Reflection 4:

29/08/12

Before starting this assignment I had an entire different perspective about technology and what it was exactly. My beliefs were that technology was not that beneficial for children and that too much of it is not necessary. I found that technology was becoming too advanced and had a more negative impact on children than good. For example: One girl had learnt so well on an I phone or I pad to flick the pages across by just sliding her finger on top of the screen, this resulted in her not being able to pick up and turn actual pages of a magazine or book. I felt that this was a negative impact on her and children should have the opportunity first to learn a non electronic way but then again, this is their world.

Another point in my mind was that not everyone has access or able to afford these high tech pieces of technology, I soon found my mind changing after having a guest speaker come in and talk to us about all the advantages technology has. She explained that not everybody can afford the latest but even by sending a picture on your phone to a parent, ensuring them that their child is fine and ok is enough to have a positive impact.

This is making links and connections to home as well as forming a strong relationship between the parent and the teacher; it also goes to show you do not need a lot of money to be able to do this as most people generally have a phone. She also talked about how most of their technology equipment is just handed to them and no cost needed, because quite often people do no longer need an OHP or a big old TV. Smorti, (1999) states that Technology is influenced by the culture or the society in which it occurs, (pg.7)

My outlook on technology then became different; I started to see that it fully depends on how you use it.  The main way being was to enhance the learning of children and to give them the opportunity to learn the ways of how technology and things work. Smorti, (1999) suggests that providing a child with opportunities to explore technology is very beneficial, (pg.7) I believe that this is true and also fair and this is the growing world of today.

After reading my friends blog and practicing technology in my centre I began to learn that technology was not just a camera, laptop, I pad or computer, it was so much more. Technology can be seen as food, staples, paper clips, blocks, hot glue guns and anything that can help to solve a problem; I gained this learning from reading Chanelle, Chloes and Jaclyns blogs as they had reflections about blocks, hot glue guns and potatoes.

The definition of technology  widened for me and I realised that technology is all about solving problems, creating something, being inventive and having fun with materials. Oldridge, (2003) states that when considering this wider definition of ICT, it is clear that in a growing number of ECE centres children can confidently use these technologies to document and create artefacts for a multitude of meaningful experiences, (pg.8).

Children are gaining so many skills when using technology because when they use it they are able to work alongside others, provoking their social skills when communicating, listening and questioning. They are also becoming more familiar with what is in this world around them, the different process of the way things work and they learn how to problem solve. Smorti, (1999) states that technology emphasis creative and productive aspects of solving problems and asking questions, (pg.6).

I gained some good feedback from my group, also gaining some constructive suggestions about my reflections to the way I wrote my reflections. I now will be more aware of my grammar and making sense of what I write, doing this by carefully marking and reading to myself out load. I also will carefully reference my work as it is very easy to misplace a word or bracket. I will take this all on board as the learning never stops.

Comments for blogs: Group- Chloe, Chanelle, Amanda, Jac and Nat :)

 

Amanda

http://amandag702.blogspot.com/2012/08/learning-with-outdoor-xylophone.html?showComment=1345528761579#c8374195510000262706

http://amandag702.blogspot.co.nz/2012/08/computer-fun.html#comment-form

http://amandag702.blogspot.com/2012/08/pulley-in-sandpit.html?showComment=1345956534879#c8196851218733420945

 

Chloe:

http://chloe-fryed-rice.blogspot.co.nz/2012/08/the-mimio-board.html?showComment=1345509152619

http://chloe-fryed-rice.blogspot.co.nz/2012/08/the-hot-glue-gun.html?showComment=1345950302420

http://chloe-fryed-rice.blogspot.com/2012/08/digital-microscope.html?showComment=1345953354894#c9176564076230652938

 

Jaclyn:

http://jaclynduffield.blogspot.com/2012/08/construction-playtechnologyreally.html?showComment=1345510005479#c2932473478202170668

http://jaclynduffield.blogspot.co.nz/2012/08/using-technology-as-form-of.html?showComment=1345594281556

Chanelle:

http://chanellelaker.blogspot.co.nz/2012/08/using-digital-cameras.html?showComment=1345623160790

http://chanellelaker.blogspot.com/2012/08/growing-potatoes.html?showComment=1345954613252#c8652469185373570929

 

Nat:

http://ict-and-children.blogspot.co.nz/2012/08/blog-3-computers-for-children-or-not.html?showComment=1345950934311

http://ict-and-children.blogspot.co.nz/2012/08/blog-2-typewriter-interest.html?showComment=1345951375741

Reference:

Mac Naughton, G., Williams, G. (2009). Techniques for Teaching Young Children: choices for theory and practice. Australia: Pearson Education.

