The centre had just bought a brand new camera and therefore the old was kept available in the classroom as the children’s camera. The children were able to use this to take pictures of things that they considered special. D came in the centre one morning look very sad and upset; mum informed us that D’s dad was going away on a working trip for 4 days. During the day D was mostly his usual happy and explorer self but there were times when he would become very quiet and sad. The next morning when mum dropped D off, she asked him to make pictures for his dad, to share with him all the things that D was doing in the centre while dad was away.
During our outdoor play time D came running to me and said that he was going to take pictures using the camera and then show his dad, his adventures when he got back. I was surprised when D got the camera and started exploring it to find out how it works. Later in conversation with mum I discovered that D and his dad were always experimenting and D took pictures on family trip on his own camera. D had previous knowledge of camera and as Sivin-Kachala and Bialo (1994) that when the use of technology is connected to what the child already knows it builds upon greater motivation and self direction. D spent the whole week taking pictures of things around the centre, he took a picture of the reading corner and to others it had no meaning but to D it was very precious. D’s dad used to read him books everyone before he dropped him off at the centre. Smorti (1999) described technology as problem solving and finding solution. In this case D’s problem was he did not want his dad to miss out time with him and to solve that problem he decided to use the camera to captures his memories to share with dad.
As the week progress, I realised that I was more the student and D the teacher scaffolding me through the steps of taking pictures and how to delete unwanted pictures. I was surprised at how if teachers actually took a step back and let children explore and experiment with technology the outcomes are amazing. Te Whāriki states that children need the opportunities to explore and interact with technology because it fosters their ability to represent their ideas and discoveries in a very creative and expressive media form (Ministry of Education, 1996).
In many ways this week I made many discoveries about myself as a teacher, I have always believed that children are very capable but I never realised that I did not view children that way when it came to interactions with technology. I feel it is because when I was a child I did not have access to the diverse range of technological devices that children have at present. I still remember I got my first mobile phone for my 20th birthday and when I compare that to now it sounds astonishing because children as enough as 4 years old have their own mobiles and camera and even ipods. I feel that I have a long way to go before I stop being in awe of technology and I find that Iam always trying to learn something new that will enable me to feel like I competent user of technology.Reference:
Images from Google
Ministry of Education. (1996). Te Whariki: He Whariki Matauranga mo nga Mokopuna o Aotearoa. Welington , New Zealand
Sivin-Kachala, J., & Bialo, E.R. (1994). Report on the effectiveness of technology in schools, 1990-1994. Washington , DC
Smorti, S. (1999) Technology in Early Childhood. Early Education, No.19 Autumn 1999.
Hi Deep, It was good that your centre bought a new camera allowed D to use the old one. It was quite interesting to know that D was already an expert photographer, and you just came to know about his interest in technology. Sometimes lack of resources can delay the children's learning. I think that early childhood centres need to have some sort of technology so that the children can explore. As we know, we are in 21 Ist century which is very technological. Everything is fast so we want our children should be good in technology at this early stage. Technology engages a person like D was missing his dad before but after using camera he was busy in taking the pictures. He found a connection between his home to the centre. TeWhaariki states that children develop an awareness of connection between events and experiences within and beyond the early childhood education setting; ( Ministry of Education,1996.p.56).
ReplyDeleteYou may share your ideas of technology with your manager and make her believe that how important technology is.
Sat Sri Akal Deep
ReplyDeleteI really enjoy reading your block and the way you shared D’s learning experience with his mum. I like how you gave D the camera and let him take photos. I am so surprised to know that D was already an expert photographer. I appreciate the way you support D while his dad was away. We are in a technological driven world so providing opportunities for children to experience and begin to understand different ways technology works is what we as teachers need to do. I love the way u said as teachers we need to step back and let children to explore world around them. I would recommend to you use more technology tools with children in your centre to explore technology. Provide opportunities for all children to use cameras. I believe that in such a technical world it is important to give children opportunities to explore devices such as cameras. For children to be able to understand what the camera is for and how it is used hands on experience really extends their learning and knowledge. You were able to give children the opportunity to use cameras and learn about its purpose within their world (Ministry of Education, 1996).
Hi Pawan,
ReplyDeleteI love reading your wonderful blog. It is good to see that introducing camera for the children at your center which gave them opportunity to explore the new technology. D has an opportunity to use the photography technology at home, which was helped him to incorporate during his dad’s absence. As a child D showed lot of interest in taking photos; you might help him to print some of his photos so that D could explain why he took those photos. When children have access to cameras and take photos of their experiences, the photos can be used to enhance language and literacy development as D could discuss the photos with his parents (Good, 2009, p. 19). Technology is changing the way children are thinking, which could allow them to learn and interact with peers and adults (Clements and Samara, 2003). They also recommend technology is a tool for improving children's learning through exploration, creative problem solving, and self-guided instruction. I did also have a child who was interested to take pictures. Other children were also interested as they saw him using the camera. Once they have taken some pictures you can extend their learning by inventing more technology tools such as downloading the pictures on the computer, print them and also laminate the photo's if possible. They developed language and new words as they tried to explain the process of getting those photos. According to Good (2009) “young children’s language can be promoted by asking them to describe what is happening in the pictures” ( p. 103). During show and share technology with the children it allow them to taking, talking, and listening while showing off their works of art.
Hi Deep it’s good to see that the child could use the real camera in your centre.This indicates that camera has become a necessary learning resource in early childhood education. I think allowing children to use the camera is a wonderful learning experience because it will help children to have depth understand of cameras. I believe that children should be given opportunities to use real electronic resources in their daily life; that they can get sense of technology. Nowadays technology has affected society and its surroundings in a number of ways. As educators we should give children the opportunity to familiar with new technology and related productions. Truly technology is an important learning resource in this changing world, for sure children need to build their knowledge about technology as they grow up. Children should develop knowledge that trying things out, exploration and curiosity are important and valued ways of learning (Ministry of Education, 1996).
ReplyDeleteMinistry of Education. (1996). Te whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington: Learning Media.