Reflection 2:
17th
August 2012
‘Learning Computer Technology’
A three year old girl F was busy on an activity table
creating something with ‘Interstar game.' In response to my question about
what she is making? She said, “I
am making my computer.” She used
her imagination and joined four different coloured parts to make a small
object, which can be closed just like a laptop. I asked, “how does your computer work? She said, “it doesn’t work because there
are no buttons. I don’t know how
to make them we don’t have computer in here.” I said, “Shall we look at my computer? F was very keen to see and said, “you
got buttons on your computer.” I
said, “yes my laptop has buttons and it is called a keyboard.
N joined us too and said, “it is not a laptop it is a
computer.” I said, “my computer’s
name is laptop because we can put it in our lap.” I let F and N explore how to put on the computer and to use
the keyboard to click on different icons.
Then I got the word page and asked them to press different keys to write
down different letters and their names.
They spent a long while pressing different keys and experiencing what
will happen on the screen. Later
on F was able to develop her version of keyboard with the pieces of Interstar
game.
I deliberately did this activity with the girls to let them
have the first hand experience of the computer. My centre does not have any computer for the children
because they are very young. While
I think it is important to make them familiar with its functions as it is
becoming part of educational learning too. Likewise, Murphy, DePasqual, and McNamara (2003) point out,
young children should have access to experience technology to develop knowledge
and skills for using it’s applications before they can use them independently
for prescribed purposes.
I started to use a computer when I joined my early childhood
course, I struggles and got frustrated spending many hours just to do minor
jobs. I personally favour the idea
of children getting familiar with computer technology because it is one of the
tools to be successful in further studies and job market. My idea is supported by Wheatley (2003,
as cited in Tsantis, Bewick, and Thouvenelle, 2003) that observation and
investigation found that there are long term effects on children’s elementary
grades due to lack of computer skills in preschool years.
The experience allowed F to feel, observe, and visualize the
laptop closely and then later on create her own keyboard. Computer technology was helping them to
explore what is the use of its keyboard and how it works. Smorti (1999) also support the view
that technology is about searching for solutions and solving problems. It also gave me the opportunity to build close relationship with
the girls and scaffold on their curiosity to learn. The girls learnt the names and functions of different parts
of the laptop. F compared her
model computer to the real computer while she was looking and then touching the
keyboard’s keys. Ministry of
Education (2007) recommends that children should develop “technological literacy that will
equip them to participate in society as informed citizens…” (p. 32).
I am convinced that there should be supervised opportunities
for young children to gain knowledge and become aware of the use of current
technology. In my opinion if there
is a well planned combination of indoor and outdoor activities then there is no
harm in letting children get familiar with computer technology.
what an awesome technology experience for the chidren that were involved.Arthur, Beecher, Death, Dockett and Farmer (2007, p.13) suggests that "children are competent users of technology, active agents in their own learning and very aware of the world beyond their family". It seemed to me that this toddler already had some prior knowledge about the computer, even to the point of knowing that it needs buttons to be able to be used. Rachel Bolstad (2004) found that studies suggest "ICTs can provide a useful context for co-operation and collaboration between children, and between children and adults. However, she makes the point that educators "must be conscious of the kinds of learning interactions they would like to occur in the context of ICT use … and adopt pedagogical strategies to support these” (p72)retrieved from: http://www.educate.ece.govt.nz/learning/exploringPractice/ICT/PedagogyAndICT.aspx
ReplyDeleteLoved the learning that was happening and perhaps when laptop is in use again be it the 3year old or yours I wonder what would be on the screen?
Saira,
ReplyDeleteThis sounds like it was a very meaningful experience for both you and the children, perhaps relevant to these children, and particular child who may have other experiences of the computer. Edwards and Springate (1995) refer to these experiences assisting children to see the interrelationship of things they are learning. Cremin, Burnard and Craft (2006), refer to teachers ; professionals pedagogy of the early years as stepping back, allowing children’s voice and time and space, with the concept of children’s discovery, as a process. When the pedagogy is bound by rules and timeframes then the learning is determined by the teacher, the child’s sense of activity and decision are likely to be reduced. This might look somewhat invisible, as teachers position themselves ‘off stage’ to promote children’s learning to enable children to develop ownership of their learning and development of possibility thinking. Children develop working theories for making sense of their world including the material world, (Ministry of Education, 1996) I wondered about this child’s enquiry into the computer, her knowledge of space and distance. Especially as she knew there was another part, then had the experience of actually typing (developing their thinking), I liked that you extended the inquiry by providing your own computer for their exploration.
