Final Reflection

My initial thought at the beginning of this course was to find an appropriate definition for technology in general, as there was a constant discussion about Information Technology communication tools (ITC). By referring to couple of readings I noticed that technology can be referred to any tool that solves our problem in some form. I also learnt how to use technology to benefit not just me but the others as well. For example a digital camera that we used to take photos of the children during their activities was making children’s learning visible for them, and allowing their parents to become more aware of their children learning. Finally I came to agree with Schumaker, (1973) that there are many technology which children are surrounded by, but appropriate technologies are suitable for the situation in which they are being used and can be defined as ‘the right tools and method for the job’ for example in South Africa children are encouraged to look at the tools and ways of reaching the water as water is a vital for their survival, so using technology appropriately involves a process of searching for an answer to a problem associated with people (Fleer & Jane, 2001, p. 16).

Bronwyn Glass’s (Botany Downs Kindergarten) presentation of children’s movie making and story book publishing prompted me to take more advantage of my little digital camera to build on children’s learning and enjoinment. I truly enjoy searching their blog at http://web.me.com/bdownskindy  

Reflecting on the videos presented in class, during group discussion, and different reflection and comments over my own reflections, I realized most of the students think that it should be easy to include today’s technologies into our children’s education process and also to confirm that technology is not just about computers, cameras, televisions and other electronic tools. From the beginning it was a challenge for me how to address my concern about technology, as I remember technology was on a smaller scale during my childhood at school, therefore it wasn’t an essential tool for learning. I also realize that children are eager to use the digital tools and no longer just satisfied with their toys. I think technology is allowing children to explore their own style either individual or collective learning, with in the classroom or beyond the classroom by introducing them to digital technology, for example providing them with educational software programs.

By reflecting on the class lecturer’s introduction for creating our own blog for the first time which created a confusion for most of us, as we did not know how to create our personal blog to present our assignment, but after a while through the support (scaffolding) from lecturer and each other, we all managed to come up with the solution. This supporting activity encouraged me to pay more value on Vygotsky’s scaffolding theory in a socicultural environment which helps children discover new way of doing things and gain information from the adults and peers around them. Therefore I realized that we should create opportunities for children to initiate their way of learning, making mistakes and trying different ways to solve those obstacles while exploring a range of materials and tools to gain self confidence, to become competent and take ownership of their own learning (Ministry of Education, 1996).

After noticing that technology can be so many forms, this advanced my teaching practice and professional development. Reflecting on different viewpoints in this blog process made me to wonder how using a simple hammer and a nail can solve a problem and lead the children to achieve their goal, so I will try to encourage children to look at the possibilities if we don’t have access to a specific tool (Duffy, 2006).

Nazreen made me wonder how toddlers can be introduced to exploring their identity by looking at their own photos and by comparing with other children’s photo’s to realize that people look different even thought they are the same in sense of being an individual, and this creates a sense of belonging in them that empowers them to strive for exploration and learning (Ministry of Education, 1996).  

By doing this course I learnt as a teacher I should familiar myself with different technology tools and be able to use them competently so to be able to teach the children, and by providing real resources encourage them to experience the real world with real tools. As Simori (1999) mentions technology can influence children’s development if educators get to know the scientific feature of these application to become competent in scaffolding children learning.     

 Referring to Clair, once she said that there should be balance in using the digital and non digital tools. Of course moderation is the key when using different technology tools to enhance children’s’ learning. For example for children group  project work such as ‘our colourful world’ we can search the internet to let the children visualize the different colors in flowers, trees, sun, clouds, clothes, food of different colours, and print those images and make a big chart and display it on the wall, and then look at the books and go outdoor and may plants some plants of different colours by using the gardening tool, or use the brushes and paint to create some of those images or by using the cardboards, glue and stapler encourage them to make some of those insects or animals they viewed on internet to keep the children’s connection with natural environment, and traditional tools and ways of doing things. 

Ann made us all to think for a while what would be like if we don’t have access to telephone, cell phone, T.V, Computer and other gadgets that we have come to rely on. Through this discussion the significant of these tools and their influences in children’s learning became more obvious to me. However, social media networks, in my opinion are not for young children. Although social media networks can be monitored by certain safety tools, I still think children are too young to be involved in social media. What do I need to know about children and Information Technology Communication is that they have their good side, they can be entertaining and educational and can open up new worlds for children, giving them a chance to travel the globe, learn about different cultures and gain exposure to ideas they may never encounter in their own community. Shows with a prosocially message, can have a positive effect on children’s behaviour: programs with positive role models can influence viewers to make positive lifestyle changes. However the reverse can also be true.

