The computer, love it or loathe it, we seem unable to escape its existence, unless of course we relocate to an igloo in Antarctica, right? Wrong, even Antarctica has broadband; just fasten a satellite on the outside of your icy abode and your good to go. Seriously, though, the use of a computer is becoming common practice these days for preschoolers through to our elderly. So, how can I facilitate this technological wizardry with our children?
On this occasion, child R arrived at the centre exclaiming ‘Daddy’s car wouldn’t start today; he said it was too cold’. He hung his bag up, and then asked me ‘I move when I’m cold, why didn’t the car? I responded ‘I’m not sure R; I wonder how we could find out’. The computer said R. ‘Kaipai’, let’s look it up on the computer’. Smorti (1999) explains that technology assists both children and adults alike to solve problems and is a significant area of the early childhood curriculum. While Helm & Katz (2001) propose that children asking questions and doing their own investigations using technology, are developing both their physical and cognitive knowledge.
The boys and I sat near the computer, I watched as they pressed the button on, and pulled the mousepad and mouse into position. I believe their innate actions derived from accessing the computer on numerous occasions, both at home and at our centre. The Ministry of Education (2009) writes that teachers should provide enhanced learning opportunities through the use of information technology, while building links with their home environment (Ministry of Education, 1996).
I asked the children ‘What do we want to find out’ and R responded immediately ‘Why the car was cold’. The children and I discussed the different questions we type in to find the answer. The vast array of topics included ‘What cars are made out of’, ‘How they work’, ‘What happens if the engine is cold’ to the eventual result of ‘a possible reason the car would not start’.
The children and I worked collaboratively to find our answers; they eagerly moved the mouse to click on the various icons, while I typed in the question. Tsantis, Bewick, and Thornton (2003) suggest that one on one computer time is an effective way to teach our children ‘how’ to ‘use the computer. This can include ‘where to click the mouse’ to ensuring the information accessed is appropriate. In addition, Friedman (2005) explains that searching for information on the internet is an effective way of answering children’s questions.
When we had concluded our investigation, I asked the children what they learnt about Dad’s car’, D replied ‘when the engine is cold it takes ages to start’ while R proclaimed ‘Dad needs a garage, then it will start and I won’t be late. I found their responses both rewarding and comical. This experience confirmed my initial belief that technology within our learning environment is paramount, computers answer our questions, provide us with information and it is unluckily we will avoid them as we grow...even if we move to the Antarctic.
Using the internet with children requires not only knowledge of ‘How the computer works’ but also ‘How to keep our children safe as they search’. For additional information about accessing the internet safely with our children, please click on the following link:
References:
Friedman,S. (2005). Social studies in action. Young Children on the Web, November 2001, 1-9.
Ministry of Education. (1996). Te Whariki: He whariki matauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
Ministry of Education. (2009). Information and Communication Technology (ICT). Kei tua o te pae: Assessment for learning: Early childhood exemplars (20). Wellington, New Zealand: Learning Media.
Smorti, S. (1999). Technology in Early Childhood. Early Education, No.19 Autumn 1999, 5-10.
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.
4 comments:
Hi Rachael
We have enjoyed the efficiency and convenience that technology contributes to our daily activities. Because we depend on technology so much, any hiccup would cause so much inconvenience e.g. the R’s daddy’s car could not get started in the morning because the engine was very cold. You then took the opportunity to surf the internet with R to find out more about motor cars. At R’s age now, it was unlikely he was able to read and understand whatever was presented to him on the computer screen. However, with you by his side explaining the information to him, I’m sure he did learn something about cars after all.
But that was not the only benefit. It was the process of learning to surf and learning to look for answers that would really benefit R. It’s a life skill that he was learning to acquire, a skill that would come in handy from time to time should R need to look for answers in the future, whatever the problem may be. We, as educators, play an important to help these little ones acquire skills to prepare them for more and more learning in life. This is the way to go in the world we live in today.
Kia Ora Rachel
I enjoyed reading your blog, straightway you told me something I did not know which was that Antartica has broadband. I liked how you asked the children how they could find out why the car would not start. You empowered the children by giving them the choice of how they would answer the question. You worked collaboratively with the children in developing the questions that would help the children find the answers. The children appear to be confident and competent in their use of the computer. You asked the children questions to ascertain what they had learnt this was a great strategy to use and I will use this in my own practice. Great idea putting in the link to Netsafe. According to (Siraj-Blatchford &Whitebread 2003, p. 69) the children were engaged in problem solving which is a process that requires a range of skills such as:
“understanding and representing the problem”
“gathering and organising relevant information”
“using problem-solving tools”.
Have you thought about using ICT as a creative tool.? Did you know that ICT skills are sometimes called “new literacies” (Siraj-Blatchford &Whitebread 2003, p.33). The children used “digital literacy” which is looking for pertinent information such as finding out why the car would not start. Have you considered using “visual literacy” which is related to creating visual images, for example, creating power point presentations with the children (Siraj-Blatchford &Whitebread 2003, p.33).
Do you have any ideas on how you could extend on this experience. I was wondering if the children typed in their own questions or did you help them? Do the children at your centre use the computers on their own?
Tino Pai mahi Rachel
Siraj-Blatchford, J. & Whitebread, D. (2003). Supporting Information and Communications
technology in the early years. Berkshire, England: Open University Press.
Thank you Padma for your positive response towards my practice, while moreover, I thank you for your tips to extend my practice. While I was familiar with the term digital and visual literacy, I had not considered using the latter to create a power point. This is a brillant idea, and one that I hope to undertake in my future practice. I believe the process of creating a PP will enhance the children's understanding of technology and, they will enjoy using the different concept to research and answer their question.
For this experience, the children and I devised the question, and I typed it into google, unfortunately, time did not allow them to 'practice' their typing skills.
And finally, yes, our children access the computers on their own however, this is of course, dependent on weather they are on a regulated programme, or the internet. Thanks Padma!
Thank you Emily, your comment,it seemed to disappear and then reappear,so I apologise for my late response. I appreciate your statement about teaching the children 'how to surf the internet' and I agree that this is a skill they will develop over time. Like you, I think that our children will benefit from learning these elements early in life, as they will use them in later schooling and perhaps work.
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