Since computer technology is commonly used in people’s daily lives, integration of computer technology and literacy in children’s learning has become an important issue for children, parents and early child educators to explore further. Multiliteracies is one type of literacy practices used today. It “refers to multimodal ways of communicating through linguistic, visual, auditory, gestural and spatial forms. To be multiliterate requires the knowledge and skills needed to read, write, use spoken and written languages, sounds and images” (Hill, 2007, p.56).
Makin and Whiteman (2007) focuses on how children make connections between art such as music, body movement, facial expressions, mark making, symbol systems and drawings. With our verbal speaking and written words, children can communicate through music; they express their immediate feelings through sounds and movements and by also the use of computer software programs to create art. “As the influence of multiliteracies in society becomes stronger, it becomes more important for teachers to study relationships between words, pictures and meanings (Anstey& Bull 2000) and to support children’s interests in expressing themselves in a range of mark making that extends their membership into many of the different cultures existing in their communities” (Makin & Whiteman, 2007, p.178).
When exploring multiliteracies with children’s learning experiences, literacy learning experiences in both home and school settings has become the focus research for much. According to Smith (2002), children from 2.3 to 3.5 years old can manage to use electronic storybooks at home. How often do we practice multiliteracies with children in class? Why aren’t teachers putting more attentions and consideration into children’s encounters with computer technology? When involve in multiliteracy practice, are computer and software programs then necessary in child care centres?
According to Hill (2007), teachers find computer programs do have the potential to support children with learning difficulties and provide them with different ways of literacy learning; however, if computer technology is fully integrated in childcare settings, what would happen to the children that do not have computer access at home or to children who have difficulties with computers? Hill (2007) also mentions that “[j]ust having the hardware and software available does not make new technology useful and accessible, as it is the way technology is used in meaningful purposeful contexts that is important” (p. 67). When children are exposed to those hardware and software, how do we know what information is appropriate for them and what is not? Who gets to decide for the children? Do we expect that all the teachers know how the new technologies work? Would it be the teachers’ responsibility to understand the new computer softwear/ hardwear before making accessible for children?
When teachers are supporting children’s language and literacy learning, they often focus on creative arts (Hill, 2007). How can we fully respect and acknowledge each child’s body movement, mark makings and facial expressions and how can we establish a learning environment for children that practices multiliteracies in an early childhood setting? How can we as educators go about keeping multiliteracies and art connections within the school systems if this is the case? Or does the system only work well for a preschool, or kindergarten environment?
While i fully agree that the rise of technoliteracies is increasing and therefore cannot be ignored in our lives and particularly in children's lives, I can't help but think about the children and families that do not have easy access to computers (as you've also touched on in your post). To say that child care settings need to find ways to incorporate digitized mediums of literacy is to assume that they can easily afford computers or other electronic devices to accommodate this ever-growing digital culture. The reality is that not all care centres can afford computers and often only wait for parents or other people in the community to donate their used and old computers, DVD players, stereos, and so on, and it's not as though if care centres ask they will get it right away. In my workplace we had 3 computers donated to us a long time ago and just recently, all three broke down and had to be discarded. The director told the board members and made a small request but nothing has happened as of yet. I recently donated my old DVD player and the director was so pleased to get it because this whole time, we've been using an old, and also donated VHS player - who even has that anymore? I think a lot of care settings have that as much but I can't be too confident with this assumption. What I do know is that the mediums required to expose and engage children with technoliteracies are expensive and a lot of centres just cannot afford it.
回复删除If there is a significant push to incorporate technoliteracies in programs how can this be achieved if there is no access even to a basic computer?