 Children are likely to learn thing from ITC such as Internet, DVD, Video, Television, and many other ITC tools that adults mostly parents don’t want them to learn. Technology is a tool that can provide another way for children to learn and make sense of their world. Computers can be used in developmentally appropriate ways that are beneficial to children, or it can be misused, just as blocks or any other materials can be misused. And just as pencil do not replace crayons but rather provide additional means of expression, computers or cameras or any other forms of technology, do not replace other tools but add to the range of tools available to children to explore, create, and communicate.  When used appropriately by skilled teachers, technology can support and extend learning in valuable ways and can increase educational opportunities for children. The key is finding the balance, knowing how to align the elements of a healthy childhood by using them safely. I learnt a great deal from your guest speaker on this matter. I found the website http://netsafe.org.nz/keeping a useful web site. I learnt how to protect my personal internet usages.

References:

Duffy, B. (2006). Supporting creativity and imagination in the early years (2ed.). 

           Maidenhead, England: Open University Press.

Fleer, M., & Jane, B. (2011). Design and technology for children. French Forest, N. S. W:     

             Pearson Australia.

Ministry of Education (1996). Te Whāriki, He Whāriki Mātauranga mo 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.

 

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DVD

Our centre organized a BBQ for families to attend to celebrate father’s day. A week before the event the children were told that anyone who wanted to could sing a song or perform a dance that they could do individually, with a friend, or as a group. The majority of children were keen to have a go and practiced their songs and actions at the centre. A small group with an adult help constructed a low stage. The video camera was set up to film the performances and microphone was also set up for the singers. On the day of the BBQ one of the staff members operated the CD player, and two of the children with a teacher were responsible to operate the video camera. Three of the parents performed their cultural songs accompanied by their guitar. In this activity children engaged in using different ICT tools and understood how they worked and how to take care of them. They strengthened their friendships by sharing their information or helping their peers with no or little knowledge of using the tools or performing their tasks, children are engaged in more conversation during this activity which resulted in gaining more confident in language, and also experienced different cultures to their culture. Later that day children and staff played back the video on the TV monitor. Children were excited to see themselves on TV and a lot of dialog was going among the children. Two days later, the video was shown on parents evening as an example of the work of their children. It was extremely popular and copies were requested.

ICT potentially enhances communication between ECE services and the wider community. Educators and children can use ICT resources such as audio or video recorders, to record children experiences when visiting people and places in their communities. These can then be reviewed by the educators and use as a resource for further learning (Ministry of Education, 2004).

Creating opportunities where parents can sit down with children and share the children’s music and songs and enjoyments which has been captured on both a DVD and a CD in an unhurried environment with the aim to enable parents and whānau to share with the centre the joy, the information about their child’s learning or needs (Arthur…). Recording projects, events, and trips on the video has been a way to share with families the learning taken place. This is an important tool for staff in reflecting on both their practices but also of the children (MacNaughton, & Williams, (2004, p. 392).

ICT can also be used as a way of bringing children’s home culture and experiences in to the early childhood education centre, where parents are able to borrow the centre’s video camera to film children’s experiences at home. These could then be viewed and discussed between parents and early childhood educators, as a way of supporting parent’s involvement in their children’s learning (Ministry of Education, 1996, p. 42).

Vygotsky believes that children’s progress through play and first-hand experience can be scaffolded and instructing in ways that will extend and challenge children’s thinking (Docket & Fleer, 1999, cited in Arthur, Beecher, Death, Dockett, & Farmer, 2008, p. 101). Vygotskey’s concept of zone of proximal development (ZPD) which represented the gap between what children can do with and without assistance from more knowledgeable individuals was another attempt to signal the importance of language and social interaction in cognitive development (Arthu…p. 102). Working collaboratively and co-operatively in a sociocultural environment constitute an important learning mechanism.     

In the context of ICT for example this could include:

       ·         One child teaching another child how a piece of technology works.

·         Coping with things going wrong, looking for possible solutions.

·         Acquiring new skills.

·         Joining in and enjoying working with others.

