more digital technology

  Our iPads are always in demand; we usually limit them with a timer, either 5 or 10 minutes at a time. These changes in technology during our life time have had impacts on children and the way they experience their social worlds, (Arthur,Beecher,Death, Dockett,& Farmer,2005. p.10), and has resulted in many changes for children, not just their social worlds.

When I’m positioned in the main room it has been up to me to set the limit. On Thursday, I was keeping track of who wanted a turn, using the chart for computer turns, at the same time our interactive white board was up and running. (We had to order another pen to use on it, the casualty of children’s misuse), now with it going again there was lots of activity, not only that but a computer screen that takes photos was also being used.

There are several popular games on the iPads,  Including building with Leggo, puzzles, colouring in, audio stories, songs, and a few other selected maths programmes, such as matching and sorting. A popular game called copy cat, this game has a cat that copies everything the child says, in the same tone and style of the child, this is very amusing for children as they practice various comical sounds, laughter, and other sounds.

Previously I’ve fluctuated in my thinking about how much guidance to give on the use of these technologies, how much is too much? Sometimes I would instruct children to stay away to let an individual have their turn by themselves, or I would suggest to the user to talk to the waiting person, if they didn't want the other child to touch the iPad. Today this learning was taking place socially as children worked alongside each other. The child whose turn it was did not mind his friends using the screen too. I realised that this was very similar to our group trying to set up the blog, how we needed Sharon to help and guide us initially, then later after our own trials, we asked each other, and then I was still needing more help from those in the group who knew what to do. I realised how we are all the same, children are children learning in the social setting, we are adults learning in our social setting.

I’ve gone from insisting children have their “own” turn , to relaxing about shared time for several reasons. 1. I’ve noticed how many new users struggle to make sense of the iPod when they initially use it, other children take to it like a duck to water.  The observers are learning from the users. 2. While observing some friends watching on and joining in on play with the iPad, taping the screen and moving it, I noticed the interactions and camaraderie taking place.
 Here was an opportunity for development and exploration of social concepts, rules of behaviour in a group and social understanding with their peers (Ministry of Education, 1996, p.91). Even when children to not have access at home, popular culture characters, give children a "fund of knowledge"; a link to socialise and play together with a shared understanding(Arthur,et el., 2005.p.10).   And just as we had to ask each other questions about how to? (use the blog) children also engage in what if,” try this” ! and “no,no this one this one”! to help each other. As well as these skills, these children were also learning to use the technology tools from each other.
Managing the interactive whiteboard meant needing to recalibrate it often, as the wall movement affected to screen. Here I was needing to be knowledgeable so that there was not along wait time for children, ask for help and practice the instructions, reminding me of the access children have to

Arthur, L. Beecher, B. Death, E., Dockett, S., & Farmer, S. (2005).(3rd ed.) Programming and planning in early childhood settings.South Melbourne, Victoria,Australia: Thomson.

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