Post 3

According to a research by Sivin-Kachcla and Bialo (1994), children’s self image and attitude towards learning can be enhanced and improved by the use of computers. Collaboration and communication has also been witness when children use the computer (Clements 1994; Hauglnd and Wright 1997).  Technology such as computers can be integrated into the classroom as tools to support and enhance children learning. However, it is important to emphasize that it does not become the instruction or the motivation of instruction, it is just a tool that aids instruction. It is also shown that teachers with a more constructivist approach of teaching are more likely to use technology in class. This is so as the core of an constructivist is to provide different ways that allow the educator and learner to learn and collaborate.

References:

Clements, D. H. (1994). The uniqueness of the computer as a learning tool: Insights from research and practice. In J. L. Wright & D. D. Shade (Eds.), Young children: Active learners in a technological age (pp. 31–49). Washington, DC: National Association for the Education of Young Children

Haugland, S. W., & Wright, J. L. (1997). Young children and technology: A world of discovery. Boston, MA: Allyn and Bacon.

Keengwe, J. & Onchwari, G. (2009). Technology and Early childhood education: A Technology Integration Professional Development Model for Practicing Teachers. Early childhood education Journal, 37(3), 209-218.

Sivin-Kachala, J., & Bialo, E. R. (1994). Report on the effectiveness of technology in schools, 1990–1994. Washington, DC: Software Publishers Association.

Post 2

Children that are exposed to computers at home are the ones that are better equipped with technology skills compared to the rest in school (Zevenbergen & Logan, 2008).  However, the belief that technology should be part of a curriculum is not well received by all. Some teachers feel that technology is effective only for assessing children’ learning. This is so as technology such as video camera, cameras are great for observation and aid in the process of assessment (Campbell & Scotellaro, 2009). There is a need for such teachers to realize that with proper knowledge of the usage of technology, it can educate and improve children’s learning.  This is so as technology can provide certain freedom of exploration that a teacher cannot provide within her capabilities (Campbell & Scotellaro, 2009).

References:

Campbell, A. & Scotellaro, G. (2009). Learning with Technology for Pre-Service Early Childhood Teachers. Australasian Journal of Early Childhood, 34(2), 11-18.

Zevenbern, R. & Logan, H. (2008). Computer use by pre-school children. Rethinking practice as digital natives come to school. Australian Journal of Early Childhood, 33(1), 37-44.

Post 1

The development of technology is such that it is imbedded in most of the daily human activities. The current generation of children and preschoolers grow up with a smart phone or tablet in their hands. Technology has entwined itself into the lives of children. Toys and games being one of children’s favourite play are also different forms of technology, such as video games and electronic related toys (Blake, Allen, & Winsor, 2012). It is no surprise that some children come into school with a certain understanding of technology. Therefore, educators of the current generation have to be prepared and equipped to welcome such children into school. With adequate knowledge, educators can integrate children’s prior knowledge into a classroom environment and therefore, adding on to children’s learning. 

On the other hand, there are also parents who are concern about children being exposed to technology. A common issue is the exposure to inappropriate and dangerous content (Blake et al., 2012).  A way an educator can solve this issue is by teaching children how to discern what is appropriate and not.

Technology is inevitable in this current world; children will be exposed to it in a certain degree. Hence, it is important that educators know and is able to teach adequately.

Reference:

Blake, S., Allen, L., & Winsor, D. (2012). Enculturation of young children and technology. 

In Technology and young children: Bridging the communication-generation gap (pp. 24-29). Hershey, PA: Information Science Reference.

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