Reflection 2
Computer
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| Image 1, teacher interact with a child on computer
In My center I
have noticed children were using computer technology. I saw a group of children
were playing some educational programs on computer, such as mathematics, colors,
drawing, and music. I have noticed children were able to use the mouse and keyboard
to operate this form of technology. Some time I saw the teacher were involved
in the activities, give directions, ask questions, and help them in terms of
turns taking. When one of the children was playing on the computer another
child was set beside her and observed. At some stage I heard they were having
conversation about the games.
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| Image 2, a girl playing on computer |
Technology
offers additional ways to learn, and to demonstrate learning. At the computer
children can approach learning from a variety of perspectives and follow
various path to a goal (Clements, 1999). Computers
are a learning resource and should meet the same high standards of all the
equipment, materials, and resources we provide young children. To use computers
in developmentally appropriate ways is very important: computer placement,
software selection, teacher interaction, and supporting activities. The sociological studies have illustrated that how high
technology is currently being used by children and how the technology is being
shaped by the business sector to form a new market (Fleer & Jane 1968). I recognized children
are intellectually developed in technology skills. They found the connection of
technology, play and learning from computer. Also teachers in center were able
to approach on it, and support children by providing opportunities. Facilitate
computer technology in center is also very import in order to support
children’s development. Technology offers unique intellectual experiences and opportunities
for young children. Fro some children computers can reveal hidden strengths.
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| Image 3, two children are playing on computer together |
Teachers play an
essential role when computers are used successfully with young children. As an
Early childhood educator we need to provide relevant digital technology activities
in children’s learning, and able to extend between technology and non-digital technology.
In practice, children develop social skills and problem solving skills during
play on computer. They are able to use other digital product to make connection
to computer, such as link the digital camera to computer and download pictures
and music with teacher’s support. To extend the computer technology to
non-digital technology is also a strategy for teacher, such as, print out the
educational picture from computer and let children cut and make art creativity.
Reference
Clements, D.H. (1991). Enhancement of
creativity in computer environments. American Educational Research
Journal. 28(1), 173-187.
Fleer, M., & Jane, B. (2011). Design
and technology for children. Frenchs Forest, Australia: Pearson Australia.
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā
mokopuna o Aotearoa : Early childhood
curriculum. Wellington, New Zealand: Learning Media.
Image 1
Image 2
http://thenextweb.com/insider/2011/09/10/what-todays-digital-native-children-can-teach-the-rest-of-us-about-technology/
Image 3
http://ictearlyyears.e2bn.org/planning3_37.html
I am happy that your centre gave an opportunity to use and experience computer technology for the children through providing educational programs. I think that the educational programs are good resources which link with learning development of children with fun. I also agree and it is very important that teachers need to engage in computer technology activities of children through supporting turn-taking and giving directions. I am very curious about how the children found the connection of technology between play and learning. I am sure that children have an ability to discover new theories and skills through communication and support each other (Ministry of Education, 1996). Moreover, teachers have the important role to recognise children’s abilities and help their further development through observation and communication (Arthur, Beecher, Dockett, Farmer, & Death, 2008). It is a good idea that children have the chance to experience the connection with other technology like downloading pictures from digital camera. It is AWESOME!
ReplyDeleteReferences
Arthur, L., Beecher, B., Dockett, S., Farmer, S., & Death, E. (2008). Programming and planning in early childhood settings (4th ed.). Victoria, South Australia: Thomson.
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa : Early childhood curriculum. Wellington, New Zealand: Learning Media.
Computers are essential tools for technology learning and teaching in early childhood education. But still, some centres do not or cannot offer those helpful tools to children.
ReplyDeleteIn order for effective teaching and learning through use of computers, I think that teachers should set up programme thoroughly while considering positive and negative factors which can affect children’s learning. Easy access is crucial for children, but participation in children’s computer activities and supervising them to use computers also are necessary.
O’Hara (2004) maintains that technologies enable children to enhance their thinking, relationship and communication skills when a learning context is supportive. A learning context can be peer assistance of using computers and teachers’ teaching moments.
I think that peer interaction or teachers’ intervention during computer activities is important for children to maximise their technology learning. Thus, teachers should encourage children not only to share with their friends but also to think about the process of manipulating computers through questions during computer activities.
Computers are essential tools for technology learning and teaching in early childhood education. But still, some centres do not or cannot offer those helpful tools to children.
ReplyDeleteIn order for effective teaching and learning through use of computers, I think that teachers should set up programme thoroughly while considering positive and negative factors which can affect children’s learning. Easy access is crucial for children, but participation in children’s computer activities and supervising them to use computers also are necessary.
O’Hara (2004) maintains that technologies enable children to enhance their thinking, relationship and communication skills when a learning context is supportive. A learning context can be peer assistance of using computers and teachers’ teaching moments.
I think that peer interaction or teachers’ intervention during computer activities is important for children to maximise their technology learning. Thus, teachers should encourage children not only to share with their friends but also to think about the process of manipulating computers through questions during computer activities.
Reference
O’Hara, M. (2004). ICT in the early years. New York, NY: Continuum.
In her reflection I found that children in her centre quite familiar with different software for children’s additional learning opportunities through the high technology. The New Zealand Curriculum stated that knowledge of the technology allows understand and implement the knowledge about how and why the things are working. From the description I am really impressed that children knew how to download the images and music from the computer.
ReplyDeleteI agree with author that computer colour, math and language programme do training for the colours and math, but my concern is about the colour spectrum. Now when children learn through the software their eye accommodate the vision of the different specters of colours, through the screen they learn to recognise the very bright objects. In reality the colours not so bright and some children lose the interest for the real colours in nature (from the lecture for the creative artists, 2011). I think that using the computer should be balanced with outdoor excursion to the real world, where children might learn and associate the colors with different forms, shapes, smells and touch. (181)