PART 3

Final Reflection

This assignment really opened my eyes to the technological world around us. Before this assignment I thought that technology was only the new gadgets and devices that are forever upgrading like cell phones, and laptops the digital technologies. I can now see that technology is all around us and that almost everything we use and do is because of the growth of technology. Smorti (1999), suggests that technology is something that will help solve a problem or make life easier. Simple things like a spoon or a pencil doesn’t seem like an amazing piece of technology compared to an ipad but actually in its own way a spoon fulfils a great problem and it is one of the most common technologies around us.

Throughout this process it was amazing to see how ‘technology savvy’ children already are and what knowledge and skills they can bring to a group. It is interesting to figure out what kind of role teachers need to play in fostering technology to develop children’s learning and development as they already have a great understanding. I feel that it is my role to encourage children and provide a range of different technological experiences where children can explore within a group and also on their own. Smorti (1999), states that technology is proven to be very beneficial in the learning and development of children. I can see that by providing children different experiences children are able to gain many different skills and not just skills about using a certain technology, but a range of life skills as well. Ministry of Education (1996), states through the use of technology children are able to gain problem solving, build self confidence, social skills, and children are also able to have a sense of responsibility and control over their learning (Bronwyn, Baker, Ellis, Bernstone, Hagan, 2010; Ministry of Education, 1996). I also see the importance of teachers building their knowledge on new technologies as our knowledge influences the children’s learning and experiences around technology. “Through the use of technology, teachers can provide opportunities for the children to learn, think critically and have discussions with their peers support by ICT” (Khine & Fisher, 2003, p,22).

I found the process of peer feedback very interesting as I had the chance to read others work, find interesting links and give them feedback. My peers were also able to send me links and interesting ideas to help me extend my blogs and centre experiences further. I found it really encouraging to get the feedback and have already implemented some of the suggestions that were given to me and also to the other students. This assignment also allowed me to reflect on my practice through the feedback given and also reading the others blogs (O’Connor, & Diggins, 2002). I was able to compare my teaching strategies with others to see if we had simpler teaching styles and if not do I need to change or use different techniques so that the children can benefit from my experiences I provide (MacNaughton and Williams, 2009).

Technology is forever changing within digital and non digital technology. I feel that digital technology is put to higher value than non digital but it is important to allow children the opportunity to explore a range of different technologies. The children within today’s society see the importance of using cell phones and ipads but I feel as educators should teach them that a simple piece of paper can transform into a wide range of possibilities.

Here's a clip to leave you with...

Reference List

Bronwyn, G., Baker, K., Ellis, R., Bernstone, H., & Hagan, B. (2010). Inclusion at Botany Downs Kindergarten centre of innovation 2006-2008. Wellington, New Zealand: Ministry of Education.

Khine, M., & Fisher, D. (2003).Technology- rich learning environments: A future perspective. World Scientific. Singapore.

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3^rd ed.). Frenchs Forrest, NSW, Australia: Pearson Prentice Hall.

Ministry of Education. (1996). Te Whāriki, he whaariki mätauranga mo nga mokopuna ö Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

O’Connor , A., & Diggins, K. (2002). On Reflection: Reflective practice for early childhood educators. Lower Hutt: Open Mind Publishing.

Smorti, S. (1999). Technology in Early Childhood. Early Education, No.19 Autumn 1999.

HYPERLINKS

Hayley

J  http://hayleyoinkoink.blogspot.co.nz/2012/08/non-digital-making-playdough.html?showComment=1344897189032#c2401909322649528955

J  http://hayleyoinkoink.blogspot.co.nz/2012/08/scanner.html?showComment=1344898522344#c2359807890629221410

J  http://hayleyoinkoink.blogspot.co.nz/2012/08/laptops_10.html?showComment=1344900073149#c7184533759559758850

Staci

J  http://stacimeow.blogspot.co.nz/2012/08/children-and-radio.html?showComment=1344552027280#c5464797471329074681

J  http://stacimeow.blogspot.co.nz/2012/08/computers-what-is-acomputer-computer-is_5.html?showComment=1344550785604#c5857851730613085866

J  http://stacimeow.blogspot.co.nz/2012/08/using-scissors-non-digital-experience-i.html?showComment=1344899262389#c4071667012513838927

 Sam

J   http://samcrunchcrunch.blogspot.co.nz/2012/08/writing-and-drawing-resources-in-ece-te.html?showComment=1346288437083#c8019491412655552857
J http://samcrunchcrunch.blogspot.co.nz/2012/08/the-digital-camera.html?showComment=1346289023750#c656707073600979896
J http://samcrunchcrunch.blogspot.co.nz/2012/08/the-ipad-in-ece.html?showComment=1346289948503#c2565309117582772543

   Maree
Jhttp://groupblogmit.blogspot.co.nz/2012/08/non-digital-puzzle-activites.html?showComment=1346321996664#c1052940096312144376
Jhttp://groupblogmit.blogspot.co.nz/2012/08/a-computer-is-electronicand-digital.html?showComment=1346323413980#c110225371461688486
Jhttp://groupblogmit.blogspot.co.nz/2012/08/digital-camera.html?showComment=1346367647666#c6485975353628296709

NON-DIGITAL TECHNOLOGY

Cooking Crazy!

