My reflection

When we were first told that we had to do a blog, I was interested in what was required. Then when trying to set it up for myself and everyone else it became a nuisance. I have since come to enjoy using a blog; I have found that it is a great way to get other peoples perspectives on what you have seen and done.

Reading the Smorti (1999) article gave me an insight into  how technology is seen in the eyes of teachers and parents. When talking about technology in this era we mainly think about digital technology and forget all about the other technology around us.

I also found that when it came to linking my blog to Te Whāriki (1996) I found this difficult as there are only a few direct quotes, I then realised that technology is mentioned within the essential learning and skills of the curriculum.

Having read the feedback given to me by my fellow teammates it has given me ideas that I have not thought of.  Although some of them are good they may not be obtainable within my centre at the moment, but they can be noted to be looked at a later time.

The readings Isenberg(2006)and Hatherly(2009) that the girls have used have given me an insight into how technology can be incorporated into literacy and the arts that I never considered. I have noticed that a lot of the readings mentioned in the blogs have been arts based, or include the use of the children’s motor skills this has intrigued me to find new ways of incorporating technology into  my centre.

While we might not think of technology as being important it is something that is generally assessable by all children at home; through the use of cell phones, I-pod, I-pads, cameras, computers and laptops. Being able to extend the children’s knowledge at times can be problematic, especially if the technology is unavailable due to funds, or teacher knowledge.

Not every teacher is technologically savvy; if a teacher has a fear of technology then this can inhibit the children’s chances of learning about technology through hands on experiences. How we as teachers enhance technology in our centres reflects on the way that children learn about technology. It is not necessary for all technology that is exposed to children to be of the digital kind; while most children are experts with the digital kind of technology they are greatly missing in the ways of non-digital technology. The children may be exposed to non-digital technology, but they lack the understanding that what they are doing is classed as technology.

While doing this blog I have discovered many different forms of technology and how to introduce it and incorporate it into every day settings within the centre.

To enhance the children’s technology exposure I may suggest that as a centre we plan a trip to Motat so that children can have a hands on experience with technology.

Technology and making a bark garden

While trying to find an example of children using non digital technology, all I could think about was telephones, play dough, cars or writing implements.

While all these things can be classed as non-digital they were not what I was after. I then remembered about the process that the children and I went through to make a bark garden. We initially had to look at the area that we were going to use; we had decided to make the garden level with the concrete so we could sweep the bark back into the garden.

We then had to discuss how we were going to take out the excess dirt, where we were going to place the dirt and how to get it there.

 Once the children had decided on what forms of technology they were going to use we then proceeded onto the task at hand.

The children then found all the buckets, spades and anything else that they could use to dig and transport the dirt. They then went about removing and transporting the dirt solving the problems of heavy buckets, and not enough digging equipment amongst themselves.

As stated by Smorti(1999, p. 6) “The children used a process approach to technology, it is the ‘doing’ that is important, rather than the ‘product’. The design phase may involve drawing plans, but is more likely to involve talking about the problem and possible solutions.”

The children decided that because the large buckets were heavy that they needed two people to carry them, or they used smaller buckets and containers. Once the area was at the right level they then found all the rakes in the sandpit and used them to level out the remaining dirt.after the area was level I then put the bark in, and the children leveled it out.

This experience can be linked to the exploration strand linking it to essential skills and learning areas of technology Ministry(1996, p. 98) “in exploring the physical environment, children gain increasing motor and manipulative control and skill in using tools and materials safely, while also using a variety of technologies for different purposes as they explore their world.”

Not only did the children look at the task that was required they then looked for the tools that they would need, when they could not find them they asked for the sandpit create to be opened so they could get the tools out. They solved the problems of tools that were needed, how to transport the dirt and where to place it once they had removed it. All this incorporated different technology.

 

Education, M. o. (1996).  Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. . Wellington, New Zealand: Learning Media.

Smorti, S. (1999). Technology in Early Childhood. Early Education, 19, 5-10.

 

How can we encourage technology if we don't have access to it.

 In a day and age where technology is prevalent in society, how as teachers can we encourage its use if we do not have it readily assessable?

In my centre the teachers have access to digital cameras, one desktop computer and one laptop for each room.

 The teachers do not encourage the children to use the cameras, nor are the children allowed access to the computers. Occasionally the children may be shown something of interest to them from one of the laptops, but generally this is not common place. The only thing that my centre uses the laptops besides paperwork e.g. learning stories is occasionally to watch a DVD movie.

Within my teaching practices I have been in centres which have up to six computers in each room, the computer use by the children is restricted to the software programs that have been installed on the computers. The children can assess these computers at anytime without a teacher being seated with them.

While in another centre the children have access to a laptop that has internet access with the support and supervision of a teacher.

These children are capable learners that have been allowed to embrace technology within their centres, unlike the children of my own centre that make use of an old children’s laptop of mine and two desktops  that no longer work.