As play constitutes a central pillar of learning in the early years it seems that a play-based approach to ICT will be an important feature of efforts to improve young children’s skills and confidence in this area (Fleer & Jane, 2004, cited in Talay-Ongan & A. AP, 2004, p. 226). 

References:

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

MacNaughton, G., & Williams, G. (2004). Techniques for teaching young children: Choices in theory     and practice (2^nd ed.). Melbourne, Australia: Addison Wesley Longman.

Ministry of Education (1996). Te Whāriki, He Whāriki Mātauranga mo ngā Mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Ministry of Education, (2004), Kei tua o te pae assessment for learning: Early Childhood exemplars.

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

Computer

In our centre twice a day children over four years old have to go to literacy room and practice writing and math. They have to try and write the word of the monthly theme.  For example, at the beginning of the month the teachers choose a topic such as house, family, transport, science and many others. Beside other activities around the chosen theme the children have to learn how to write for example “family”. At first they have to practice the letters of the chosen word until they are able to write the whole word.

For math children are required to write the numbers in the right order, and also they need to learn the simple subtraction and addition. Not all the children attending the literacy sessions are able to practice these requirements. Those who are able to carry out the tasks can’t write accordingly as all their writings are wavy and exceed the lines as their fine muscles are not developed yet to hold the pen. This can lead to frustration of children. The centre doesn’t introduce ITC in their curriculum to facilitate children’s learning for a number of reasons.

The main reason is that ICT will reduce children’s competency and they will become more dependent learners. They believe that the learning time is limited which leaves no time to browse the internet for enriching children’s learning. The curriculum is too heavy for whole year. One teacher expressed that she is interested in using the computer with children, but she lacks skills and time. Staff in this centre has a good ICT facility; however most of them do not understand the meaning of applying ICT appropriately to young children’s activity.

I also approached a few parents, almost all the parents agreed with the use of computers in the centre. A mother thought it was important to introduce computer to young children and to let the children experience the use of a computer.

Another parent said I pay an expensive fee every month: I really want the centre to provide good education to my baby, such as English, computer activities, and parent-child activities so I also could learn and help my child learning at home.

Technology is essential in teaching and learning mathematics. Positive results are reported by researcher and practitioners who make thoughtful use of developmentally appropriate multimedia tools. The tools of technology in early childhood settings can enhance mathematical thinking and also important contribution to children’s skill as users (Davidson & wright 1994; Clements 1999b; Haugland 1999, 2000 cited in Copley 2000).

 Using the computer software for the older children enables them to learn how a computer operates, turning on, use of the mouse and signing off. The appropriate computer programmers chosen will help to reinforce the mathematical knowledge for their numeracy work. The progression of literacy skills is also seen through children writing their names, coping stories for their portfolios and in labeling items in the centre. The children enjoy sharing their photos and stories with their families and will often revisit images to discuss further the learning that occurred.

Children are able to take part in sending out information to parents through the use of fax and photocopier at the centre. They can also photocopy their story for the notice board. The children use shapes to study light and shadows use the overhead projector; this is part of the Reggio Emilia’ learning approach that can be integrated into the centre’s curricula with ICT (Arthur, Beecher, Death, Dockett, & Farmer, 2008, p.202).   

Developing Keu objectives for ECE ICT program can be identified as:

·   All staff to be competent in the use of video recording, digital cameras and the use of the computer.

·   Staff and children to gain information on the making of the books.

·   Children to be able to compile a book using digital photos or video clips, computer, laminator, and book binder.

·   English and Maori languages can be extended through the literacy in those languages.

Te whariki states that ‘(children will need to develop confidence in themselves and be able to ‘continue acquiring new knowledge and skills’ via familiarity with techologiy (Ministry of Education, 1996, p. 78). Through using Technology children will develop:

·  Experience with some of the technology and resources for mathematics, reading and writing.

·  Familiarity with the properties and character of the materials and technology used in the creative and expressive arts.

·  The ability to represent their discoveries, using creative and expressive media and the technology associated with them (Smorti, 1999).  

Schools play a fundamental role in the holistic education of children, by exposing children to a variety of ICT tools we are educating and preparing our children for the future. Children will be thinking in ways we can’t even imagine at the moment, therefore ICT must be integrated into all learning areas of the curriculum. Schools may use ICT to engage children who may otherwise be difficult to reach (for example children lacking the ability to focus their attention), as the tools are interesting and relevant to the modern child.  

