When visiting a centre I was given an iPad from a staff member and asked to use it to facilitate an experience with the children. It was a new resource in the centre and was incredibly popular amongst the children. I sat down on a mat outside and placed the iPad down in front of me. A group of about eight children gathered in front of me on the mat and began to offer their own experiences and knowledge of using iPads outside of the centre.
I had never seen or used an iPad before in my own life, and felt very nervous and unequipped for facilitating this activity with the children, however within a few minutes one young boy took lead of the experience by informing me that he knew how to get to the games. He took the iPad off me, then with ease used his finger to scroll across the pages and open the desired application.
The children took turns and supported each other’s’ learning and use of this piece of equipment, leaving me to observe and learn from the background. My role during this activity was to support the children in turn taking and stepping back to allow the children to engage in these naturally occurring tuakana teina relationships to support each other’s learning in the area.
I was surprised that so many of these three and four year olds were not only familiar but comfortable and competent in using this technology, that in contrast was so foreign to me, and although I believe I view children as “competent and confident learners and communicators” (Ministry of Education, 1996, p. 9) it had not even occurred to me that children of this age would have prior experiences with this form of advanced technology.
Upon reflection, I believe this preconceived notion of children’s ability has stemmed from my own experiences with technology, or lack thereof. I’ve found most digital technology intimidating and reserved for those with the expertise and knowledge required to use it. However, I have had to challenge my own thinking as Smorti reminds us that we are living in “a world that people have created and changed through technology” (1995, p. 5) and that the world that I grew up in is very different from the world children today are growing up in.
To ensure I am best meeting the needs of children, and creating a curriculum that reflects their world I feel is important to continue to reflect on my own practice (Yang, 2009) in regards to the use and importance of technology and children’s learning and development. I had no hesitation encouraging the children to take the lead in this learning experience as the concept of Ako is close to my heart. This Maori pedagogy refers to reciprocal learning, where the knowledge of both teacher and student are valued and combined to create new understanding (Ministry of Education, n.d.)
I believe this acknowledged and celebrated the skills and knowledge base these children could share with their peers and teachers. I also feel that this shift in power fostered community building, and pro-social skills which will positively impact on children’s long-term well-being and learning (MacNaughton, Williams, 2009).
I felt it was important to stay engaged in this activity even though I had incredibly limited knowledge of the technology itself. I instead used questioning techniques to try and extend and support the learning taking place (MacNaughton, Williams, 2009). After this experience, I went home and borrowed my flatmate's iPad, and using the new skills I had learnt earlier in the day I explored and played around with this new piece of technology - and to my surprise, had a lot of fun. I know now that this piece of technology is being used more frequently by preschoolers in their home environments, and to be able to strengthen these connections between the home and the center by using this tool effectively, I first need to extend my own knowledge and skill base in this area (Smorti, 1999).
I found this clip really highlights the changing role technology is playing our children’s lives today, compared to when we ourselves were children.
MacNaughton,
G., & Williams, G. (2009). Techniques for teaching young children:
Choices in theory and practice (3rd ed.). Frenchs Forrest, Australia:
Pearson Prentice Hall.
Ministry
of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o
Aotearoa : Early childhood curriculum. Wellington, New Zealand:
Learning Media.
Ministry
of Education.(n.d.) Te Reo Māori in English-medium schools. Retrieved
March 25,2013, from
http://tereomaori.tki.org.nz/Curriculum-guidelines/Teaching-and-learning-te-reo-Maori/Aspects-of-planning/The-concept-of-ako
Smorti,
S. (1999) Technology in early childhood. Early Education, 1, 5-10.
Yang,
s. H. (2009) Using blogs to enhance critical reflections and community of
practice. Educational Technology & Society, 12 (2), 11.21.