13/08/12

Cooking with children is a great experience. Children are able to explore the different foods and learn about what food is healthy and tasty to eat and also food that isn’t nice to eat.

I have recently gone on a professional development about cooking with children. It was very interesting to me as I love cooking and baking, so for me to learn how to involve children and share my passion with them made it even more special.

Within my centre I try to have a cooking experience with the preschool children once a week but this is sometimes difficult as I am with the infants. The younger children are also encouraged to participate if they want to. It is however easier to have an experience with a small number of children both benefiting the adult and also the children, as more learning is able to occur.

Throughout the experience I talk to the children about what we are making, how we are making it and what tools we are going to use. I usually start of the experience with a measuring cup game where we fill the measuring cups (1/4, 1/2 and 1 cups) and see how many quarter cups fit in a half a cup or full cup, or how many half cups fit into a full cup or a quarter cup. By doing this children are able to experiment with the equipment and also learn about fractions, volume and other mathematic concepts (Ministry of Education, 1996).

We then follow a recipe using a range of different technologies such as mixing spoons, bowls, microwave, measuring cups, weights, and oven (if required). Throughout the experience I talk to the children asking open ended questions and questions to get them to think about what we are doing and what resources or tools we are using.

Sometimes I set out experiences so that children can experiment without a recipe and they can create their own concoctions. Throughout these experiences children are able to think for themselves and use the ingredients and tools to create whatever they want. Usually throughout these experiences children recall previous experiences and correct or change what they previously have done to create something different and/or better (Gonzalez-Mena, 2008). Children are also learning scientific concepts by experimenting with different ingredients and observing, noticing and changing to create different results (Ministry of Education, 2007).

Throughout these experiences children are able to interact with their peers, myself and other teachers. I make sure that during the learning experience there is a positive social and learning experience so that children are able to feel comfortable within the area to create their food alongside and with other children (Doyle and Connolly, 1980). In my personal philosophy I believe I need to create a safe and comfortable environment where all children can feel safe and valued. I believe that by doing this children’s cooking experiences can be meaningful and memorable so that they can gain a passion or interest like I have.

By providing these experiences with children I am able to learn alongside them a large variety of knowledge from healthy eating to mathematics and literacy. I am also able to teach them about technology and what different tools we can use to create things. I feel that cooking experiences aren't just about the end product and eating a delicious cupcake or fruit salad, but it is mainly about the process and the steps we took and the tools we used to make our creation.

It’s all about the process!!

 Fun clips where children are taking the lead:

Maybe you can try these recipes in your center:

Note: Make sure children don't sit on tables

and make sure children wash their hands and don't lick any mixture of their fingers until the process is done (I always say to them if they touch they face, pick their nose or lick their fingers they need to wash their hands straight away)

unless children are making their own individual batches, we don't want to spread germs J  

Reference List

Arthur, L., Beecher, B., Dockett, S., Farmer, S., & Death, E. (2008). Programming and planning in early childhood settings (4^th ed.). Melbourne, Australia: Harcourt Brace.
Doyle, A., & Connolly, J. (1980). The effects of playmate familiarity on the social interactions of young children. Child Development, 51, 217-223.
Gonzalez-Mena, J. (2009). Foundations of early childhood education: Teaching children in a diverse society (4th ed.). Boston, Ma: McGraw Hill. 

Google. (2012). Children cooking. Images retrieved from https://www.google.co.nz/search?num=10&hl=en&site=imghp&tbm=isch&source=hp&biw=1366&bih=677&q=children+cooking&oq=children+cooking&gs_l=img.3..0l10.733.16727.0.16959.21.17.1.2.2.1.437.3014.5j6j3j1j2.17.0...0.0...1ac.4CXCqLhkI28

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3^rd ed.). Frenchs Forrest, NSW, Australia: Pearson Prentice Hall.

Ministry of Education. (1996). Te whāriki: He whāriki mātauranga  ngā mokopuna Aotearoa: Early childhood curriculum. Wellington: Learning Media.

Ministry of Education. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media.

DIGITAL LAPTOP

Laptop Logic 

10/08/12

A laptop is a personal computer for mobile use (Wikipedia, 2012). When the laptop is brought into the centre the children’s eyes widen and their curiosity often gets the best of them as they want to push every button, the screen and want to find out more.

