Blog 5
The wonders of technology are all around us. Children grow up to accept television, computers, and the internet and space travel as a natural part of their lives (Jakab, 1999, p. 4). Finally, we have come to the end of our blogging project and I have really enjoyed my journey. This was very new technology introduced to me. I was finding it a bit difficult in the beginning but with the help of friends, and much trial and error, I managed to complete my blogging. During this course, I learnt many new ideas regarding how I can foster children’s learning through use of ICT as well as learning the new skill of blogging for myself. I have come to recognise that there are perceived educational benefits which are associated with ICT, such as physical development, improving and increasing children’s knowledge and understanding of the world around them. Through reading and research, I found out that integrating technology enables children to acquire the knowledge and skills necessary to make effective use of new technologies and to recognise these as valuable tools. By the use of ICT I as an educator can support teaching and learning such as mathematical development, communication, language and literacy development. These opportunities include listening to the CD player in a small group, instructing a programmable vehicle, or working on the computer/laptops, the use of calculators, and many other things. Early childhood educators can assist children to recognise everyday uses of ICT and use ICT to support their learning. O’Hara, M (2004) further supports this by stating, “ICT is not a substitute for tried and tested activities and first- hand experiences but offers a means of extending and enhancing those experiences and activities” (p. 13).
Furthermore, in the context of ICT, social interactions can be enhanced. For example, one child teaching another child how a piece of technology works, resulting in learning for both children. Bruce (1997) as cited in O’ Hara (2004) “for social interactionists such as Bruner and Vygotsky, working collaboratively and co-operatively constitute an important learning mechanism” (p. 28). As an educator, it is very important to foster and provide opportunities to use technology to increase skills and confidence.
To extend on children’s learning in technology I will help children to see ICT being used in real life contexts, for example, taking children to the centre’s office to send a fax or use a photocopier. O’ Hara (2004) supports this by stating that “ identifying and accessing ICT resources beyond the classroom in one way by helping children see ICT being used in real context” (p. 55).
From the feedback of other students, I have learnt a lot and will try to extend children’s interest on technology. As Soonam has suggested that from disco light interest I could actually organise a disco night at the centre. This was a good idea to extend children’s interest and responding it using ICT. After reading others blogs, I realised that how much technology is used in daily life’s of early childhood teachers
I believe that early childhood educators facilitate children’s interest in technology so that they can develop better understandings and hands on experiences in technology. My learning through this course of people, places, and things was important to me as an early childhood educator because technology education shows us how we can problem solve and encourage children to do this also. Technology education has also provided us with a way of exploring technology, rather than just accepting it. Through this course of blogging, I have also learnt how to foster curiosity, ingenuity, and independence in children. This course has also provided me a basis for designing possible solutions and creating and testing these solutions while working with children. Thus, these skills are vital to help children approach their technological world with interest, wonder, and fresh ideas.
Jakab, C. (1999). Let’s explore technology: A hands-on approach. South Yarra, Australia: MacMillian.
O’Hara, M. (2004). ICT in the early years. New York, NY: Continuum.
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