iPad
One of the centres I went to for teaching practice was quite ICT orientated. They had a computer for the children to use and the children were allowed to use digital cameras, but the centre had recently acquired a new device – an iPad. Before this I had not seen an iPad used in an early childhood centre, nor had I used one, so I took the opportunity to observe how the children interacted with it.
The staff had a range of educational ‘apps’ or applications on the iPad that the children could access. They had an application where the children could make their own stories, an application that allowed children to create their own pictures, apps that aided in developing early literacy and numeracy skills, and they had a few games that featured some of their favourite cartoon characters e.g. Dora the Explorer, Thomas the Tank Engine .
![]() |
Young girl and her teacher using a literacy 'app' |
![]() |
Child using a drawing 'app' |
The children were swiping and tapping away and I wondered what impact devices like iPads will have on a child’s learning and development. I thought to myself, will the ability to read a story on an iPad instead of a book render books invalid in the future? Will children spend so much time with their eyes on a screen that they miss out on all the wonders of the outdoors? After discussions within our class at MIT, I realised that I was not the only person who held these concerns. According to the Ministry of Education (2005) ICT should be viewed as “a tool that can be used in conjunction with many others to empower children to learn and grow. It will not replace the existing mechanisms of learning, such as books and the outdoor environment” (p. 2). This statement diminished my concerns somewhat, as it helped me realise that no, it was not going to replace those things but in fact can be used alongside other things as a learning tool.
![]() |
Toddler using an iPad |
![]() |
Teacher using an iPad with a small group of children |
As I mentioned earlier, I have not used an iPad myself and if you are like me and feel that perhaps a lack of knowledge on the subject may hinder your ability to facilitate this method of ICT learning effectively, I found a video on YouTube that may help.
References
Barback, J. (2012). iPads: Do they have a place in ece? Retrieved from http://www.educationreview.co.nz/ict-and-procurement/november-2012/ipads-do-they-have-a-place-in-ece/
Ministry of Education. (1996).Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa. Wellington, New Zealand: Learning Media.
Ministry of Education (2005). Foundations for discovery: Supporting learning in early childhood education through information and communication technologies: A framework for development. Wellington: Ministry of Education
Smorti, S. (1999). Technology in early childhood. Early Education, 1, 5-10.
.
All images sourced using Google Image Search.
Videos
Zollotech. (2012). iPad user guide - the basics. Retrieved from http://www.youtube.com/watch?v=JMht9_F3580
You are right. Children are now experiencing a world that is vastly different from that of previous generations. Technology has transformed virtually every aspect of our lives. The main point is whether children have been benefited for their learning through using different modes of technologies in which teachers can promote meaningful and useful learning in the twenty-first century. We need to enable children not only to acquire skills that will be relevant to their lives but also to retain their curiosity and creativity so that the foundation for lifelong learning is established. Te Whᾱriki advocates “the curriculum provides an educational foundation that supports the full range of skills that children will need as lifelong learners” (Ministry of Education, 1996, p. 18). This also led to teachers scaffolding children in order to support learning in a reciprocal relationship so that children will ultimately adopt the strategies used and in turn become autonomous and self-initiated learners (Vygotsky, 1978).
ReplyDeleteReferences:
Ministry of Education. (1996). Te Whāriki, he Whāriki Mātauranga mo ngā Mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press, Cambridge Mass.
Kia Ora Sam
ReplyDeleteWhat a wonderful reflection you made, you’ve done a great job, Sam. I really enjoyed reading your thoughts and ideas. Your reflection was very helpful for me to understand how world has been changed through ICT and how important it would be for our children now and in the future.
I like the quote that you mentioned, “People of all ages use ICT on a daily basis… ICT is transforming our daily lives and the way we learn” (Ministry of Education, 2005, p. 2). It is because it tells me how much I need to make an effort so as to facilitate ICT related learning environment for our children at centre. However, I still feel a kind of doubt in regards to using ipad daily at centre. It would be challenging for us to find out the best solution in order to satisfy everyone for every needs.
Another thing that I really like is your attached video. It is really awesome as it taught me how to use Ipad. Although there were two Ipads at my centre, I wasn’t sure how to use them so when the children asked me for something, I felt sorry to them as I could not support them effectively. However, this information gives me a sense of confidence and knowledge so that I can engage more in modern technology now. Thank you, Sam!Your contribution!
Well-done, Sam!
Kia kaha!
References
Ministry of Education (2005). Foundations for Discovery: Supporting learning in early Childhood education through information and communication technologies: A framework for development. Wellington: Ministry of Education.
Hi Sam,
ReplyDeleteOne of my cousins grandson was only two years old came with his mum to visited mum at hospital. His mum got her iPad out and gave it to him. He kept on swiping with his finger faster and said, mum then hymn music played on. Everyone was praising him for being smart working his way out and about.
I was quite for a while and remembered what my dad said, we will be lucky if we live up to the robot generation. That is exactly what I feel about this generation is too fast for me. The facts can provide the proper perspective from which to reevaluate our roles in using computers as tools for teaching and learning.
Thouvenelle and Bewick,(2003)stated that there is no threat that computers will replace classic classroom, teaching methods and materials, that makes me feel good.
As an educator we need to understand how modern technologies can help us better meet the social, physical, learning needs of young children. Well- prepared teachers, who recognize the power the limitation of technology(Naisbitt 1982, 24).
We are live in an age where technology rules the roost,as Smorti(1999) that we live in a world that has been created by the people through technology. ICT transforming our daily lives and the way we learn.(MOE,1999).
Well done Sam !!!
References
Ministry of Education (1996). Te whariki: He Matauranga mo nga Mokopuna o Aotearoa Wellington, New Zealand: Learning Media.
Naisbitt, J.1982. Megatrends: Ten New York: Warner Brooks.
Smorti, S. (1999) Technology in early childhood. Early Educators, 1,5-10