BLOG 3 DATE: 26/4/2011
COMPUTER TAKEOVER
Computers, internet and other information and communications technology are changing the way families live. Computers are also changing how schools teach; how children learn and connect to their community. Every morning when I come to the centre, I see L sitting in the office so I thought I will first go in the office to see what she is doing. I saw her using computer because her mum (centre manager) is using the computer. Children observe adults and older children working on computers, and they want to do it too. To extend L’s learning, I asked the centre manager, if I can bring staff computer in over 2’s room just for a day. After getting permission from the manager I got the computer out and it was amazing to see how children were interested to explore this technology as it was new for some of them because children do not have access to the computer in my centre. Children took turns to explore the computer. Santrock (2008) suggests that Piaget looked children as little scientists because they explore and learn on their own experience. Children develop in the way they learn to adapt to the environment around them and demonstrate their intelligence through their adaption to the world.Children get interested because they can make things happen with computers. There are many benefits of computer. Computer is a technology that improves children’s achievements. Through computer children were engaged in creative play. They collaborated in making decisions and shared their discoveries and creations (Smorti, 1999). This technology also enabled children to find new challenges and become more proficient. When technology is used appropriately, it supports and extends usual materials in valuable ways. According to researchers positive effects of technology in children’s learning and development are both social and cognitive. While using computer children initiated interactions more frequently and in different ways than when engaged with usual activities, such as puzzles or blocks. Children were engaged in turn taking and simultaneously showed high levels of language and cooperative-play activity while using computer (Plowman, 2006).
This technology actually developed children’s abilities such as nonverbal skills, structural knowledge, long-term memory, verbal skills, problem solving, abstraction, conceptual skills and also developed intelligence. Computer also enhanced children's self-concept and children demonstrated increasing levels of spoken communication and cooperation. Children shared leadership roles more frequently and developed positive attitudes toward learning. After observing children today I came to know that computer is a valuable experience for children’s learning. Children were so comfortable clicking various options to see what is going to happen next. According to Te Whāriki, He Whaariki Mātauranga mo nga Mokopuna o Aotearoa (Ministry of Education, 1996) children “learn strategies for active exploration, thinking and reasoning” (MOE, p. 82). This technology enhanced children's computer experiences. Stormie (nd) suggests that children who use computer with supporting activities that reinforce the major objectives of the programs have significantly greater developmental gains when compared to children without computer experiences.
Children’s learning with technology goes beyond developing skills such as when using mouse children increased hand–eye coordination. Computer helped children to develop self-esteem, confidence and supported independence. It also has potential for promoting pleasure in learning by enhancing engagement, motivation and the desire to learn (Plowman, 2006).
Computer plays a significant role in all aspects in children’s life today and this role will increase in future. For example developmentally appropriate software enhances children’s academic performance such as educational math, social studies, and science, reading and writing skills. According to Vygotsky children should be provided with socially rich environments in which they can explore knowledge domains with their peers and teachers. Computers provides concrete experiences to children because they have access and control to learning experience. Children and teachers learn together. For example teachers encourage peer groupings, and teachers use computers to provide powerful ideas for children to learn.
Computers can be used to support the learning environment by providing tools for discourse, discussions, collaborative writing, and problem-solving, and by providing online support systems to scaffold children’s understanding and cognitive growth (Santrock, 2008). The potential benefit of technology for children’s learning and development is by integrating technology into the daily routine. For example use technology to integrate curriculum, technology offers new avenues and perspectives such as exploring shapes on the computer provides opportunities to stretch, shrink, bend, and combine shapes into new forms. Such activities enrich and extend children’s activities with physical manipulative (Tsantis, Bewick & Thornton, 2003).
Children need plenty time to experiment and explore using computer so in future to extend children’s learning in technology I will ask centre manager if we can have at least 1 computer for children.
Computers can be used to support the learning environment by providing tools for discourse, discussions, collaborative writing, and problem-solving, and by providing online support systems to scaffold children’s understanding and cognitive growth (Santrock, 2008). The potential benefit of technology for children’s learning and development is by integrating technology into the daily routine. For example use technology to integrate curriculum, technology offers new avenues and perspectives such as exploring shapes on the computer provides opportunities to stretch, shrink, bend, and combine shapes into new forms. Such activities enrich and extend children’s activities with physical manipulative (Tsantis, Bewick & Thornton, 2003).
Children need plenty time to experiment and explore using computer so in future to extend children’s learning in technology I will ask centre manager if we can have at least 1 computer for children.
REFERENCE LIST:
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa. Wellington, New Zealand: Learning Media.
Plowman. (2006). Supporting learning with ICT in pre-school settings. Retrieved April 19, 2011, from Online: http:// www.tlrp.org/pub/documents/no15_plowman.pdf
Smorti, S. (1999). Technology in Early Childhood. Early Education, No.19 Autumn
1999.
1999.
Stormie. (nd). Computers-Preschool. Retrieved April 24, 2011, from Online:
http:// www.preschoolbystormie.com/computers.htm
http:// www.preschoolbystormie.com/computers.htm
Santrock, J. W. (2008). Lifespan development (11th ed). New York, United States of America: Mc Graw-Hill.
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.
Hi Reyhana!
ReplyDeleteBy reading your blog I realised that computers are powerful tools for learning and it improves children's achievements. If this is true then children who lack access to computers in their schools are likely to suffer seroius disadvantages that may accumulate throughout their childhood years. At my centre children did not had computers in rooms so I used to take small groups of children to the noncontact room whenever it was my noncontact time. I used to give them turns in typing and even used to print it for them. But we have computers now and I have seen children's exploration and learning being visible. I really liked the idea of you getting the computer in your room even if it was just for a day. This shows that you are going out of your ways to introduce new technologies in your classroom.
Tino Pai!