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Tuesday, 27 September 2011

Final Reflection on overrall learninng

Final Reflection

I found this assessment and this course very interesting, enlightening and challenging. When I first started this paper I felt that I knew everything there was to know about technology but all my preconceived notions were challenged and most of them have evolved. The definition of technology to me was everything that was digital only but I was so surprised after reading Smorti (1999, p.5) state that technology is about “helping people and solving problems”. It made me realise that technology is all round me and actually made me realise that unconsciously I was under valuing traditional and non digital technology.

When I actually put it in perspective and reviewed my teaching I actually realised that there were so many learning opportunities that I could actually promote for children and hence my first blog was about non digital technology. When I noted the child’s interest and explored it along with the children, I was amazed at the direction it took us in and this is where I found Lovely feedback on my blog invaluable. I thought her feedback and my own learning from the class and applied it to actually extending children interest in non digital technology through their interest in cars. The children have explored how cars work, then they design their own cars and we just last week made our own cars using natural and recycled resources and this week painted the cars.

Children are currently actually gathering more information about cars so that they can decide what model their car will be. I am astounded at the amazing journey it has become and how children and I myself included are actually learning not only to rely on digital technology. Technology in tis case opened a up a whole new window of opportunity for children in terms of learning by exploration, like Allen(2002) states that children learn by exploring people, places, environments and events that are very significant to them.

Furthermore prior to this assessment I always had fears about children’s safety when using the internet, but after having guest speakers come in our class to speak with us I have actually realised that if we have safety measures in place and actually provided appropriate programs for children, the computer enable children to explore and enhance their creative expression. My belief is supported by Te Whāriki which states the need opportunities to develop the “ability to represent their discoveries using creative and expressive media and the technology associated with them” (Ministry of Education, 1996. p. 88). In relation this I found Harpreet’s feedback on my second blog very helpful and I realised that if I have had reservation about using computers and internet with young children maybe parents felt the same and therefore I have in conjunction with other staff member organised a parent information night, where the parents and teachers can actually share their views about computer technology and share their views about how we could incorporate computers in our curriculum.

When I was actually thinking about ways to share with parents the learning outcomes of computers for young children I remembered a favourite quote of mine which is actually out of the movie Spiderman which was “with great power come great responsibility” and I just thought ,wow that is exactly how I felt about computers in early childhood education. Computers are a very powerful learning tool but educators, children and parents need to consider the appropriate uses and having rules around it uses. Haugland (2000, p.17) reaffirms my belief by stating “developmentally appropriate settings children learn to make many choices regarding when and how long they use learning resources, computers should be no different”.

I found feedback from my peer very encouraging because sometime I realised that they shared my feeling while other actually made me thing about different ways of doing things. For instance in response to Jawa’s feedback about my reflection 3 on the use of camera, in our preschooler room we have actually installed more programs and a printer that allows children to be able to print their own pictures. We are actually at the moment working with children and trying to compile our very own digital photo album with children voices, so that children are able to record why those pictures are so important to them. We then hope to send copies to each parent so that they are able to view it and keep it as part of their family albums.

The most significant learning for me has been coming to the realisation that it is not about digital technology against outdoor play but more that it is about balance and providing our children with as many learning opportunities as possible so that they are able to make choices and well informed decisions. I belief in Te Whāriki when it states that children need opportunities to become “competent and capable” but that is only possible if I as an educator take a proactive role and promote a positive uses and image of technology as a whole (Ministry of Education, 1996, p.9).

Reference

Allen, P. (2002). Science and Technology in the early childhood setting. Christchurch, New Zealand: User Friendly Resources.

Haugland, S. W. (2000). Early childhood classrooms in the 21st century: Using computers to maximize learning. Young Children, 55 (1), 12-18.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō 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, 5-10.

Thursday, 15 September 2011

Capturing Memories:Reflection Three

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 20^th 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: Learning Media LTD.

Sivin-Kachala, J., & Bialo, E.R. (1994). Report on the effectiveness of technology in schools, 1990-1994. Washington, DC: SoftwarePublishers Association. (ERIC Document Reproduction Service No. ED 371 726).

Smorti, S. (1999) Technology in Early Childhood. Early Education, No.19 Autumn 1999.

The value of computer technology : Reflection two

This morning after the children had finished their morning tea; U (not suing name due to ethical considerations) came up to me and asked if I could turn the computer on, so that he would play Dora the Explorer game. I turned on the game because the aim of the game was to enable children to learn phonics and at 4 years of age I thought it was great that U was enjoying it. U was settled at the computer and I was with him has he took the lead of teaching me the rules of the game until the reliever teacher came over to take my place so that I could go for my morning tea. When I got back I was informed that the head teacher had turned the computer off and told the children to go play outside. When I spoke to the head teacher, she said that it was important for children to play outdoors rather then wasting time sitting in front of the computer because they did not learn much.

I was a little shocked at first with how she absolutely believed that outdoor play had more learning outcomes then computers. I did understand and to a point agree that it is very important for children to enjoy the outdoor learning spaces and learn to develop an appreciation for it. But technology and especially computers are now an every day and just as important part of children’s life. I was very disappointed because we encourage our children to actively decide and choose which learning activity, they would like to explore but then why were we not doing the same with computers. Haugland (2000, p.17) describes my sentiments beautifully by stating “In developmentally appropriate settings children learn to make many choices regarding when and how long they use learning resources. Computers should be no different”.