Ministry of Education. (1996). He Whariki Matauranga mo nga Mokopuna o Aotearoa, Early Childhood Curriculum. Wellington, New Zealand: Learning Media Limited.

Ministry of Education. (2003). The New Zealand Curriculum. Wellington: New Zealand, Learning Media Limited.

Podmore, V.N., (2006) Observation, origins and approaches to Early Childhood Research and practice. Wellington, New Zealand: NZCER press.

Smori, S. (1999) Technology in Early Childhood. Early education, 19, 5-10.

Tsantis, L., Bewick, C., & Throton, S. (2003). Examining some common myths about computers in the early years. Young Children on the web, November. 2003, 1-9.

 

 

 

 

 

 

 

Reflection 3: 23/08/12

 

Cameras:

Today at Kindergarten I brought my camera in, I just put it on a table and waited to see if children would play with it. One child, T came along and was very curious about the camera. I observed this child to see what they might do, without me stepping in right away. Podmore, (2006) suggests that observations are valued as data, evidence of learning, (pg.14). While observing T, I noticed that he was a little unsure about how to work the camera, but before intervening I gave him the chance to try and work this out for himself. Too often we teachers underestimate what our children are capable of and by giving them the chance to problem solved themselves it enables the learning to be much richer.

I then saw another child come to this table and this child was very fixated with the camera and said “I have one of these at home”. This child co-constructed knowledge to the other child who was a little unsure. He said “make sure you push the button hard and then you can take the picture, see!”. This child then got the idea and become more familiar with the camera. Ministry of Education (1993) states that through the technological strand, students develop knowledge particular to technological enterprises and environments and understandings of how and why things work, (pg.32).

After a lot of observing I then joined in with the children, and demonstrated the process of turning on the camera, taking a picture and then looking back at them, talking them through each button I press and the step by step process. Mac Naughton & Williams (2009) state that adults are the biggest role models in a child’s life because they often copy what we do, (pg.118) I made sure I was doing this properly as the children took this in and the knowledge will stay with the children for a long time.

I feel that this experience was a great way for the children to make links to home, when already being familiar with this piece of ICT equipment, the children also had a lot of fun being able to take photo’s and have a play with the camera. The children also learn the process of how the camera works, finding out by using ako and co-constructing knowledge this also benefited their social skills as they were verbally communicating, listening and sharing, taking turns of taking pictures with the camera.

It surprised me that one child new all about the camera, pushing the buttons working different things as he did have one of these at home. I keep forgetting that this is the world the young children live in, with all the latest tech savvy things you are able to access and have, quite often knowing a lot about technology if not more than us teachers. It was really good to see this child share his knowledge with another child who was not familiar with this type of digital technology.

Reflection 2

Reflection 2: Overhead Projector :)

Over head projector: 16/08/12

Today at Kindergarten the overhead projector was set up as an activity for the children. In this activity I observed the children draw pictures on to transparency film with different coloured vivid. The children after finished their picture would place it on to the overhead projector and were able to see their very own picture, ten times bigger as well.

Throughout this process I asked the children open ended questions such as “how does this work” “what is it” and “how does it make the picture bigger”. Some of these questions I did not know myself so there was reciprocal and responsive learning occurring. The responses I received back from the children were “It reflects the light”, “you just push the on button and it works”, “you can see your picture and the shadow and your hand, when you are pointing”. Mac Naughton & Williams, 2009 state that asking questions to children provides them with an opportunity to think and to use language in a functional manner by allowing them to report observations, describe experiences, and to make predictions, (pg.153).

