File Reflective blog post

 Final Reflection

It was a stressful beginning for me when I first heard about blog.  I questioned myself, how am I going to learn this? I do not have much knowledge about technology.  I was totally lost for the first three weeks when I started this session.     

Wow, what an experience and learning I have gained from this assessment.   The assessment was about significance and use of technology on children’s learning and development, but I guess it was for me as well.  To be honest I hate using technology, it is too complicated for me.  Likewise I look at the negativity side of it instead.  But, I have no option I have to live with it and change my view about technology.  This assessment changes my whole perspective about technology.  I agree with Smorti’s (1999) notion that educators’ perceptions about technology should be changed; we do not have to be an expert but to enjoy learning and experiencing together with children.  This comment overcomes my fear that I do not have to be a technologist to know them all.  Again Smorti (1999) suggests for educators to support children’s learning by increasing our knowledge with technology.  He is also warning us to keep learning to widen our understanding and be skilful with technology.     

Viewing and commenting on my group’s reflections was a good practice to reflect on our own practice; to uncover difficulties and discover changes to carry out effective teaching strategies (Sockman & Sharma, 2008, cited in Yang, 2009).   I learned new ideas and different views from their reflections on particular activities they have done with children.  My group comments make me realise I missed some of the best learning skills I should have done with the children.  Our group’s critical reflections on my experiences raised my awareness to develop more knowledge about my teaching style which prompts the positive ways I look at technology in early learning (Liou, 2001, cited in Yang, 2009). 

Learning technology is so vital in early childhood because it helps children and us to solve problems together (Smorti, 1999).  Technology is everywhere and it influences and changes our world we are living in.  However, (Authur, Beecher, Death, Dockett & Parmer, 2008) suggest that early childhood curriculum needs to introduce these changes and support children’s engagement with this rapid changes in the world. It is a useful tool that develops children’s knowledge and meaningful learning about their world (Smorti, 1999).  Therefore, I strongly believe that the children need to develop their own understanding and confidence by familiarising and experimenting new knowledge and skills about technology (Ministry of Education, 1996).

Observing children playing and exploring technological and non-technological tools makes me wonder how fast some children automatically get attached to them.  They create and solve their own problems by learning and talking to each other.  They build relationships with each other (children/teachers); literacy and numeracy skills, manipulative and imaginative skills which are all part of their cognitive development.  In fact, (Bruce, 2011) emphasises that “children are learning through doing in this early stage development” (p. 110). 

Surprisingly, I did not know scissors, woods, sharpeners can be part of technology.  My understanding was only electronic equipment like computers, cameras, ipad, TV, telephones and others are part of the technological world, but I was wrong.  Now, I believe teachers need to be open-mined to embrace children’s enjoyment of learning technology: should be more interested and less frustrated (Binders & Ledger, 1985, cited in Clements, 2002).

I really enjoyed this assessment because I have learned from it; and being able to use blog to comment on others reflections.  Likewise, learning how to do hyperlinks but mostly enhanced my knowledge about the importance of technology in children’s learning and myself.   

References:

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

Bruce, T. (2011). Early childhood education. (4^th ed.). London, Great Britain:           Hodder Education.

Clements, D. H. (2002). Computer in early childhood mathematics.      Contemporary issues in early childhood, 3 (2), 160-181.

 

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

Smorti, S. (1999, Autumn) Technology in earlychild. Early Education, 19.

 

Yang, S. H. (2009). Using blogs to enhance critical reflection and community of practice. Educational Technology & Society. 12(2), 11-21.

