Entry 3

One issue that surrounds the impact of technology in children's lives is that ICT is taking away the valuable accepts of learning in an Early Childhood centre (Brooker,2003). When children in Early Childhood centres use ICT in the centre, it takes away the chances to socialise with children and getting the chance to get outside for physical activities. The traditional resources are also taken away by multimedia resources, such as libraries (Archard, 2013).

In my centre we do not have a lot of ICT or digital technology for the children to use themselves. The only digital technology that the children have control over is the radio. We also have a range of audio books that the children love to listen to while holding and looking at the physical book. The children are allowed to listen and read the audio books whenever they would like to. We also let the children use the teacher’s computer if they want to research something of their interest if we cannot find it in a book.

Although the children are allowed to use the teacher’s computer, I do think that it would be better if the children had their own computer to use. This would mean the children would not have to ask to go onto the computer in the office and that they would have free access to look up information to extend their knowledge. With saying this I know that having a computer for the children to use could also mean that they start to look up everything on it and not respecting or using books to look information up.

 I believe that it is important that children learn the new ways of getting knowledge through technology as well as keeping with the physical resources such as blocks, books and pencils.  For myself I love using books, blocks, pencils and CDs with the children as they physically get to touch, use and handle the object rather than using an iPad app to draw, read, listen or build.

Tsabtis, Bewick and Thouvenelle (2003) also agrees that having interactions with the computer cannot produce the same result as physically handing and constructing a tower made out of blocks or measuring water. Classic activities like these makes the children use multisensory experiences to develop skills and concepts.

A teachers computer ability can have a direct impact on how the children’s learning needs and skills are meet (Tsabtis, Bewick and Thouvenelle. 2003).  These days everything is done by using a computer such as emails, eBooks and even the children’s learning stories. Computers can help teachers to learn need skills or activities to do with the children but when the teachers do not know how to use a computer it can mean that the teachers may not be able to research new activities that could extend the children learning.

This can also lead into the impact of a child not being taught correctly how to use a computer safely if the teacher does not have the skill or knowledge on how to use one. It is the teacher’s knowledge about how to use a computer not the computer its self that makes the difference to both the teacher and the children using it. (Tsabtis, Bewick and Thouvenelle.2003) In my centre we have all been taught how to use the computer but when other staff needs help then we can help them. This also helps when we are working on the computer with the children to show them how to correctly use it, as well as how to use it safely.

Archard, S. (2013). Democracy in early childhood education: How information and communication technology contributes to democratic pedagogy and practices. Early Childhood Folio, 17(2), 27-32. 

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.