Computers and IPads



My centre has two desk top computers, one is slightly older and bulkier than the other and this one is available for the children to use throughout the day. However there is a slight restriction on the newer computer in that the children cannot use this independently until they have gained their ‘rainbow licence’.   The gaining of a licence involves the teachers observing and scaffolding the children when using the computer until they are able to work mostly independently, show competence, care and respect (McManis & Gunnewig. 2012). Recent research in Wales suggested that children perceive that using the computer/IPad is still play even when an adult is present, resulting in a higher level of commitment from the children (Howard, Miles, Rees-Davies,  2012).  The teachers support helps in  “abstract reasoning, plannning behaviour, visual-motor co-ordination and visual memory” (McManis,  & Gunnewig, 2012 p.15). Following an expectation of Te Whāriki which states that children ‘continue acquiring new knowledge and skills’ (Ministry of Education, 1996, p. 18),  they then can produce and print out their own news/work pages, play games, and they can utilize either of the two IPads which have been recently acquired. 

Although I accepted the use of computers in my centre and felt that they have a valid educational worth, I realised that I did not feel the same about the IPad, which I felt was a bit of a ’novelty’ item,  and that we only had them because we could. I had seen them advertised but knew nothing else about them, unlike the children who were completely at ease in using them, new technology has no fears for them, they are excited and eager to try things out, and the IPad is perfect for them as it is very portable and tactile, and so satisfying to use. I held the same common view as discussed by Tsastis, Bewick, & Thouvenelle (2003), namely that their use would become an all consuming and solitary activity. However having observed the children using the IPads I have changed my views somewhat, (not altogether but that is probably more to do with lack of confidence on my part and not understanding just what these are capable of).  As I was passing the IPad table J. called to me and said that she was stuck, I approached and asked what she was trying to do. She was playing a pirate game and the object on that particular screen was to balance a net with weights so the next scene could start. She shrugged, and then before I attempted to help, C. who was playing on the next IPad said, “you have to do this” and he reached over and moved a weight into the net, he then went back to his own game.  Three more children arrived, added their names to the waiting list and watched J. and C.  Through trial and error J. eventually balanced her net and moved to the next screen,  and she exitedly told all around, one by one, “Look I did it”.  When she looked puzzled about what to do next the waiting children offered suggestions and mimed out with their fingers what she could try.  I realised that the IPad is very easy for the children to use and creates a lot of interest and interaction amongst the children. They are fascinated by the way it works, with no ‘keys’, just fingers.  They also further develop co-operation, reasoning, recall, patience, literacy, language/vocabulary, and social skills (Ministry of Education, 1996). 

Despite my lack of knowledge about the IPad I acknowledge that it is important to introduce new technology at a young age as this will help them to grasp opportunities, increase options and address needs in the future (Ministry of Education, 2007).