 

Please be advised this is my reference for my camera reflection

http://www.google.co.nz/imgres?q=camera+sony+digital&num=10&hl=en&biw=1441&bih=725&tbm=isch&tbnid=P7ywblKVX0uDDM:&imgrefurl=http://ww

 

 

Hyperlinks for my group comments

Reflection Comments for my group

 

Comment for Ashleigh’s Reflections

 

1^st Reflection: Scissors

http://ashleigh-s-tech.blogspot.co.nz/2012/08/scissors.html?showComment=1345375062806

2^nd Reflection: Camera

http://ashleigh-s-tech.blogspot.co.nz/2012/08/camera.html?showComment=1346052447658

3^rd Reflection:  Toy Wagon

http://ashleigh-s-tech.blogspot.co.nz/2012/08/toy-wagon.html?showComment=1346158037451

 

Comments for Sashi’s Reflections

1^st Reflection: Ipad

http://technologysashi69.blogspot.co.nz/2012/08/reflection-1-ipad-according-to-smorti.html?showComment=1345376623875

2^nd Reflection: Pencil sharpener

http://technologysashi69.blogspot.co.nz/2012/08/2-pencil-sharpener-in-my-centre.html?showComment=1346048468193

3^rd Reflection – Camera

http://technologysashi69.blogspot.co.nz/2012/08/reflection3-digital-camera_4246.html?showComment=1346162078388

Comments for Tinza’s Reflections

1^st Reflection: Digital Camera

http://tinzarmaung-technology.blogspot.co.nz/2012/08/digital- camera.html?showComment=1345861995873

2nd Reflection: Computer

http://tinzarmaungtechnology.blogspot.co.nz/2012/08/computer.html?showComment=1346045763880

3^rd Reflection:  Scissors

http://tinzarmaung-technology.blogspot.co.nz/2012/08/scissor-technology-iseverything-we-use.html?showComment=1346217866394

 

Comments for Ayesu’s Reflections

1^st Reflection:  LCD TV

http://ayesu-m-technology.blogspot.co.nz/2012/08/the-use-of-lcd-television-and-laptop.html?showComment=1345866006791

2^nd Reflection:  Lego wheels

 http://ayesu-m-technology.blogspot.co.nz/2012/08/lego-wheels.html?showComment=1346150997181

3^rd Reflection: Stapler

http://ayesu-m-technology.blogspot.co.nz/2012/08/staplers.html?showComment=1346202547881

 

 

 

 

 

Rustic Woods

  

Reflection 3 - Rustic woods   

      

I noticed Pa and Sa (pretend names) came across a box of woods and blocks around the carpentry corner.  Are these rustic woods useful?’ they asked.  Rustic woods are their interpretation with these woods.  They carried the box of woods and blocks to the table.  The children decided to dig into the box and took out some woods.  They sat down and tried to figure out what they can create from these pieces of woods.   They talked among themselves and agreed to create a tree.  They put the woods on the table, stood them on the round block leaning to each other.  Oh no, this does not work.  Pa turned around and said to me, I know, this can only work if we use the glue gun.  How about something else, I asked.  No, not nails they are too small and dangerous. It did not stop the children there.  They looked for further stuff to add on to their creation as you can see in the pictures above.  MacNaughton and Williams (2009) emphasise that children extended their discoveries into other materials and equipment by offering “open-ended materials in a variety of areas will spark children’s imaginations and speak to their desire to continually rearrange and combine materials for exploration and inventions” (p. 3).  

Developing children’s initiatives gain confidence for them to take over responsibilities for enquiring and for testing ideas to solve a problem (Ministry of Education, 1996).  Children’s creation by making sense of these natural materials; raised their self-awareness of the natural world which is respecting and appreciating the natural environment (Ministry of Education, 2007).

The children used non-digital technology wood to build their decorated trees with other various objects.  The children develop and present their own ideas in constructive play.  Prairie (2005) suggests that “process is how children learn, such as exploring or experimenting” (p. 191).  A child’s learning in early years discovered through (Gonzalez-Mena, 2008) interactive process between the child and the environment, as well as other children and staff.

Allowing children to make meaningful learning of their own play develop “reflective and creative thinking as they contribute ideas and try them out with others” (Ministry of Education, 1996, p. 96).  Children enhance learning by sharing their thoughts and ideas with others.  Children gain knowledge by exploring these rustic woods with curiosity to answer their own question by creating a tree and its decoration.  Children were able to solve their problem by activating their own imagination and ideas.  There question was answered with what they have created from their creative name, rustic woods.     

