Final Reflection

Digital Technology Vs. Non-digital Technology

Through this experience of blogging, I’ve learnt so much about technology in early childhood education! It was inspiring reading about other’s reflection about using technology with children and their comment for my reflections. Many new ideas came to me.

Technology can be categorised into digital technology and non-digital technology. In digital technology, the first thing that comes to people’s mind would be ICT or computers. There are many moral development children can achieve within this area. All teachers have to do is to load an appropriate programme on the computer and teach children how to use it. Then they can explore it on their own. We can load a drawing programme to foster children’s development of familiarity with the digital technology used in creative and expressive arts (Ministry of Education, 1996, p.80). We can load a counting game to foster children’s mathematic learning. We can load a reading game to foster children’s literature learning. Children have a lot of opportunities to practice eye-hand co-ordination and fine locomotor skill while using the mouse. They also love to share and help each other out while using the computers. This is a very good practice for children’s development of social competence to learn with and alongside others (Ministry of Education, 1996, p.70). Besides computers, children can develop their literature concepts by listening to stories on the stereo. They can also have good communication practice with walky talky.

Same as digital technology, non-digital technology also has its irresistible attractions. Even though computers do interact with children, this interaction cannot produce the same result as physically constructing a tall block tower or measuring and pouring grainy, dusty sand from a pail into another colourful container (Linda, Tsantis, Bewick, & Suzanne, 2003). Big as building a house, small as sticking a piece of glitter onto a piece of paper, non-digital technology can provide children with real life or hands-on experiences that digital technology cannot provide. It also exists in all areas of learning, arts, carpentry, maths, science, and music. Exploring non-digital technology, children can develop increasing control over their bodies including development of locomotor skills (carpentry), manipulative skills (using scissors), and increasing agility (hula hoop), co-ordination (riding bikes), and balance (blogs, scooter) (Ministry of Education, 1996, p.86).

Nowadays, we can find programme or resource that can be used with children in any of their moral developmental area. Even so, us teachers still need to keep in mind that computer is just one of the million kinds of resources. Using a computer is just one of the million activities that children can do. Digital technology should weigh the same as non-digital technology, no bias. Both digital and non-digital technology can enhance children’s problem-solving, social communication, exploration, development of working theories, and help them make sense of the world.

Just like Rui said, technology enables children to express themselves, appreciate, and have fun. When teaching children about technology, teachers need to be personally comfortable using them (Linda, Tsantis, Bewick, & Suzanne, 2003). Technology is a world full of possibilities. Teachers need to keep an open mind and keep extending and exploring. Simply changing a factor of an activity can make it a whole other experience. For example, changing paint brush to rollers, children can have a completely different learning experience about different technologies. We need to let children explore. Even if their wooden-blog tower always clashes, they might enjoy the process of building and the surprise of clashing more than the tower itself. It is the experience that is important. It is also the experience that is exploring the world of technologies.

References:

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Tsantis, L. A., Bewick, C. J., & Thouvenelle, S. (2003). Examining some common myths about computer use in the early years. Young Children, 58(1), 1-9.