Cremin, T. , Burnard, P., & Craft, A. (2006). Pedagogy and possibility thing in the early years. Thinking skills and creativity. Science Direct. (pp108-119 ). Online at www.sciencedirect.com doi.10.1016/j.tsc.2006.07.001
Edwards, C, & Springate, K. (1995). Encouraging creativity in early childhood classrooms. Eric Digest. ED389474 www.eric.ed.gov
Ministry of Education. (1996).Te Whāriki; He whāriki mātauranga mō ngā Mokopuna o Aotearoa; Early childhood curriculum. Wellington, New Zealand: Learning Media.
Saira,
ReplyDeleteThis sounds like it was a very meaningful experience for both you and the children, perhaps relevant to these children, and particular child who may have other experiences of the computer. Edwards and Springate (1995) refer to these experiences assisting children to see the interrelationship of things they are learning. Cremin, Burnard and Craft (2006), refer to teachers ; professionals pedagogy of the early years as stepping back, allowing children’s voice and time and space, with the concept of children’s discovery, as a process. When the pedagogy is bound by rules and timeframes then the learning is determined by the teacher, the child’s sense of activity and decision are likely to be reduced. This might look somewhat invisible, as teachers position themselves ‘off stage’ to promote children’s learning to enable children to develop ownership of their learning and development of possibility thinking. Children develop working theories for making sense of their world including the material world, (Ministry of Education, 1996) I wondered about this child’s enquiry into the computer, her knowledge of space and distance. Especially as she knew there was another part, then had the experience of actually typing (developing their thinking), I liked that you extended the inquiry by providing your own computer for their exploration.
Cremin, T. , Burnard, P., & Craft, A. (2006). Pedagogy and possibility thing in the early years. Thinking skills and creativity. Science Direct. (pp108-119 ). Online at www.sciencedirect.com doi.10.1016/j.tsc.2006.07.001
Edwards, C, & Springate, K. (1995). Encouraging creativity in early childhood classrooms. Eric Digest. ED389474 www.eric.ed.gov
Ministry of Education. (1996).Te Whāriki; He whāriki mātauranga mō ngā Mokopuna o Aotearoa; Early childhood curriculum. Wellington, New Zealand: Learning Media.
HI Saira,
ReplyDeleteWhat a nice reflection Saira. I like the way you talked to children and explaining what a laptop is, I like how you brought her/his imagination alive, allowing the child to see, touch and explore your laptop. Children are not going to learn technology if we do not allow them to actually experience it. Children need opportunities like this so they generate ideas, stimulate their imagination and thinking. Jean Piaget theory, emphasises the importance of allowing children to use hands on explorative materials which in your case is a laptop, according to her theory children are more likely to learn things by doing rather than just observing, direct involvement is more enjoyable and therefore children are more likely internalise and memorise the learning accrued (Isenberg & Jalongo, 2010).
Not only you fixed the problem of not having a computer at all but, you introduced them to so many new words, new experiences and ideas of what they can do, as well as helping them build relationships with you and others. Ka Pai.
It is essential teachers provide children with growing experiences in solving problems together, helping children understand of how technology works, and how technology can help them and others (Ministry of Education 1996).
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ReplyDeleteGood on you Saira involving these children with your laptop. They showed obvious interest in it and as you said it is unfortunate that your centre doesn’t have this resource for them to use and explore. I think your teaching strategy of open ended questioning really allowed them to become creative in their thoughts when they were making their own computer. Children develop “the knowledge that trying things out, exploration and curiosity are important and valued ways of learning” ( Ministry of Education, 1996, p. 84).
ReplyDeleteTaking the time and allowing them to experiment with your laptop was a real valuable experience for these children and it showed through their extended time of exploration of what happened when they used the buttons on the laptop. Fostering possibility and problem solving helps children refine problems as well as solving them (Craft, 2007).
I agree with you about how learning to use a computer at our age can be very frustrating. I think children should be given the opportunities at a younger age to become part of what is happening in their world. This will allow them to explore the different uses of technology and its purposes (Ministry of Education, 1996).
Have you spoken to your colleagues about your feelings on this? Maybe this experience is something your centre can look at introducing to these younger children.