In a day and age where technology is prevalent
in society, how as teachers can we encourage its use if we do not have it
readily assessable?
In my centre the teachers have
access to digital cameras, one desktop computer and one laptop for each room.
The teachers do not encourage the children to
use the cameras, nor are the children allowed access to the computers.
Occasionally the children may be shown something of interest to them from one
of the laptops, but generally this is not common place. The only thing that my
centre uses the laptops besides paperwork e.g. learning stories is occasionally
to watch a DVD movie.
Within my teaching practices I
have been in centres which have up to six computers in each room, the computer
use by the children is restricted to the software programs that have been
installed on the computers. The children can assess these computers at anytime
without a teacher being seated with them. 
While in another centre the
children have access to a laptop that has internet access with the support and
supervision of a teacher.
These children are capable
learners that have been allowed to embrace technology within their centres,
unlike the children of my own centre that make use of an old children’s laptop
of mine and two desktops that no longer
work.
The level of technology use is dependent
upon the knowledge of the teachers and resources available within the centre, when a centre has
little or no technology available or teachers with little technological
knowledge then how as teachers can we enhance a child’s learning through
technology.
The child’s ability to embrace
technology can be seen when the child’s own exposure to technology is apparent.
“Te Whāriki places significant value on the ‘funds of
knowledge’ that children bring to early childhood services from their homes
and communities.” (Education, 1996)
When children are allowed to use technology they are fast to grasp what
they are capable of doing and seeing, they bring with them what they already
know and are willing to explore more without feeling overwhelmed. 
With more children having access to computers and the internet at home their
ability to communicate through technology is expanding, they are no longer just
watching a movie on a laptop they are sending emails. Carter(2010, p. 32)
When a centre has no access to technology then the children are missing
out on a valuable tool, they will increasingly need to know about as they
progress through their lives.
Trepanier-Street
(2001, p. 182) states that... “Technology is constantly improving and offering new possibilities for
enhancing the educational experience of young children.”
Carter, M. (2010). Helping teachers think about technology. Exchange, (01648527)(191), 30-32.
Education, M. o. (1996). Te Whāriki: He
whāriki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. . Wellington, New Zealand: Learning Media.
Trepanier-Street, M. L., Hong, S. B., & Bauer, J.
C. (2001). Using Technology in Reggio-Inspired Long-Term Projects. Early Childhood Education
Journal, 28(3), 181-188.
.
Dear Carmen,
ReplyDeleteI totally agree that when a centre has no access to technology then the children are missing out on a valuable tool, they will increasingly need to know about as they progress through their lives.
Have you talked to your centre about why the centre has no computer?. May be a broken computer can be good for children to play with. or maybe talk to the teachers why they do not encourage the children to use the cameras, nor allow children access to the computers.
I agree with children having access to computers and the internet at home their ability to communicate through technology is expanding, they are no longer just watching a movie on a laptop they are sending emails. Carter(2010, p. 32). Please keep in mind that computers ned to be supervised as well incase the children press the wronge buttons and something else comes up.
Hi Carmen. Thanks for sharing your blog.
ReplyDeleteFrom reading this post, I dont think that the problem was lack of access to technology, I think what I understood was a lack of access to internet and regular use of the laptop by the children for exploration purposes. I feel that it would be impossible to have no access to technology, as our world is based on technology.
But yes, the way our world is evolving seems to be rather dependant on internet access.
What I have found is that lack of digital technology is usually related to philosophies, teachers attitudes, or finances. The talk that we had with Browyn on Thursday really highlighted some subtle ways to include technology within the curriculum, but again, access would remain the main barrier.
And YES their exposure to digital technology, particularly the internet, is very prominent within their homes. So you are right to wonder how this can be better supported within your setting.
Thanks for sharing :)
Sonia I agree with how you have talked about how the lack of technology tools can affect the children’s learning in a time when technology is becoming such a big part of our lives.
DeleteWith your mention of supervision of the children when using computers, in the centres that I went into the ones that the children were allowed to use without direct supervision were only loaded with educational games and did not have access to the internet. The other centre that had access to the internet the children were supervised at all times.
Mel looking at how centres attitudes and philosophies can be barriers to technology was something that I never thought of, I just thought of the financial side to technology barriers. I agree that some of the things that Bronwyn said were quite intriguing, and would love to try and incorporate them in my centre.