Playing with the iPod
After introducing iPod to children and the type of technology it was, three iPods were given out to children to play with. From an anecdote observation I noticed that J age three was so excited and very interested. I did not want to bother him but I had a deep look as J was using his pointer finger to press the different colours that appeared on the screen. The face expression of J and his attitudes towards the iPod revealed his thoughts. This young child’s experienced was characterised by learning by doing, building on his existing skill and being motivated by his own interest. 
There are various ways for adults to extend the children’s knowledge and skills in using of iPod. The first thing I was looking at is to provide an opportunity for this child to play and entertain on his own, and give enough time for free exploration. According to Johnston, (2010) author suggests that for young children exploration to occur, it is very important to provide ample time, and should not be rushed from one experience to another. Secondly, is to provide this child an opportunity to participate in digital activities, and a rich game experience with levelled play to sustain engagement. Because children become completely involved in their play to satisfy the developmental needs of each period of growth (Somerset, 2000). Thirdly, is to demonstrate the child’s progress through interaction, and allow him to easily learn how to play, so that game play is a non-frustrating work for him.
This new experience include many individual options on a multi- touch screen, such as zooming in and out, and adjusting font type, size and colour, and learned how to scroll. With my interest in early childhood literacy and the roles technology will play in the future education, I have been thinking about the affordance of iPod in education. I also think the iPod can be the next popular toy for children, as it provides an instinctive interface for learning. Children will be able to watch cartoons, read animated picture books, make whiskers and try out getting connected to others on a multi-touch screen. It may give us some ideas about young children’s literacy, early learner math operations, one to one correspondence, beginning sounds, first words, spatial memory and creativity are just some of the skills you can reinforce using the iPod touch. The artistic experiences on this platform and the adapted elements provided by the applications they used.
Ideally, the use of digital tracking and analytics identify the child’s level of the mastery and provide feedback in the service of extending learning. At its best, touch screen technology offers a mode of interactive experience that mirrors the child’s natural constructivist learning. The constructivist approach is a view based on Piaget’s work that suggests that children don’t passively receive knowledge through being taught but rather actively construct it themselves (Gonzalez-Mena, 2008).
Technology tools are used to manage and improved programs and enhance young children’s learning. Te Whāriki, our early childhood curriculum addresses the using of many materials for different purposes enables children to recognise that different technologies may be used in various places and settings (Ministry of Education, 1996). It can support educational goals, encourage exploration, imagination and problem solving (Smorti, 1999). It is also a focused activity and a creative opportunity through the development of artefacts, methods or settings. It can be defined as “intervention by design; the use of practical and intellectual resources to develop products and system (technological outcomes) that expand human possibilities by addressing needs and realising opportunities” (Ministry of Education, 2007, p.32).
References:
Gonzalez-Mena, J. (2011). Foundations of early childhood education: Teaching children in a diverse society (5th ed.). Boston, Ma: McGraw Hill.
Johnston, J. (2005).Early Explorations in Science (2nd Ed. ). London:McGraw Hill.
Ministry of Education. (1996). Te Whāriki, he whaariki mätauranga mo nga mokopuna ö Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
Ministry of Education, (2007). The New Zealand curriculum for English- medium teaching and learning in the early years 1-13. Wellington, New Zealand: Learning Media.
Smorti, S. (1999) Technol ogy in Early Childhood. Early Education, No.19, Autumn 1999.
Somerset, G. (2000). Work and play in the early years (5th ed.). Auckland, New Zealand:
NewZealand Playcentre Publications.
this is for practice plz Faaea
ReplyDeleteThnx Lau
Hi Faaea.
ReplyDeleteIt's great to see that you have started your blog and that you are discussing one of the latest technologies with your children.
You have mentioned the developments that children have gained from experiencing with ipods, but it would be great for your next blog to be abit more indepth about the learning that you have seen children gain from playing or using ipods. I believe skills such as fine motor skills are practiced and developed when using ipods, as well as eye-hand co-ordination. When they move their fingers to scroll up and down, so do their eyes. Children could also practice their social skills with these ipods, such as turn taking. However, your links to literature about a child needind to spend enough time on an activity to be able to learn from it and have fun is very true. But these 3 children who had an ipod could have developed language or communication skills where they can talk to each other about what they experienced and so forth. This blog is a good start and I hope my feedback has helped you.
Hi Faaea, It is interesting to read about how you write about the children’s attitude expressed through the use of ipod. I think the children are developing their positive attitudes because technology is about changing attitudes, and I believe that children are adopting these positive attitudes towards their learning through the using of this digital technology. It is also motivating to read about how adults should extend the children’s knowledge and skills when we adults encourage children to have autonomous efficient time to experience this piece of technology. I also agree for children to have un-hurried routine when it comes to experiencing the ipod which is a new learning experience for the children to adapt some new skills.
ReplyDeleteGiving the children to play with the ipods on their own is a good idea and I think that it will be also good to extend the use of ipod to play a song or play a video for the children to experience that kind of new connection as you have mentioned that technology can be used to improve ad enhance the children’s learning. All good Faaea..good work..tino pai
lau im still looking for your blog
DeleteKiora faaea Its been a priviledge to see how you introduced ipod to the children and great you identify the type of technology that you use with the children in this activity.You are very right Faaea children are expresasing their feelings and attitudes towrds the using of ipod.I agree with you that children were curiosity and enthusiastic to see what does the ipod works. Observation of this activity makes the children feel comfortable to do what they like and willing to ask questions. In this activity children are very curisous and motivated to their interests becuase they were encouraged bu you.Good point.Exploration is very vital because you open the opportunity to them to feel comfortable of what they think of exoerienced during the whole scene.Great that you considered the use of technology as a useful tool to manage and enhanced children's learning.True that the use of technology support educational goals, and encourage the children's learning through giving support and educational goals.
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