The information gathered from the children showed me that the children were acquiring knowledge throughout this experience; even suggesting that “it reflects the light” showed me that they understood the concept. The children were also thinking for themselves which was great to see. The children are learning about a piece of technology which can be very useful and at the same time having fun.  

After exploring the overhead projector some more, we found out more information about how it works. Together we worked out that the picture you place onto the overhead reflects from the mirror at the top, and the picture gets bigger because there is a magnified glass on top as well so the picture is enhanced. I told the children why there has to be a white sheet behind the overhead as the pictures will stand out more and also showed the children the difference between having a white sheet and not having one.

Children are benefiting a lot from this experience as they are becoming familiar with different art form and more aware of what this piece of equipment can do. They are also contributing to their reading and writing skills when drawing the pictures, being able to express themselves. The children are able to appreciate their work, seeing pictures in big form, doing it themselves, giving them a sense of pride and belonging. Ministry of Education, 1996 states that children develop the ability to represent their discovers, using creative and expressive media and the technology associated with them, (pg.88).

After doing this experience I felt that this helped the children to become more familiar with the overhead projector, learning about how it works, what you can do. Children were able to do this activity by themselves with a bit of guidance; I found that I was learning alongside the children as well as I didn’t fully know the process of how an overhead projector worked. It was a good beneficial experience not only for the children but for myself as well, and a lot of fun being able to see your small picture blown up really big!

Reflection one: Computers in my centre -10/08/12

These computers have been in my Kindergarten for quite some time, I have observed the children use these computers and it has become quite a popular activity. During the children’s engagement with these computers children are gaining benefits in becoming familiar with technology in using these.

Children learn the basic process of how a computer works. They learn how to turn a computer on, how to print their work; they learn how to use the keys, mouse and finger bored. They are also using basic skills to perform on these computers and they contribute to other developmental areas of their learning. These particular computers helps children to contribute to their social skills, in taking turns and learning alongside other children, as there are two computers.

Children are able to practice their literature skills, when writing their names. Children are able to print their work, showing off their achievements, gaining a sense of belonging. Quite often in my centre children print these off and glue them into their portfolio.

The main things done by the children on these computers is a game called “kids world”, on this programme the children are able to do all sorts. They can write, draw (using the mouse as the tool to do so). They are able to use different colours and can also learn many different shapes. Ministry of Education (1996) states that children develop experiences with some technology and resources for math mathematics, reading and writing, (pg.80) which all can be performed of this piece of ICT equipment.

I feel that this is a good starter for children, to become familiar with technology; they seem to enjoy it as well as gain benefits so I believe this is a win-win. This piece of technology is not too advanced but still helps to teach children the basic parts to a computer and the process of it. When children are using these computers, it is a children’s sign in, so the internet is not accessible, which is good. Because internet can be a risk, with different sites ECT. This is a game which is already built into the computer and children only seem to be interested in playing this as it is interesting and you can do many different things.

When observing children, the children show me all the different things you can do and quite often they show me how they write their name, this is believe has a positive impact on the child’s learning. Children become familiar with what a computer can do and Ministry of Education, (1996) states that children develop familiarity with the properties and character of the materials and technology used in the creative and expressive arts (pg.80). As children are expressing themselves when making different pictures with colours and styles.

I think that having this type of technology in my centre is ok as it helps the children to gain an understanding of the basic technology. I’m still not sure as to whether I agree with the high tech I pads ECT in the centres. As I have seen children become addicted to these games on the computer, we do limit their time so it is ok ATM. But having more and more advanced technology may have a negative influence on the children as they may lose interest of other activities in the centre and become glued to all the latest technology, I also believe that it can be unfair when not all socio-economic areas have access to these pieces of equipment in their centre or at home.

Although there are many arguments that say technology is the new way now and no one can really change it, after reading this reading, it has made me see a different outlook on the technology increasing. Smorti, (1999) suggests that technology is a creative and purposeful actively aimed at meeting needs and opportunities through the developmental of products, systems or environment, (pg.5). Therefore this to me is saying that technology is a great problem solver.

From Jessica Foote :)