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Many young children are growing up in a world that is increasingly dominated by digital technologies. These children bring a range of computer-related skills and learning dispositions to early childhood services.
Sometimes referred to as ‘digital natives', young children can be immersed in technology and technological worlds from birth. They are more familiar with digital technologies than previous generations and their lives may be shaped in different ways (Prensky, 2001).
Current research suggests technology assists children's learning and can be supportive of their sociocultural experiences (Edwards, 2005). But how do early childhood educators respond to such challenges?
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Using a Smart Board in early childhood settings
Helen Logan talks with Gabrielle Connell about how she uses Smart Board technology (www.education.com) as part of her practice and how this technology engages children in non-traditional ways.
Can you tell me why you decided to use Smart Boards as part of your preschool program?
I'd attended some lectures at Charles Sturt University about the use of technology with children. I was reluctant at first; I'd always considered computers to be socially isolating and felt children did not need them at our service. However, the lectures were quite convincing, and I started to consider technology in different ways.
Secondly, I attended a conference where an early childhood educator discussed the implications of multiple literacies for children. Lastly, I considered equity issues where children may not have access to digital technologies.
How do you use Smart Boards as part of your program?
Every day is different – I don't plan a Smart Board experience unless it is an interactive story or song. The children control its use, whether for music, dance, filmmaking or stories. Recently a child was interested in bats and asked if we could use the Smart Board to investigate the topic.
The Smart Board is really useful for researching children's interests. We've found some fabulous video clips, like one about a rocket ship landing on Mars. This really enhanced the children's learning about space. We use it for science, drawing and story-making too. They use clip art to drop and drag illustrations or use the recording function to make their own animated stories. Sometimes we use it at group time for interactive stories. It is an integral part of our program, but does not dominate. It forms a digital corner at the service.
What are the benefits?
It's interactive, flexible, open-ended and immediate. I've found it really engages boys, particularly the interactive stories. Some boys that have played mostly in the sand pit or block corner have become keen filmmakers and dramatists. At parent evenings I use short video clips because it helps show what the children have been learning during the day.
Are there challenges or constraints?
Yes, it is costly, particularly when it breaks down. As a small service we don't have the same supports found in larger organisations. The staff have to learn new programs too, and this takes time. They are committed to developing their skills. It makes our teaching exciting. We use it in different ways for different groups of children.
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Digital possibilities
For Gabrielle, the digital corner has become part of the program – alongside the block corner, dramatic play corner and other play areas. This conversation documents how one early childhood educator is embracing new technology as part of her practice and blending new and traditional approaches to early childhood education.
As technology continues to influence and alter how each of us interacts with the world, the opportunities for making use of this technology in early childhood settings are growing steadily – it's up to us to keep exploring and discovering the possibilities.
Helen Logan
Lecturer
Charles Sturt University, Albury
Gabrielle Connell
Director
Albury Preschool
References
Edwards, S. (2005). The reasoning behind the scene: Why do early childhood educators use computers in their classrooms? Australian Journal of Early Childhood, 30(4), 25–33.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6.
Every Child magazine – vol. 14 no. 4, 2008, pp. 21
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