Through this observation, I would prefer introducing technology to children as suggest by the Ministry of Education (1996) to solve problems and build their self-confidence. I believe it is fundamental to introduce and encourage children in their early age to use technology.  It gives them confidence to overcome fear and prepare them to become history makers in life.    I acknowledge what the Ministry of Education (2007) says about the purpose of developing a broad technological knowledge for children.  It is a way of preparation for them to take part in society as knowledgeable citizens and later in life access to technology related careers.

 Smorti (1999) also suggests that “technology is also a creative and purposeful activity aimed at meeting needs” (p. 9).  So for children to acquire new knowledge about technology they need to be introduced to the how and why it is useful in life.  Technology has a major influence as part of changes we face in life.  I suppose with this experiment, children should have been introduced to technology earlier in order to acquire the capability to “represent their discoveries, using creative and expressive media and the technology associated with them” (Smorti, 1999, p. 8).   

References:

Gonzalez-Mena, J. (2008). Foundations of early childhood education: Teaching children in a diverse society                    (4^th ed.). Boston, United States of America: McGraw Hill.   

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices for theory and practice (3^rd ed.). New South Wales, Australia: Pearson Prentice Hall.

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

Ministry of Education. (2007). The New Zealand Curriculum: English-medium teaching and learning in years 1-13. Wellington, New Zealand: Learning Media.

Prairie, A. P. (2005). Inquiry into math, science, and technology for teaching young children. Clifton, Canada: Thomson.

Smorti, S. (1999, Autumn) Technology in earlychild. Early Education, 19.

    

Computer

Reflection 2    -      Computer

Computer is one of the very useful pieces of technology which Smorti (1999) interprets its purpose “is about helping people and solving problems” (p. 5).   Computer plays a distinctive role in children’s learning through exploration creative problem-solving and self-guided instruction (Hohmann, 1994, cited in Clements, 2002).   It has its uniqueness ways to fostering children’s creativity, allowing them to alter, save, retrieving and connecting ideas from various areas (Clements & Sarama, 1998, cited in Clements, 2002). 

Last week our centre received our new computer and it is the first ever computer in the centre for children.  I noticed children’s excitement when the teacher told them during mat time the computer is for them to use.  One of the teachers installed the computer in the library corner.  Clements and Nastasi, (1992, cited in Clements, 2002) state that placing the computer in the classroom is ideally for everyone to access for social use.  It has its positive influence “to facilitate positive social interactions and curriculum integration” (p. 173).  The teacher called the children in pairs to come to the computer area.   Before the children started their exploration, the teacher showed them different components of the computer as shown above.   She turned it on and put the blank template on the screen as well as a cd beside the speaker then left.  I observed the children; one was scrolling and clicking the mouse everywhere; the other on the keyboard typing any letters.  They looked around to find where to slot the cd in.  Children managed to get it through played it and listened to the music.  Te Whāriki, talks about children developing “the attitude that not knowing and being uncertain are part of the process of being a good learner” (Ministry of Education, 1996, p. 84).    

Computer helps to grow children’s experience in solving problems and develops children’s understanding of how technologies can help them and others.  During their play they are building relationships; literacy by reading pictures, matching up and counting letters of their own names.  Singing songs from the cd are all part of their cognitive skills.  Ministry of Education (2007) clarifies that children “develop literacies in music as they listen and respond, sing, play instruments, create and improvise, read symbols and notations, record sound and music works, and analyse and appreciate music” (p. 21).   Allowing children to express their own ideas  gives them confidence to conquer fear of not knowing how to operate things they have never done before.  I have learned that for children to enjoy learning new technology like the computer, teachers need to be attentive so that children’s learning can be meaningful; more interested and less frustrated (Binders & Ledger, 1985, cited in Clements, 2002).  Our openness to embrace the new and unfamiliar assist children to treasure knowledge they have learned from us (Prairie 2005).

