Featured reflections #2

A description of the effect of digital technology on teacher and their work is presented in the article “The tech effect” from the point of view of several teachers in various stages of schooling. A report coauthored by the deputy director of the Gonsky Institute (Professor Pasi Sahlberg) revealed “43% of Australian teachers and principals believe digital technologies enhance their teaching and learning activities rather than detract.” One kindergarten teacher described using SPERO and Beebots programmable devices as “A novel way for young brains to use basic coding.”  A high school teacher is exampled as using pen and paper in class and homework to be completed on devices.

My feelings on digital devices in early childhood education are mixed. Personally I struggle when the tech doesn’t work. It can be extremely frustrating and time consuming to lose essential material I am working on and learning to use new aspects of the technology can be daunting. Studies have shown that the inclusion of educational technology, even when there is a  lack of technical knowledge, is sometimes expected. Relationships with colleagues can suffer and disappointment in one’s own abilities can result. “A lack of training in educational technologies, or resistance in it’s use produces stress and fatigue in working environments, resulting in improper use and avoidance”. (Fernandez Batanero et al. 2021)

In my personal experience, at present, I am evaluating the effect of a demanding tech oversight on young children. Technology has completely changed parental expectations of areas of childcare. Parents often want real-time reassurance about aspects and detailed responses on their child’s eating, sleeping, toileting, formula or milk consumption, water intake and sunscreen application. These are all documented at various times of the day. I have no problem with giving the information, but have to do this while other children are lacking my personal attention. The data goes on OWNA. Some parents constantly check for updates. My evaluation of this tends to be that access to immediate knowledge can sometimes exacerbate anxiety. For instance, there is an expectation where I work that children’s water intake is monitored and recorded. This becomes an unrealistic expectation especially since individual drink bottles are not transparent.

A positive example of digital communication is that  every ten minutes, children sleeping are checked which is essential for good practice.

In analysis it seems that the impact of digital technology on teachers and our work environment is not negative in itself, but in the action of processing it. Teacher’s eyes are often off the children they are caring for as they document a  number of actions, activities and intakes. Children too are impacted in that they frequently are watching yet another adult whose attention is taken by an ipad, rather than themselves.

In conclusion the advancement of technological communications is a huge step in allowing parents access to a child’s welfare throughout the day. However the downside for teachers  and their work environment is a constant need to document and deal with parental demands related to this.  For some of the requirements it would be possible to take action to reduce teacher/ipad time, at least an hour or so a day.