“Research has confirmed that for many children the computer is a catalyst for information, sharing, language development, and decision making”

(Tsantis, Bewick & Thouvenelle, 2003, p.7).

Within my centre we have two laptop’s which are used for teacher’s paperwork, but it is also a valuable piece of technology that we can use with the children. With the use of the laptop we are able to explore a vast range of knowledge such as; searching about children’s interests, watching video clips, playing educational games and finding different activities to set up for the children. These different activities can help enhance children’s language, literacy, hand and eye coordination, social skills and knowledge (Tsantis, Bewick & Thouvenelle, 2003).

Laptop’s can be used in a variety of ways and highlight different learning areas. For example within a particular experience when using the laptop children were curious about the different letters on the keyboard and which letters their names started with. We used word to type each child’s name and then printed them from the printer so that the children could trace their names with crayons. Through this experience children are learning about literacy and that the different symbols on the keyboard are letters and can create names.

As technology is changing and many children are exposed to a range of different technologies every day, I feel that it is important as teachers to firstly learn and be confident with using the new technologies as their knowledge can effect what and how children are learning (Tsantis, Bewick & Thouvenelle, 2003; Arthur, Beecher, Death, Dockett, & Farmer, 2008). Some teachers in my centre are reluctant to use the laptops because they have little awareness of how to use the laptops and what different things laptops can be used for. By using this piece of technology with the children I am also able to role model and show the teachers within the centre how to use and what to do on the laptop (MacNaughton, & Williams, 2009). Ministry of Education (2007), suggests that children need to develop a broad understanding of technological literacy to enable them to contribute in this worlds society as “informed citizens”. It is also important to gain a basic knowledge of technology as when children go into the work force many of the jobs or careers today require some basic knowledge of technology (Ministry of Education, 2007).

I feel that it is important for children in our centre’s to learn and experience using a laptop or computer as this technology is around them almost every day. Within centres teachers should be making children aware of how to use these technologies and also the dangers of them and how to keep themselves safe. Centre’s can be controlled environments where children can learn about internet safety and rules can be put in place to protect them from dangers. As we have just started using laptops with children I will talk to our centre manager to see if we have a net safe policy or any policies around using laptops with children. With the help of the other teachers we will create a procedure and experience where we will talk to the children about being net safe. By doing this I believe we are able to prepared children for their future as technology is forever growing.

Interesting links about net safety:

J  Internet safety - Link for parents

Read more: http://kidshealth.org/parent/positive/family/net_safety.html

J  Cyber safety - Link for children

Read more: http://kidshealth.org/kid/watch/house/internet_safety.html?tracking=K_RelatedArticle

J  You can also find more information on net safe

Read more: http://www.netsafe.org.nz/

Reference List

Arthur, L., Beecher, B., Dockett, S., Farmer, S., & Death, E. (2008). Programming and planning in early childhood settings (4^th ed.). Melbourne, Australia: Harcourt Brace.

Google. (2012). Children on laptop. Images retrieved from https://www.google.co.nz/search?num=10&hl=en&site=imghp&tbm=isch&source=hp&biw=1366&bih=677&q=children+using+laptop&oq=children+using+laptop&gs_l=img.3...2178.8731.0.9154.27.19.1.4.1.2.338.3170.5j5j8j1.19.0...0.0...1ac.ULqir_TIGic#hl=en&site=imghp&tbm=isch&sa=1&q=children+on+laptop&oq=children+on+laptop&gs_l=img.3...21077.21669.0.21803.3.3.0.0.0.1.260.504.2-2.2.0...0.0...1c.TCJ0DI0idBk&pbx=1&bav=on.2,or.r_gc.r_pw.r_cp.r_qf.&fp=3ff679664997b861&biw=1366&bih=677

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3^rd ed.). Frenchs Forrest, NSW, Australia: Pearson Prentice Hall.

Ministry of Education. (1996). Te whāriki: He whāriki mātauranga  ngā mokopuna Aotearoa: Early childhood curriculum. Wellington: Learning Media.

Ministry of Education. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media.

Tsantis, L. A., Bewick, C. J., & Thouvenelle, S. (2003). Examining some common myths about computer use in the early years.Young Children, 58(1), 1-9.

Wikipedia. (2012). Laptop. Retrieved from http://en.wikipedia.org/wiki/Laptop.

DIGITAL CAMERAS

Looking Through the Lens!

9/8/12

Children are always fascinated with cameras and often start pulling faces and poses when one is aimed at them. But when they are given the opportunity to use a digital camera they are able to explore the world around them through a different lens.