Teachers can choose from a variety of ICT materials to complement and enrich the young children’s learning experience, for example, four and five years old can be introducing to: input devices (mouse, keyboard); output devices (monitor, printer). Familiarity with the use of variety of ICT allows children to express their ideas, solve problems, develop new ways of playing, use their imagination, set their creativity and, therefore is a powerful learning tool, to be channeled within the child’s immediate environment, for example home and settings (Isenberg & Jalongo, 2001).

References:

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2008). Programming & Planing in early childhood settings (4^th ed.). Melbourne, Australia: Thompson Learning.

Copley, J.,V. (2000). The young child and Mathematics. Washington D.C. United State of America: National Association for the Education of Young Children.

Isenberg, J.P. & Jalongo, M.R. (2001). Creative Expression and Play in Early Childhood (3^rd ed.).  New Jersey, NJ, United State of America : Prentice Hall Inc.

Ministry of Education (1996). Te Whāriki, He Whāriki Mātauranga mo 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.  

                       

Camera

One early morning when I was preparing my digital camera to photograph the activity for one of my assignments, three children came to me and asked if they could have a turn on the camera. I asked them “why don’t you use the cameras that have been placed on the science table for you”. The children frankly told me that “they are broken, and they are not working because they are not real”, and we are not allowed to use the centre’s camera. Their answer made me wonder what really we mean by children are competent learners and they can develop their own way of discovery and learning (Ministry of Education, 2004).
I decided to give them a turn to challenge them and give them a chance to learn a new skill and knowledge in order to enhance their knowledge on a ‘real camera’; since they claimed to know how to use it. I showed them which button to use to take a photo. They were not interested in the basic instruction for using the camera; all they wanted was to use it. One by one they had a turn each and took some photos. When they finished they wanted to see the photos that they had taken. We all sat around the table and some other children also joined the group. I downloaded their photos and they all started laughing because the photos were of the feet, walls, and fences and they all missed the original target. While shots that are not straight can be quite effective (they all can be playful or give a more ‘candid’ feel to them) it is good to teach the children to check the framing of their shot before hitting the shutter.
From that experience it was agreed to get to basics of taking photos with a camera first, and then each of them took turn to take photos for their stories that they want to create.
Working with digital camera has many vocabulary words the children may not have been familiar with. Children love to act like grown-ups. Perhaps the toughest part of being a grown-up is accepting responsibility, and one sure way to teach them about being a grown-up is through responsibility. By giving kids rules to follow, they can learn the importance of being responsible. By showing the child how to operate the camcorder and teaching them how to care for it, we can help them develop confidence. Start with the basics, such as how to hold the camcorder, insert the tape, turn it on and off and start recording. They may need to charge a battery, clean the lens, attach a light or microphone or secure the whole thing on a tripod. Children should also know how to store the camcorder and put everything away in an orderly fashion.
Children love to see themselves on camera, whether it's acting in a videotaped mini-play, singing, dancing. Children gain more than just entertainment from watching themselves perform on television; they also gain self-confidence. When a child discovers an area he does well in, he gains self-esteem, children of all ages can become comfortable on camera or in front of others by seeing themselves on tape (Smorti, 1999).
parents and family members watch videos shot by their children, and then encourage the children that videography can be a fun way to learn. It can give them lots of positive feedback and reinforcement that may guide them in the areas of public speaking, dancing, acting, music or other performing arts.
ICT can be considered advantageous to the education of children. The research in to the benefits of ICT (increase their knowledge concentration/attention span, communication/social skills) indicates that adults are in a position of fundamental importance to ensure that children are exposed to ICT, after all, our children are our future.
My next attempt will be suggesting the centre to integrate ICT in their curriculum and also I will ask parents to provide access to ICT as this will increase their confidence of using the ICT
ICT to be self learners in a creative ways. ICT can be thought effectively by any one, teachers, parents, carers. ICT can be a very creative medium for children to learn from and with a little imagination; teachers can plan and implement motivating ICT activities for young children.

References:
Ministry of Education, (2004). Ki tua o te pae assessment for learning: Early childhood examplars.
Smorti, S. (1999). Technology in Early Childhood. Early Education, No. 19 Autumn, 1999.