The level of technology use is dependent upon the knowledge of the teachers and resources  available within the centre, when a centre has little or no technology available or teachers with little technological knowledge then how as teachers can we enhance a child’s learning through technology.

The child’s ability to embrace technology can be seen when the child’s own exposure to technology is apparent. “Te Whāriki places significant value on the ‘funds of knowledge’ that children bring to early childhood services from their homes and communities.” (Education, 1996)

When children are allowed to use technology they are fast to grasp what they are capable of doing and seeing, they bring with them what they already know and are willing to explore more without feeling overwhelmed.

With more children having access to computers and the internet at home their ability to communicate through technology is expanding, they are no longer just watching a movie on a laptop they are sending emails. Carter(2010, p. 32)

When a centre has no access to technology then the children are missing out on a valuable tool, they will increasingly need to know about as they progress through their lives.

 Trepanier-Street (2001, p. 182) states that... “Technology is constantly improving and offering new possibilities for enhancing the educational experience of young children.”

References: 

Carter, M. (2010). Helping teachers think about technology. Exchange, (01648527)(191), 30-32.

Education, M. o. (1996).  Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. . Wellington, New Zealand: Learning Media.

Trepanier-Street, M. L., Hong, S. B., & Bauer, J. C. (2001). Using Technology in Reggio-Inspired Long-Term Projects. Early Childhood Education Journal, 28(3), 181-188.

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Digital camera use by children

           Using digital cameras is a form of technology, as we progress into the digital era children are coming into contact with technology more often than not. The children are exposed to cameras, camera phones in the home. A majority of children under the age of five are experts on how to use these devices, and can show the adults in their lives how to operate them within minutes of picking up a device.

Within my centre the use of digital cameras by the children is not a daily practice. It is very rare that the children are allowed to use the cameras. Although the centre provides one camera for each room, the teachers also use their personal cameras. With the use of personal camera’s the children do not get much hands on when it comes to using the equipment themselves.

Ministry of Education states that "...children use a variety of technologies for different purposes as they explore their world" (1996, p. 98)

The benefits of children using cameras as seen in the video are amazing. Looking at things from a child’s point of view shows what it important to them. Giving children the opportunity to use cameras allows them to document what they are doing, who they are friends with, what they are interested in.

The child in the video also learnt how to down load the photos and send them to his father who was away working. This then gave the child an opportunity to learn about other digital device

“In children’s hands, digital cameras are a powerful learning tool” Young Children (2008, p 49)

Children when given the chance to experiment with cameras will look at things from all angles. A child at my centre was interested in learning to dance, she asked me to show her how to dance so I taught her how to do a box step. She wanted one of the other teachers to take photos of us dancing so she could show her family what she had learnt. Once the other teacher had taken the photos ‘S’ asked me if I would show the other girls how to dance. As I was showing the other girls ‘S’ asked for the camera and took photos of us dancing. The results were amazing as ‘S’ took the photos from a perspective that I would never had thought of taking. She had photos of our feet, as well as the whole body, and our facial expressions. I then made a photo story of the experience using my photos as well as ‘S’s photos which ‘S’ could show to her family.

Without the technology of digital cameras we would not have the experience documented through the eyes of a child.

References:
Education, M. o. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o
                 Aotearoa: Early childhood curriculum. . Wellington, New Zealand:
                 Learning Media.

Images retrieved from https://www.google.co.nz/search?num=10&hl=en&site

Meaningful Technology Integration in Early Learning Environments. (2008). YC: Young Children,
           63(5), 48-50.
Video retrieved from http://www.youtube.com/watch?v=mnpIzsZCPic/

Hyperlinks to comments

Comments for Mel's posts

http://whit750.blogspot.co.nz/2012/08/30-july-2012-is-it-digital-camera-ipod.html?showComment=1345085143532

http://whit750.blogspot.co.nz/2012/08/14th-august-2012-pram-rides-on-agenda.html?showComment=1346044379265

http://whit750.blogspot.co.nz/2012/08/20-august-2012-blackboard-or-whiteboard.html?showComment=1346117370832

Comments for Sonia's posts:

http://10720633.blogspot.co.nz/2012/08/a-snail-that-hid-away-in-its-shelll.html?showComment=1345086946045

http://10720633.blogspot.co.nz/2012/08/entry-two-digital-one.html?showComment=1345181270525

http://10720633.blogspot.co.nz/2012/08/non-digital-entry-dinosaur-that-lived.html?showComment=1346054859336


Responses to my feedback from Mel and Sonia:
http://thom794.blogspot.co.nz/2012/08/digital-camera-use-by-children.html?showComment=1346294268645

http://thom794.blogspot.co.nz/2012/08/how-can-we-encourage-technology-if-we.html?showComment=1346300219484

http://thom794.blogspot.co.nz/2012/08/technology-and-making-bark-garden.html?showComment=1346314907497

hello everyone