Our iPads are always
in demand; we usually limit them with a timer, either 5 or 10 minutes at a
time.
When I’m positioned in the main room it has been up to me to
set the limit. Thursday, I was keeping track of who wanted a turn, using the
chart for computer turns, at the same time our interactive white board was up
and running. We had to order another pen to use on it, ( the casualty of
children’s misuse), now with it going again there was lots of activity, not
only that but a computer screen that takes photos was also being used.
There are several popular games on the iPads, Including building with Leggo, puzzles,
colouring in, audio stories, songs, and a few other selected maths programmes,
such as matching and sorting. A popular game called copy cat, this game has a
cat that copies everything the child says, in the same tone and style of the
child, this is very amusing for children as they practice various comical
sounds, laughter, and other sounds. Previously I’ve fluctuated in my thinking
about giving guidance on use of these technologies, how much is too much?
This learning was
taking place socially as children worked alongside each other. The child whose
turn it was did not mind his friends using the screen too. I realised that this
was very similar to our group trying to set up the blog, how we needed Sharon
to help and guide us initially, then later after our own trials, we asked each
other, and then I was still needing more help from those in the group who knew
what to do.
I’ve gone from insisting children have their “own” turn , to
relaxing about shared time for several reasons. 1. I’ve noticed how many new
users struggle to make sense of the iPod when they initially use it, other
children take to it like a duck to water.
The observers are learning from the users. 2. While observing some
friends watching on and joining in on play with the iPod, taping the screen and
moving it, I noticed the interactions and camaraderie taking place. Here was an
opportunity for development and exploration of social concepts, rules of
behaviour in a group and social understanding with their peers (Ministry of
Education, 1996, p.91) And just as we had to ask each other questions about how
to? (use the blog) children also engage in what if,” try this” ! and “no,no
this one this one”! to help each other. As well as these skills, these children
were also learning to use the technology tools from each other.
Ministry
of Education. (1996).Te Whāriki; He
whāriki mātauranga mō ngā Mokopuna o
Aotearoa; Early
childhood curriculum. Wellington, New Zealand: Learning Media.
Wow Marilyn once again the technology the children in your centre get to use. I can understand why they are in demand. It’s interesting how you mentioned that some children take a while to figure out how to use the ipad while others pick it up quickly. I wonder if this is because they have these devices at home or have been previously exposed to them. Whatever the case I can see great learning happening between the children where the more knowledgeable child helps the others. This is known as scaffolding where children are assisted by an adult or a more skilled child to help with a task that they could not do on their own. (Santrock, 2009).
ReplyDeleteThis type of learning helps children build relationships with each other while learning the social skills of turn taking and sharing. Morris (1994) supports this as she believes children learn valuable social lessons such as turn taking, sharing and helping others while in small group activities.
We need to remind ourselves as teachers we do not know everything and that we are learners also and will continue to learn for the rest of our lives. Working together with children will help them experience an environment that offers them the opportunity to learn with and alongside their peers as together they can experience solving problems and understanding how technologies work (Ministry of Education, 1996).
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ReplyDeleteHi Marilyn,
ReplyDeleteI believe it was a good learning experience for the children in their social setting. Digital technology such as ipad stimulates children’s learning, as it is a very tempting device for them. I am glad you used the teachable moment so cleverly as it was a good opportunity to create a learning environment for all of them. Ministry of Education (2007) states that students learn best in their social settings where the adult role is to create learning communities for them. I agree with you that children and adults learn in a similar manner. Ministry of Education (1996) places an emphasis on children developing an understanding of solving problems in a group setting and learning how technologies are useful to help them and others.
After reading our group reflections particularly about digital technology I am reflecting back on them. Digital technology is everywhere and still we are having this dilemma whether to embrace it for young children or not. I am not sure what is the right answer is but one thing I am sure about is that our growth without modern technology is in doubt. According to Murphy, DePasquale, & McNamara (2003), “technology is a tool, and as such it should be selected because it is the best tool for the job” (p. 2).
Yes Marilyn technology if we allow it can be our best friend or our worst enemy, however when the teaching and the learning is happening in the same context then we can see that AKO concept coming through. If we as teachers did not question, then we would not know how to solve. I was just thinking about this when I was reading how you were questioning yourself for the benefit of the child or childrens learning. However this caused you to look for an answer and solve what could of turned out to be a big problem so well done. Technology is all about creative and productive aspects of solving problems and answers questions no matter what is being used (Smorti, 1999). It seemed that the children were active in their own learning by inviting others to share their time with them. They become their own problem solvers at times,as they "develop reflective and creative thinking as they contribute ideas and try them out with others"(Ministry of Education, 1996, p.96).
ReplyDeleteJust a question which would the children prefer the Ipad, the laptop or the desktop? Are all three available for the children to interact with and if so is there differnce in their ability, their excitement and how easy or hard is it when scaffolding the children with the different ICT?
Vygotsky highlights that "in play the child is always behaving beyond his age, above his/her usual everyday behaviour and that we can enrich and extend this play through sustained shared thinking" (Morgan & Siraj-Blatchford 2010,p.15). This experience seems to have been about shared thinking, shared knowledge and shared playful problem solving to which encouraged collaboration and a reciprocal and responsive relationship.
Hi Marilyn,
ReplyDeleteI really enjoyed reading you reflection. Computers, laptops, ipads and other electronic devices are part of almost every centre now, and it is really hard for teachers to know how much help children actually need, as sometimes when it comes to computers they have more knowledge than we do. I really enjoyed our last week’s guest speaker comments and their way of introducing ipads to their centre. They just put the ipad on the table and allowed children to play with it, explore it and share their knowledge and experiences with each other.
I like that you are reflecting on yourself, asking yourself how much guidance is too much, you realised that children were able handle the situation on their own, and then you stepped back observed their conversations, turn taking, problem solving, sharing their understanding Ipads/technology. I believe observations are used to guide the teacher as to how we can support the child’s self-directed development.
You reflection made me wonder, if we as teachers do not feel comfortable using technology because we do not know how to operate things, we should at least give children that opportunity, keep in mind the Maori concept of AKO (being e learner), we might learn a thing or two from children as well, they sure never fail to surprise me.
According to Te whāriki teachers should provide opportunities for children to be able to participate in different social settings, you used technology as an opportunity to engage children together, helping them develop a sense of responsibility, and trust in other people, making sense of social and physical world, as well as contributing, turn taking, problem solving and estimating time (Ministry of Education, 1996). Well done!