment and educators that facilitates experiences and opportunities for children to explore and discover to see how capable and confident they are as an individual. Research shows that computers use supports and increases young children skills in the social, cognitive, language, literacy, writing, and mathematical realms (McManis & Gunnewig, 2012). I like how you scaffold the children’s learning by assisting them with support when needed, Te Whāriki states that; “Growing experience in solving problems together develops children’s understanding of how technologies can help them and others” (Ministry of Education, 1996, p. 96). Showing and providing knowledge on the technological tool of the computer, can provide children with cognitive and physical development skills such as letter recognition, sequencing, and sounds; listening and comprehensive; vocabulary; and understanding concepts of being technological literate (McManis & Gunnewig, 2012). I agree with you that teachers need to provide more opportunities for the children to strengthen their computer skills as computers play a huge part in their lives today. “There is growing recognition of the importance of incorporating technology in meaningful and authentic ways into the curriculum and day-to-day practices, and of the teacher’s crucial role in the full development and use of technology in the early childhood classroom” (McManis & Gunnewig, 2012, p.22).
ReplyDeleteReference List:
McManis, L., & Gunnewig, S.B. (2012). Finding the Education in Educational Technology with Early Learners. Young Children, 67 (3), 14-24.
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa : Early childhood curriculum. Wellington, New Zealand: Learning Media.