Reflection Two

Use of Internet 

 

 Internet is a part of many children’s social world. Using websites as a medium for play and exploration can promote effective learning for children (Talay-Ongan, 2005). Computers can provide solutions to any problem encountered in education. I totally agree to this as, a computer was a great help to me in the following situation. As a part of my assignment I had planned an excursion to visit the nearby bus station, but the rainy weather did not permit me to do so. Two weeks passed and I was not able to move further with my assignment. So I decided to implement my plan B to get my assignment in time. I decided to use my laptop and access the information about the bus station using internet. I thought it would be an effective strategy to enhance children’s learning as it reduces the time children needed to wait.

    Although I did not have high knowledge and skill in using computers I first assured to myself that using computer with the children is a right thing to do. I also had to be personally comfortable with using the laptop. My overriding concern was that if I press a key, it will result in losing all my important work. I also believed that it is the teacher’s knowledge and skill about how to use the technology that makes the difference, not the technology itself (Tsantis, Bewick, Thouvenelle, 2003, p. 4). So I decided to do a little bit of homework by finding the websites about the bus station and picked an appropriate video that had information about bus station. I practised the steps that I had to follow in order to find the website and the video. Then the next day I presented the video to the children at mat time. I followed the step confidently as I was modelling children how to use the computer. Children watched each and every step that I did in order to get to the video.

   As the video started, all the children were focused on what was happening in the video. They watched and listened with full concentration. As they watched, they were able to identify the numbers, count the number of buses, colours, and names (driver, people, tickets, seats, doors, and windows) as well as the opposite words like big bus, small bus, short bus, long bus. They were very interested, excited and curious to know how the bus station works and asked questions like where is the bus going? What is this bus called? After the video ended, the teacher shared her own experience of travelling by bus and then encouraged children to share their own personal experiences which developed their thinking. They shared their experiences of travelling in a bus with their families. “Children developed the ability to represent their discovery using creative and expressive media and the technology associated with them”. (Ministry of Education, 1996, p.88). Using internet captured children’s interest, encouraged social interaction and supports their passion for learning. Using internet as a source, helped children develop social, language, maths and cognitive skills. Children gain experience in using communication technologies such as computers (Ministry of Education, 2007).

    It was a quite positive experience as I was fully prepared about the possibilities which might come across during my session. This made me feel confident, competent and excited as I used the internet with the children. I know that I still have to gain much more knowledge and skill in using computers which I am already working on. This is important to me as “Teachers computer proficiency can have a direct impact on how effectively children learning needs are met through technology” (Tsantis, Bewick, Thouvenelle, 2003, p. 4).              

References

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

Ministry of Education. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media.

Talay-Ongan, A., & Ap, E. A. (Eds.). (2005). Child development and teaching young children. Southbank, Australia: Thomson Social Science Press.

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.