At our centre we try to incorporate technology into our activities
every day. This is because computer literacy is an essential skill in today’s
world. A person who cannot use technology will struggle today, let alone the
future as technology becomes more pervasive.
To introduce children to technology we have a morning routine
for children when they arrive at the centre. When they arrive they go to the
board and find their name among others, which we have in different orders each
day. This is so that they can practice looking for their name and recognising
different words and names. It is good reading practice for them.
Once they have found their name they take it to the computer
and sit down. We have a word document open and they then type their name in.
They know to use capitals and space between their names. It can take them a
while to find their letters but the more they do it the faster they get.
After they have typed it in they then write their names on
the clip board to practice their hand writing. After they have done that they
are free to go and play.
I think it is as important for a child to learn to type as it
is to write. Today most people type more often then they write, so being able
to use a computer well is vital.
TeWhariki’s first goal of communication is “children
experience an environment where they develop non-verbal communication skills
for a range of purposes”. (Ministry of Education, 1996)
Two generations ago a very heavy emphasis was placed on
writing in schools – telephones were not yet common, and mobile phones had not
been invented. Writing was the primary form of distance communication. With the
rise in the use of telephones, even a generation ago the focus on handwriting
had reduced with the proliferation of telephones. Moving forward to today,
computers are universal and most houses have at least one computer and most
homes have one per person. “In 2004, there were 1,920,000 computers in 800,000
households.” (www.nationmaster.com)
Mail volumes have fallen dramatically to where NZ post is
considering the viability of mail services in the future. “The volume of
mail handled by the postal service dropped about 7 percent, or by 29.4 million
letters in the first half from a year earlier, NZ Post said.” (www.business.scoop.co.nz)
Computers also enable children to communicate further outside
their immediate circle of friends and family. It enables them to communicate
with people and gain perspectives that they could not without technology to
communicate.
“A view is that children are competent users of technology,
active agents in their own learning and very aware of the world beyond their
family” (Arthur, Beecher, Death, Dockett, Farmer, 1993)
Most communication is now via email, text message or phone
calls. To enable the children we teach to communicate in today’s world we need
to help them become comfortable, confident and competent in the use of technology,
perhaps it is even more important than learning to write.
References:
Arthur,
L., Beecher, B., Death, E., Dockett, S., Farmer, S. (1993). Programming & Planning in early childhood settings (4th
Ed). Melbourne, Australia: Cengage Learning.
www.business.scoop.co.nz retrieved on 10/3/2012.www.nationmaster.com retrieved on 10/3/2012
Ministry
of Education (1996) Te Whariki Early
Childhood Curriculum. Wellington, New Zealand: Learning Media Limited
Yes, I agree with your reflection. Everyday, children live in all around technologies world.
ReplyDeleteFrom one of my readings, Siraj-Blatchford (2006) states that "ICT needs to be understood as a multifunctional tool for Early Learning that is used to introduce and support real life experiences and physical activities but not to replace them."(p. 69)
By typing their names, printing and displaying them, the children can understand computer progresses.
The more familiar, the more confident! Thus, teachers should encourage them to handle ICT skills confidently and competently. At this point, I think that teachers have to have competent and confident computer skills, first.
Yes, I agree with your reflection. Everyday, children live in all around technologies world.
ReplyDeleteFrom one of my readings, Siraj-Blatchford and Siraj-Blatchford (2006) states that "ICT needs to be understood as a multifunctional tool for Early Learning that is used to introduce and support real life experiences and physical activities but not to replace them."(p. 69)
By typing, printing and displaying their names, the children was able to understand the process of computer work. Their work can be a communication tool to interact with each other by sharing each work with others.
The more familiar, the more confident! Thus, teachers should encourage them to handle ICT skills confidently and competently. At this point, I think that teachers have to have competent and confident computer skills, first.
And I think that it is effective for children to encourage them to write their names by hands so that they recognise the convenience of technology. In particular, they know that computer help their work.
Yes i agree with your reflection, that technology is everywhere in children's lives and that computers are useful for accessing information and entertainment.
ReplyDeleteFrom one of the readings I've read, Talay-Ongan (2005) states that "technology supports children's opportunities to plan and to solve problems and to improve their technical and creative skills" (p.227).
Children do need to become confident with the computer, however teachers also should be encouraged to learn and integrate technology into the curriculum, "computers and the internet are part of many children's social worlds", (Arthur, Beecher, Death, Dockett & Farmer 2007 p.13)
Technology is also useful to teach mathematics and science as "the use of technology in early childhood settings enables teachers to easily tailor the curriculum to individual needs".
With children reading their name, typing it out and then handwriting it reinforces that learning process, it is important for children to develop non verbal communication skill, which technology is a useful tool for them.
Yes, I agree with your reflection. Everyday, children live in all around technologies world.
ReplyDeleteFrom one of my readings, Siraj-Blatchford and Siraj-Blatchford (2006) states that "ICT needs to be understood as a multifunctional tool for Early Learning that is used to introduce and support real life experiences and physical activities but not to replace them."(p. 69)
By typing, printing and displaying their names, the children was able to understand the process of computer work. Their work can be a communication tool to interact with each other by sharing each work with others.
The more familiar, the more confident! Thus, teachers should encourage them to handle ICT skills confidently and competently. At this point, I think that teachers have to have competent and confident computer skills, first.
And I think that it is effective for children to encourage them to write their names by hands so that they recognise the convenience of technology. In particular, they know that computer help their work.
Reference
Siraj-Blatchford, I., & Siraj-Blatchford, J. (2006). A guide to developing the ICT curriculum for early childhood education. Staffordshire, England: Trentham Books.
I agree that computer literacy is an essential skill in our world and we can find out lots of literacy in relation to computer in our surroundings. I was surprised that the children typed their own name in the computer and recognised the key functions like shift key for capitals and space bar between names. In addition, it is amazing that the children became faster to find letters of their own name and practiced typing and hand writing names.
ReplyDeleteTe Whāriki states that children should establish a sense of belonging with the environments through sharing personal photographs and recognising family names (as cited in Ministry of Education, 1996). It is a great idea that teachers’ teaching is linked with technology for learning of children such as hand writing and computer. In addition, I think that the children enjoyed the process from finding their own name to hand writing through typing it in the computer, which is connected with problem-solving by supporting from teachers.
References
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa : Early childhood curriculum. Wellington, New Zealand: Learning Media.