I do not believe in leaving the children with new equipment just a blank page without facilitating them through the process of how to use it.  As Smorti states “if educators in early childhood are to scaffold children’s learning in this area we need to broaden our understanding of technology and continue to extend our own knowledge and skill base” (p. 5).  Teachers need to extend their knowledge from what they have learned for children to broaden their understanding and knowledge about technology.  In other words, do not limit children’s learning with what we know.  Therefore, I agree with Muschasic (2003, cited in Prairie, 2005) notion where she sees facilitation as ways to support children exploring further as they navigate choices, problems solve, and find new information” (p.179).  Therefore computers are not static.  It is the most influential technology in our world.  Technology revolutionises our world we are living in (Clements, 2002).

  

References

Clements, D. H. (2002). Computer in early childhood mathematics. Contemporary issues in early childhood,

3 (2), 160-181.

Google Image - computer. Retrieved from: http://www.coolnerds.com/newbies/hardware/hardware.htm

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

Ministry of Education. (2007). The New Zealand Curriculum: English-medium teaching and learning in years 1-13. Wellington, New Zealand: Learning Media.

Prairie, A. P. (2005). Inquiry into math, science, and technology for teaching young children. Clifton, Canada: Thomson.

Smorti, S. (1999, Autumn) Technology in earlychild. Early Education, 19.

Camera - Taking Photos

Prairie (2005) declares that digital camera develops curriculum and considered to be the “third eye” (p. 169) that it retains the images of children learning.  Whereas Johnston (2005) states that “children find technology stimulating and motivating” (p. 144). These statements   are so true in a sense that develops children’s curiosity and interests to explore the camera by taking photos.  Taking photos is the most captivating part of children’s experience with digital camera.   It is a very useful tool to capture children’s authentic learning every day.  

We were playing at the sandpit when a three year old boy asked me for a camera to take a picture for his sand castle.  I went inside and brought my own camera and gave it to him.  Prairie (2005) suggests that “putting the camera into the hands of the child, you will view the world from the mind of the child” (p. 169).  In other words, whatever the child thinks and sees that is what you get.  I showed him how to turn it on; and other key functions of the camera.  He started taking pictures of his own sand castle, other things around the environment including children and myself.  Children managed to take turns in using the camera.  After taking pictures we took turns to review all the photos taken.  Children develop an understanding how the camera works and learning new skills.  Therefore, I agree what Smorti (1999) states that “early childhood centres needed to provide opportunities for children to explore technology” (p. 7).  It is good to have open-minded in order to extend children’s learning.   

While children created their own language and knowledge; “children develop the confidence to choose and experiment with materials, to play around with ideas and to explore actively with all the senses” (Ministry of Education, 1996, p. 88).  Allowing children to use this piece of technology challenge them to use or apply what they discover.  It encourages children to recognise the significant of their play and take ownership of their own learning (Ministry of Education, 2007). 

We printed photos and each child wanted to make his own story about his photo.  The children were able to capture their memories and develop stories of their own.  Listening to their conversation, they brought up their family photos and they also have cameras at home.  Children’s experience with the digital camera has a positive impact with their cognitive skills.  By sharing their own stories and ideas children were able to recognise and discuss different information (Ministry of Education, 1996).  Revisiting children’s prior experiences (taking photos) enhance children’s learning if teachers are will “to create a supportive learning environment” and making connection to their prior learning and experience (Ministry of Education, 2007).  I strongly believe that children learn best when teachers are attentive to children’s learning.  

Children making connection to their family photos by using the camera somehow has a sense of belonging in their memories.  They were able to connect links between the centre and home just by taking photos and looking at the images.  It is a very useful tool to bring home to the centre.  Smorti (1996) stresses that “technology is influenced by the culture or the society in which it occurs” (p. 6).  Technology has a great impact in our culture and society in many ways.

 I appreciate Smorti’s comment about introducing technology to educators. It is about changing attitudes, and convincing people that they do not have to be experts in order to use any sort of technology.  It gives me courage to take this challenge because I always have feeling that I cannot work it out.

References:

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

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

Prairie, A. P. (2005). Inquiry into math, science, and technology for teaching young children. Clifton, Canada: Thomson.

Smorti, S. (1999, Autumn) Technology in earlychild. Early Education, 19.