The very first thing that you may be asking yourself reading the title of this blog is what in the world is a digital native? If there is such thing as a digital native is there such thing as a digital immigrant? Well, digital natives as stated by Zevenbergen (2007) “Prensky (2005) has coined the term ‘digital natives’ to refer to the generation who has grown up with digital technologies so that they are a part of their world view. Conversely, those generations who have not grown up in these technology-rich worlds are ‘digital immigrants’ – they can learn the new technologies but considerably more effort is required than for the digital natives” (p.20).
On March 15, 2017, our children and technology class had the opportunity to create our very own playshops. Then, on March 29, 2017, all of the groups within our class had the opportunity to showcase their final playshop assignment which was a video of the process of creating the playshop.
This amazing opportunity just fell into my lap one day. One of my Facebook friends had posted this message onto their page:
This was a perfect opportunity for me to show what I had learned about technology and children from the course “Children and Technology” at Ryerson University. I contacted my friend, he introduced me to his client, a representative from an organization called Beyond the Classroom and then me and the representative spoke and we set a date for our podcast.
On March 1, 2017, our children and technology class invited yet another guest speaker to our class. This guest speaker was Drew and he came to talk to us about an app called Storypark. This app is similar to HiMama but it has multiple different features which separates it from HiMama. Here is a little information about the app.
On February 15, 2017, my children and technology class had the pleasure of inviting Mr. Steven Bonnay from HiMama @HiMamaSocial to our class to talk to us about the HiMama app and explain to us how it works and how this could improve an early childhood educators life when documenting in the classroom.
Last week, in our children and technology class we had the opportunity to participate in creating our very own marble runs. This activity allowed for us to view the theory of constructivism play out live in front of our own eyes.
The first question that may come to mind for some is what is constructivism? Well, “Constructivism is a paradigm or worldview that posits learning as an active, constructive process. The learner is an information constructor. People actively construct or create their own subjective representations of objective reality. New information is linked to to prior knowledge, thus mental representations are subjective” (Learning-Theories, 2015).That basically just says that constructivism is a theory that shows how an individual is responsible for their own learning and they are the creators of their knowledge. Individuals are no longer seen as having no prior knowledge in them that would not allow for them to create their own knowledge and build upon existing knowledge that they may already possess.
The process of us creating our marble run!
Due to the increase in technology and its incorporation into the classrooms, one has to begin to think about what kind of play children will take part in. Will they still have the option to engage in physical, outdoor play or will technological play on devices control them entirely?
This is one of the main questions that is going to be coming around in a lot of early childhood education settings. Majority if not all early childhood setting are all play-based and should be so that the children have the opportunity to learn from their play. The one questions that I have in mind is is there a way for educators to incorporate a play-based environment by still using technology in the classroom? Now there is a gap between traditional play and then play using technology, however, this gap lets us see that we need a specific type of perspective that shows us how digital play can be incorporated into classrooms and not comparing and contrasting digital and natural play (Edwards, 2013).
Earlier today was my very first experience of taking part in a twitter chat for my Children and Technology course at Ryerson University. Let’s just say I have never taken part in a Twitter chat before so I had no idea what to expect. I did however read two articles of how social media affects early childhood educators and how it can be incorporated into their daily planning.
I found out that as soon as this experience began there was absolutely no way I would be able to catch up on what everyone was writing as practically every few seconds, a new tweet would pop up. It was hard to keep track of everyone’s tweets as there were multiple side conversations going on as well. This twitter chat was the fastest hour I have ever experienced in my life. Here are some highlights from the Twitter chat which was all under the hashtag #cld419tech.
It amazes me what you can see on one subway ride. This morning I was on my way to Ryerson University and on this ride, I saw a child who was most likely a toddler as they were still in a stroller, operating their mother’s cell phone.