Here at Boldon Outdoor Nursery we use technology as a tool to develop knowledge and understanding. We appreciate that children are now living in a technological world and we want to support this yet not lose the awe and wonder that can be found in the simplest of forms.

When technology is integrated in a meaningful way into an early childhood curriculum, the possibilities for the construction of knowledge in both the children and teacher are greatly expanded. The application of technology documentation can be a powerful vehicle for fostering improvement of children’s learning, teachers’ reflection, and the quality of education.

Various forms of technology will be used in our setting when the opportunity arises to allow the children and teachers to better represent and organise their ideas in a different medium.
When used correctly, technology supports discussion, sharing, and collaboration among the children, their families, and teachers.

The use of technology such as a camera and it’s recording functions can be a highly effective tool for visualising and reflecting on the development of children. Documenting and capturing learning with technology provides a rich problem-solving context and invites thinking and reflection. It makes learning more visible and easier for interpretation as well as for assessment and curriculum planning. It also extends and communicates learning to families and the broader community.

Technology is an invaluable tool for knowledge construction for people of all ages. It is used to enhance the curriculum, not to replace it. New forms of technology constantly offer great possibilities and challenges for enhancing the educational experience.

Several forms of technology are available in our nursery (computer, computer soft-ware, digital camera, video camera, scanner, the Internet, visualiser etc) and are used in the documentation process to enhance reflective thinking and creativity in both young children and their teachers.

Technology can be a valuable tool for:

ď‚· representation and organisation of ideas in a different medium
 visually represent children’s thoughts and ideas in pictures (young children’s conceptions of
their world are often more detailed and at a higher level than their fine motor skills permit them to represent with conventional tools)
ď‚· communication of ideas and collaboration among members of a specific learning community
ď‚· visualisation and reflection on thinking of children and teachers
ď‚· extension and communication of consolidated learning to the broader community