Jamee thanks for another veiw of technology, I am like you and have had no experience with this piece of technology. Gosh the fact that we can have our knowledge extended, essentially scaffolded by our young children is amazing (Vygotsky cited in Santrock, 2009).Working together as you did to solve the problem of your limited knowledge supported the development of the childrens understanding of how they can help themselves and others (Ministry of Education, 1996). Had you thought this experience supports the children in becoming a competent learners and for them to understand how to work responsivley in the early years? and supports the demands of higher learning such as primary years (Mindes,2006).Through your facilitation and taking on a challenge you supported theirs and your own journey of aquiring new knowledge (MacNaughton & Williams,2009).Personally I believe it is a great skill to be able to be true to your self, self reflections are not always easy, to admit young children are more skilled in an area can be at times be difficult to acknowledge.You provided them with an opportunity that met them within their knowldege base and enabled them to further explore this technology, through them teaching you and your strategy of questioning I believe this reflected reciporacal learning(Smorti, 1999).The clip was fascinating, Ministry of Education (2007) states that children learn to be innovative with technology and this will support them as consumers in their future world- who knows what technology will be available in ten years time. It is a wonderful asset to be able to engage in sharing our experiences knowledge and reflections on a blog.It is a great educational tool to add to our kite of knowledge.(Wang, 2008)
ReplyDeleteJamee I loved the honesty that you brought to this blog post. It also showed alot about how you value children and how you teach. The beautiful way that you described your AKO learning and how you readily allowed the children to lead the situation was very empowering both for them and for you. I think being humble is a quality that teachers should have.
ReplyDeleteOver the last week I have been thinking about Gardner’s (1983) theory of multiple intelligence from his book Frames of Mind: The Theory of Multiple Intelligences. If it’s not all about the cognitive intelligence. How does technology fit into our teaching. I’ve been surprised how modern technology can be a very social activity, a catalyst for information’s sharing and language development if planned well into the curriculum and physical environment (Tsantis, Bewick and Thouvenelle, 2003). I can even see through your reflection that the I-pad is far more social for children to work on their own than I would say a mainframe computer.
I think you have also highlighted that as teachers we are playing catch up with children. What they are doing at home is far overtaking what we are doing within centre (Grey, 2011; Hertzog & Klein, 2005).
Jamee after what you have experienced what are your views? How does modern technology affect are views of play? About experiential learning? For example if children are to have naturalist intelligence what role is there for technology?
Thank you Jamee an awesome first blog, look forward to journeying with you on your next reflections.
Just for something else to think about I’ve attached a link to Richard Louv: Last child in the wood. I find this very powerful to my thinking
http://richardlouv.com/books/last-child/videos/
Hey Jamee, awesome blog, thanks so much for sharing! It is amazing how much knowledge children under the age of five have already obtained when it comes to using technology. I am also someone who struggles with new technology so I understand how overwhelming it can be when you are faced with using it to facilitate children's learning. I think its awesome that during this experience you realised that the children were capable and confident using the technology and took a step back. I agree with the socio-cultural beliefs of development whereby children learn best in a social context with social interactions, surrounded by adults and other children (Arthur, Beecher, Death, Dockett & Farmer, 2008). As educators its important that we observe different situations and know when and when not to intervene, well done for recognising this and enhancing the learning for the children. Its extremely crucial to be a reflective teacher and I think its awesome that you took the time to study and 'get to know' your flat mates i-pad later that same day! good work Jamee, keep it up :)
ReplyDeleteReferences:
Arthur, L., Beecher, B., Dockett, S., Farmer, S., & Death, E. (2008). Programming and planning in early childhood settings (4th ed.). Victoria, South Australia: Thomson.
Hi Jamee,
ReplyDeleteGreat Blog, I really enjoyed reading about how the children interacted with each other and with the ipad. Thank you for sharing.
Has we have an ipad in my household I have found it to be a great teaching technique for my son. It's great to see that the centre has taken the opportunity to introduce the children to such a piece of technology. I would really love to know what the parents may be thinking about this.
You have used a great teaching technique within this experience. Instead of taking control of the ipad you have sat back and facilitated the experience letting the children feel they have the control and choice of what may be happening on the ipad. Great work. Mac Naughton and Williams (2009) states that "As a teaching technique, facilitating refers to the process of making children's learning easier" (p.81).
Through having this ipad within the centre you have given the children to develop an sense of the technology world. Appl products are apart of our every day experiences. If it isn't a tablet we may be using its a phone or ipad or laptop. Ministry of education (1996) states that "Children experience an environment where they develop working theories for making sense of the natural, social, physical, and material worlds" (p.90).
Thank you again for sharing your experience with us Jamee.