This incident made me stop and look around our centre and observe how we were actually incorporating computer use in our curriculum. We had only one computer in the room between 25 children and it was hard for children to actually get much time using the computer and software’s available on it. Haugland (1999) argues that a child need quality time using computers and therefore the best ratio of children to computers is actually one is to five.

Although we had one computer in our room when ever it was in use we have a timer and a roster of names of children in order of their turns and each child got about 15 mintues on the computer.Extra chairs are provided around the computer becuase often the more confident and experiened peers, teach the younger one how to do things. This group form to arranging the computer area also encouarges team work and cooperation. This goes hand in hand with Haugland (1992) suggestion that the computer only became an important learning resource if individual children had quality time and opportunity to use it.

The incident of the head teacher turning the computer off had the opposite effect on the other teachers. The other teachers were actually able to confront their own views of technology and realise that saying no to computers in the centre was more to do with teachers lacking the knowledge of how to use it. The head teacher was able to admit the same and this lead to more open conversations about technology usage in the centre.We are currently as a team in the centre having professional development around how technology can actually support children and teachers learning.

I think this has been a especially moving experience for the head teacher because she how the wonderful learning opportunities available to children through the use of the computer and software programs for instance the preschoolers were interested in cars, we were able to use the internet to research the history of cars, the design, the model and how cars worked. This made the topic more real and educational for the children because they were able to see actual images and videos of cars. Howard Gardner argued that young children learnt using a diverse range of learning styles. Some children learnt through reading, while other through experiment and exploration while others were visual learners (Gardner, 1987). Therefore I believe that computer technology is the perfect bridge to getting the world inside the classroom and meeting the individual learning need of children.

Reference:

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic.

Haugland, S. W. (1992). Effects of computer software on preschool children’s developmental gains. Journal of Computing in Early Childhood, 3 (1) 15-30.

Haugland, S. W. (1999). What role should technology play in young children’s learning? Young Children, 54 (9), 26- 30).

Haugland, S. W. (2000). Early childhood classrooms in the 21st century: Using computers to maximize learning. Young Children, 55 (1), 12-18.

Images from Google

Tuesday, 6 September 2011

Non-Digital Technology :Reflection One

This afternoon E(not using the name due to ethical considerations) came running up to me to show me his car which he had made using Mobilos (Connector type of toys). He explained to me how the wheel and axel worked together and the car moved. One of our other teacher’s listening to our conversation commented “wow E you have a good understanding to technology and how it works”. This comment surprised me because I am not sure when or how but to my personal definition of technology had become everything that was digital. This was a defining moment for me because I had to stop and re-examine what technology meant to me and how my perception of it influenced my teaching and learning with children.

After this incident, I observed and analysed everything that happened in my classroom and realised that non digital technology was all around us. The children were discovery concepts such as cause and effect, like child E was exploring how cars worked using his model made of Mobilo’s. After much reflection and reading, I read a definition written by Smorti (1999, p. 5), who defined technology to be about “helping people and problem solving”. I realised that children were interacting with technology every day and in almost all aspects of their learning and play. My personal philosophy as a teacher is to enable children to explore the world, become confident and enjoying the learning process.

But I realised that because I was only aware of technology as digital I felt that I was in many ways limiting my children’s learning about non digital technology. This change in perception of technology as a whole, now means that I look around the my preschool room with a fresh pair of eyes and am working very closely with child E and other children on his “how does a car work” project. I feel that as an educator I need to encourage the children to learn about different forms to technology and help instil in them the confidence and passion for gaining new knowledge and skills (Ministry of Education, 1996).

During past few weeks of working with my preschoolers on their project I have come to realise that technology can support and extend learning in valuable ways and can increase educational opportunities for children. Clements (1999) agrees with my belief but goes further to state that the key to children learning and loving technology is finding a balance and teachers having the ability to align elements of a healthy childhood with unique capabilities offered by technology.

This self reflection on technology has been very educational to me as a teacher because I have began to think not just about where we are in terms of technology at the present time but I am also now looking towards the future. The past decades are proof that we do not know what the future holds for us in terms of technology and I therefore want my preschools to be educated and informed. In order for them to be prepared for the future I want them to be able to explore non-digital technology along with digital technology because both are equally important to our present and future because who knows what will inspire them to make the next technological break through.

Reference:

Clements, D.H. (1999). Young children and technology. InDialogue on early childhood science, mathematics, and technology education. Washington, DC: American Association for the Advancement of Science, Project 2061. Retrieved from:

www.project2061.org/newsinfo/earlychild/experience/clements.htm

Images for Google

Ministry of Education. (1996). Te Whariki: He Whariki Matauranga mo nga Mokopuna o Aotearoa. Welington,New Zealand.: Learning Media LTD.

Smorti, S. (1999) Technology in Early Childhood. Early Education, No.19 Autumn 1999.

Tuesday, 9 August 2011

hi

Please tell me guys that you can see me?

hello guys made it lol