Digital cameras are a camera that takes videos and/or still photographs (Wikipedia, 2012). Within the centre digital cameras are a very useful piece of technology. Teachers are able to document children's learning, parents are able to see what their children are doing in the centre and children are able to explore and revisit their interests.

My centre has two cameras for the children, one for the preschool children and one for the younger toddlers. The teachers also have cameras which we use to document children's learning and different events that happen within and outside the centre. This allows every child to have the opportunity to explore the resource within their own time and with their peers (Ministry of Education, 1996).

The preschool children are able to use their camera without supervision as our centre believes that they are ‘capable and confident learners’ that have the skills to use the camera safely and appropriately. “Te Whāriki states that in order to participate in this world, our children will need the confidence to develop their own perspective as well as the capacity to continue acquiring new knowledge and skills” (Smorti, 1999). By allowing children freedom and control over the digital camera they are able to feel valued and have a ‘sense of worth and pride’ for themselves. Children are also able to have a sense of responsibility and control of their own learning (Bronwyn, Baker, Ellis, Bernstone, Hagan, 2010; Ministry of Education, 1996). However the younger toddlers are supervised and guided more than the preschoolers. This is because for some of the children it is their first time they have used a digital camera and the teachers or the older children can teach or scaffold them through the process of using and respecting the resource (MacNaughton & Williams, 2009).

Today a preschool child and I were packing the outdoor area. As it was the afternoon the sun was setting and was creating shadows and different shaped lights through the climbing frames and boxes. “Wow look at that Ngaire” she said to me “That looks really special, can I take a photo”. This comment blew me away as she had obviously found something that fascinated her and instantly made a connection with taking a photo so that her interest and image of the shadow can be captured. We went inside to get the camera and she began taking photos of the shadows and the different shapes the lights made as it came through the gaps in the boxes. She was very fascinated with the shadows from the boxes and then through the lens she noticed her shadow and began to capture her shadow. After she had finished taking her photos she came back and reported to me what she had taken. Together we scrolled through the photos as she proudly explained what she has captured. After this experience I asked the child if I could use her photos in my assignment for school, she replied “For your homework, are you going to put it on the ‘pu-ter’ (computer)”.

From this experience I was blown away by how much this child knew about using camera’s and the creative perspective and knowledge she had when capturing her images. This child was able to recall information from previous experiences and bring it into the centre and confidently share with me (Talay-Ongan, & Ap, 2005). The child was able to capture something that she felt was special and with the use of digital technology she is able to keep this memory and reflect or revisit at a later date. Throughout this and many other experiences I can see my role is to encourage the use of different technologies and allow children to freely explore technology with my guidance if needed.

Interesting links to help children use digital cameras:

J  13 Lessons to Teach Your Child About Digital Photography
Read more: http://digital-photography-school.com/13-lessons-to-teach-your-child-about-digital-photography#ixzz22WlIZ5sU

J  Introduce your kids to digital photography

Read more: http://www.hp.com/united-states/consumer/digital_photography/share_photos_creative/tips/kids_photography.html

J  The value of kids' digital cameras

Read more: http://www.chiff.com/art/photo/kids.htm

Reference List

Bronwyn, G., Baker, K., Ellis, R., Bernstone, H., & Hagan, B. (2010). Inclusion at Botany Downs Kindergarten centre of innovation 2006-2008. Wellington, New Zealand: Ministry of Education.

Google. (2012). Digital camera children. Images retrieved from: https://www.google.co.nz/search?hl=en&tok=JqUngTGVUUrnBEgoOR14kQ&cp=11&gs_id=16&xhr=t&q=digital+camera&bav=on.2,or.r_gc.r_pw.r_cp.r_qf.&biw=1366&bih=677&um=1&ie=UTF-8&tbm=isch&source=og&sa=N&tab=wi&ei=Q70gUITlHuyNiAfp84HoCw#um=1&hl=en&tbm=isch&sa=1&q=digital+camera+children&oq=digital+camera+chi&gs_l=img.3.0.0i24l10.1917.2794.0.5179.4.4.0.0.0.0.388.1445.2-1j3.4.0...0.0...1c.OSxdQlmbId8&pbx=1&bav=on.2,or.r_gc.r_pw.r_cp.r_qf.&fp=d7840d0baae8c5d1&biw=1366&bih=677 
MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3^rd ed.). Frenchs Forrest, NSW, Australia: Pearson Prentice Hall.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Smorti, S. (1999). Technology in Early Childhood. Early Education, No.19 Autumn 1999.

Talay-Ongan, A., & Ap, E.A. (Eds.). (2005). Child development and teaching young children. Victoria, Australia: Thompson Social Science Press

Wikipedia. (2012). Digital Camera. Retrieved from http://en.wikipedia.org/wiki/Digital_camera