Using computer to extend learning

In my centre there are a number of educational computer games for children that provide with the opportunity to indulge in various activities related to maths, language, reading, music and arts.  I noticed that child “S” could recognise and count numbers up to ten. Based on child “S’s” interest in using the computer I set up the computer programme on a number game that extends on his learning. In this programme he has the opportunity to search for matching numbers by counting objects in a square block.



child "S" is showing confidence in using the computer



I am helping and supporting him to learn his numbers



From this experience I can see that by supporting child “S” with a number computer programme he has the time, space to work in a focused way to continue learning his numbers. MacNaughton and Williams (2004) recommends this low intervention and mediating teaching strategy in supporting children’s learning. Child “S” is also able to follow my instructions and use the mouse and keyboard to successfully work together on this task. This reinforces the emphasis that in early childhood curriculum technology is an important area along with, for example, mathematics and science within the principles, strands and goals of Te Whāriki (Smorti, 1999). By working alongside me on the computer child “S” will learn to develop cooperative problem solving skills. By engaging in his learning I can ask questions or propose problems to enhance and extend his computer experiences. This experience also prepares him for future computer use. This experience will empower child “S” to achieve an outcome that he can share with wider community of learners (Ministry of Education, 2004).

Wang, Kinzie, McGuire and Pan (2010) highlights that children naturally explore and learn about their environments through inquiry, and computer technologies offer an accessible vehicle for extending the domain and range of this enquiry. Our young children are living in computer revolutionised society so I believe that as a teacher it is my responsibility to help develop appropriate skills so that they are able to cope and be raised healthy and safe. As children move from early childhood education to primary school a lot of their learning takes place on computers. For this reason I feel that it is important for these children to have adequate skills in using computers so they are better prepared to cope later in life.  Research has shown that when children use computers for their learning they are more motivated, learn academic skills, and develop confidence and social skills (Seng, 1998). For children who do not have access to computers at home will benefit from participating in programmes using computer technology or otherwise miss out and be disadvantaged.

From this learning experience I can see that computer technology will work very well to help children with their learning especially if the information is presented in a fun and engaging way. When children are engaged in learning using computer programmes for a period of time it develops their curiosity, attention span, memory and cognitive skills. This will encourage children to stay on activities for longer period of time allowing them to move on to participate in more complex programmes that will enhance their learning. I believe that adult interaction with children’s learning when using computers is very important as this enhances the learning experiences to expand children’s social view of the world as opposed to isolate them where they create an artificial world. Children that need extra help for example those suffering from fine motor disorder and has difficulty with writing can benefit from specialised computer programmes. Internet can provide interesting and stimulation information for children’s inquiry to learning.

I can see that internet can become an easy convenience for teachers  and this might not be good for children’s learning; for example just going on the museum website instead of taking the children to the museum. In my centre I can see that free access to internet can become a problem for some children. They might be able to access content that would not be developmentally appropriate. I can propose to the manager that a net security system will allow children to keep safe while using the net. Involving staff in the decision making process when defining technology policies and having a committee to screen technology tools and software for the entire programme will help to keep children safe.

Reference

MacNaughton, G., & Williams, G. (2004). Techniques for teaching young children: Choices  in theory and practice(3^rd ed.). Frenchs Forest, Australia: Pearson Prentice Hall.

Ministry of Education. (1996). Te whāriki, he whaariki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Ministry of Education. (2007). Kei tua o te assessment for learning: Early childhood exemplars. [Booklet 20]. Wellington, New Zealand: Learning Media.

Smorti, S. (1999) Technology in Early Childhood. Early Children, No. 19 Autumn 1999.

Seng, S. (1998). Enhancing Learning: Computers and Early Childhood Education. Retrieved from EBSCOhost.

Wang, F., Kinzie, M., McGuire, P., & Pan, E. (2010). Applying Technology to Inquiry-Based Learning in Early Childhood Education. Early Childhood Education Journal, 37(5), 381-389. doi:10.1007/s10643-009-0364-6