I have seen
that teachers in an early childhood setting sometimes use iPads for activities
such as storytelling, singing and literacy. Many digital picture books have an
(optional) narrator and also allow to touch individual words to hear the pronunciation.
Pictures also often have interactive and entertaining elements, for example
touching a telephone makes it ring. Many books have themes such as animals or
show illustrated classic children’s stories. Other iPad apps are easy to sing along
to and help to visualise the content of a song such as “Old MacDonald had a
farm”.
 |
| Nighty Night iPad app |
Digital
technology such as iPads as tools for teaching and learning have had mixed reactions
from educators, ranging from complete refusal to inappropriate overuse. While
refusal can often be linked to lack of confidence or skill of educators and
their concerns about the effect on children (Tsantis, Bewick, & Thouvenelle,
2003, p. 2), overuse may indicate a lack of critical reflection on
the choice of tools and activities (ibid., p. 6).
Used in the
right way, however, digital technologies such as tablet computers can enhance
and enrich the learning experience of young children. I noticed that in centres
where these electronic resources are applied they are typically only used in
groups, not as individual activities. In this way the iPad doesn’t become an
electronic babysitter with the mere purpose to keep a child occupied. Educator
Jeannie Crowley (Jeannie
Crowley on Children & Technology, 2011) describes how she uses her smart
phone to take pictures of outside activities with her daughter to later discuss
with her what they had discovered which improves the vocabulary. At the same
time the photos can be used to share the experience with others which creates
opportunities for dialogue and engagement with others.
From a
practical perspective multimedia devices such as iPads perform many different
functions including playing music in the same way as a CD player, showing
Youtube and other online videos, supporting storytelling at the children’s own
pace, visualisations and interactivity in songs or educational games to improve
numeracy and literacy. They are portable and can be used to record and at the
same time display photos and videos. The touch interface provides a very
natural way to use the device and is more intuitive than using a computer mouse.
Connection to
the internet allows educators to choose suitable resources from the wide
variety available online. Keeping in mind that a lot of online material can
have questionable quality, showing suitable and appropriate Youtube videos of
other cultures or animals provides opportunities that link to the essential
learning areas emphasised in Te Whāriki (Ministry of Education, 1996, p. 96), to contribute to “children’s
growing awareness of their own and other languages” (ibid., 1996). Interacting with devices builds
confidence and skills in using computers. Research also shows that the use of
computers with supporting activities increases the developmental gains of young
children compared to those who don’t use computers (Haugland, 2000).
New technology
such as tablet computers can support young children’s learning and development
as traditional resources such as books, cassettes and video tapes. As any
technology iPads, smart phones and similar devices have in common that “it is
the teacher’s knowledge and skills about how to use the technology that makes
the difference, not the technology itself.” (Tsantis et al., 2003, p. 4)
References
Haugland, S. W. (2000). Computers and young children. Clearinghouse
on Early Education and Parenting. Retrieved August 18, 2012, from http://ceep.crc.uiuc.edu/eecearchive/digests/2000/haugland00.html
Jeannie Crowley on
Children & Technology. (2011). New York,
NY. Retrieved from
http://www.youtube.com/watch?v=x6Hi_SSxulY&feature=youtube_gdata_player
Ministry of Education.
(1996). Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa.
Wellington, New Zealand: Learning Media Limited.
Tsantis, L. A., Bewick, C.
J., & Thouvenelle, S. (2003). Examining some common myths about computer
use in the early years. Beyond the Journal: Young Children. Retrieved
from http://people.uncw.edu/Kermanih/Edn430/CommonTechnoMyths[1].pdf
Your reflection is sure a learning for me. Sometimes I feel that these latest technology is hard for the children to learn and due to this we do not allow them to explore or use it as they might damage it. We as teachers sometimes forgot to acknowledge that children are capable and competent learners and for them using technologies is not hard. This shows that children of today are far more advanced in technology world than what was available to me as a child. Scoter, Ellis, and Railback (2011) states that the use of i-pad supports children’s learning and children tend to narrate what they are doing as they draw pictures or move objects and characters around on the screen. Te Whariki supports the use of technology in early childhood education by stating that “children need to develop experiences with some of the technologies and resources for mathematics, reading, and writing” (Ministry of Education, 1996, p.78). On the other hand I feel that children get addiction to these new technologies and ask their parents to buy it which most of the parents can not afford to buy. So as a result most of the children feel biased or injustice when they see their friends have the i-pad and they do not have one. Children also sometimes forget about other activities such as playing outdoors when using i- pads. So in my opinion I feel that there should be a limitations to new technologies in the centre where children’s learning and development is focused in every curriculum field.
ReplyDelete27th August 2012
ReplyDeleteHi Yuki! It is interesting to learn that your centre have advanced technology and children are also more advanced in using them than children in other centres like mine who do not have access to that kind of technology. After reading your blog I realised that children have the ability to develop so many learning skills but most importantly the development of intellectual skills as they are exposed to these technology. The use of technology in children’s learning is highly recommended as long as it does not take up all their valuable time of exploring outdoors environments than spend all day using i-Pads. Outdoors environment is also very important for the body, mind, spirit, physical and social interactions with the outside world. Natural world is perhaps the most powerful way to support the investigation process: observation, experimentation, data collection, analysis, and reporting discoveries” Torquati, Gabriel, Jones-Branch, Leeper-Miller, 2010, p. 98).It is up to the teachers to decide on how often technology needs to be used by the children in the centre.
Torquati, J., with Gabriel, M., Jones-Branch, J., & Leeper-Miller, J (2010). Environmental education: A natural way to nurture children’s development and learning. Young Children, 65(6), 98-104.
Hi Yuki,
ReplyDeleteIndeed, Ipads are such a great device to teaching and learning. Although, many teachers refuse the use of it as you mentioned above, we cannot underestimate its numerous uses and advantages. Ipads are very user friendly for the children. The touch screen and visual icons make it easy for the children to use and understand. I believe that it is good to introduce children to these new and different technologies and they will find ways to use it and gain learning experiences from it. Te Whariki states “children use a variety of technologies for different purposes as they explore their world”. (Ministry of Education, 1996, p. 98) My understanding is that teacher should model the use of such technology to the children which makes learning so much more fun and interesting instead of restricting the use of it. Modeling extends and enriches children’s learning. (MacNaughton and Williams, 2009)
McNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). Melbourne,Vic.: Addison Wesley Longman.
Ministry of Education. (1996). Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media