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
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.
Based on Prico’s 28 August’s post, I agree that children that have computers at home are the ones that are better equipped with technology skills as compared to their counterparts. However, we need to bear in mind that “being better equipped with technology skills” does not mean that these children are doing better academically or holistically. It merely means skills. Nonetheless, when technology is used effectively as a learning tool, it does provide children with a myriad of learning opportunities. This is evident in our society where children from wealthy families tend to have better access to technological learning resources than their less fortunate friends.
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