I-Pad

Today’s children are born into digital environment (Yelland, 2007). Our world is becoming so advanced with technology that it has become a part of everyday lives. ICT is the term used to describe, “the equipment (hardware) and computer programmes (software) that allow people to capture, access, use and share information electronically” (Ministry of Education, 2005, p.2).  Our centre recently purchased three I-Pads. Interested children get a turn to use them. Due to a high demand we have a timer so each child gets equal opportunity to be on the I-Pad. The children play educational games on this and are able to go on you-tube to watch clips and they use the digital storytelling applications. They also take photos and videos of themselves and their peers. All the programmes which are up loaded on the I-pad are age appropriate to preschooler. An adult is always supervising while the children are using this device.

By looking at the pictures and videos enhances children ability to portray the reality and gain information which is very useful when they have to recall and draw with paint or crayons. Moreover children can experiences and learn about other cultures and their costumes or dance by looking at videos on the I-Pad. When children are using the I-pad they communicate with others as older children tend to help the new ones on by showing them how to use it where to tap. This is beneficial as they are able to built relationships. Children develop social, physical and cognitive skills by interacting with a responsive environment (Santrock, 2008).  

Through using technology children will develop creativity, literacy and numeracy skills. They also explore and discover knowledge and skills associated with expressive media (Smorti, 1999). I-Pads are an advantage for the children as it is easy to use and children are able to learn a lot from the internet by researching. This can be useful mostly to centre which limited resources especially books they can read on line, for example, to know about the life cycle of butterflies or the water cycle. However, I believe that it is important for educators to set time boundaries for the children for using the I-Pads and the teachers should get involved with children when browsing the internet to prevent children from getting exploited by scammers and pedophiles.

With exposures to technology children become more confident on how to operate and master the equipment. Some children have home influence and come into the centre and are able to teach their peers of even the teachers (Siraj-Blatchford and Siraj-Blatchford, 2006). By using the I Pads increases the social interactions amongst children. Recently, early childhood centres has been transformed by information and communication technology. It is another change to curriculum and is broadly accepted as providing exciting opportunities to 21^st century teaching. ICT is now a reality and “no institution, whether private or public will be immune from technological change” (Gibbons, 2006, p.8). Adults using ICT is both rewarding and motivating. To be able to enhance children’s learning teachers need to acquire skills and knowledge around the use of ICT to realise the potential for learning and teaching what ICT has to offer.

Reference List

Ministry of Education. (2005). Foundations for discovery: Supporting learning in early childhood education through information and communication technologies. A framework for development. Wellington,New Zealand: Learning Media.

 Gibbons, A. N. (2006). The politics of technologies in early childhood in Aoeteroa/NewZealand. Vol 31, No 4pp. 7-14.

Santrock, J. W. (2008) Lifespan development: international student ed. (12^th Ed.). Boston: McGraw Hill.

Siraj-Blatchford, J., & Siraj-Blatchford, I. (2003). More than computers: Information and communication techology in the early years.London, U.K.: The British Association for Early Childhood Education.

Smorti, S. (1999) Technology in Early Childhood. Early Education, 19, 5-10.

Yelland, N. (2007). Shift to the future: Rethinking learning with new technologies in education. New York: Taylor & Francis.