Personal Reflection

Writing blogs on the use of technology in my early childhood centre was a journey of my learning as well as children’s learning. I personally felt that the feedback I received from my peers was supporting and encouraging as it allowed me to think and I felt that my work was being recognised and praised. I believe that this kind of feedback allowed me to see that I was on the right track and guided me in my journey. I also faced some difficulties using the blog but with the help and support of my peers, I was able to learn more about it. Some of the feedback I received left me a question to think about in regarding the use of technology in my centre. I appreciate that I was asked those questions as it allowed me to follow through in my next blog keeping that on mind. As Arthur, Beecher,  Death, Docket, & Farmer, (2008) states that “We need to think deeply about our decision making and continue to develop the ability to be reflective” (p. 172). I have also been suggested some other activities which I could try with children using the same technology.

These feedbacks allowed enhancing my own learning in using technology and relating that feedback I have tried other ways of using digital and non digital technology with children. In one of the comments I was encouraged to work with a group of children instead of one individual child and I took that in my practice as I tried the same activity with a group of children. This time I was surprised that children worked well and supported each other as Te Whāriki also states under goal one communication “that children develop responsive and reciprocal skills such as turn taking and offering” (Ministry of Education 1996, p.74).

think working as a group and encouraging each other makes assessments so much easier because I personally felt that this allows us to share our point of views with other group members and also to hear what they think about your use of technology. I believe that everyone has different teaching philosophies but sharing your knowledge with others is a way to extend your learning from others knowledge. This provided an opportunity for me to look through my teaching and adapt changes to foster children’s knowledge in using technology as well. Yang (2006) states that “the process of reflection includes reflective thinking and self examination during or after teaching” (p. 11).

Technology influences children’s knowledge and learning in many ways. Using technology within an early childhood setting is allowing children to explore and feel today’s generation. Children are given many opportunities to use technology and enhance their learning and development.  Children learn to problem solve, gain social skills, cognitive development, creativity through the use of technology. Technology allows children to become confident and sets children up for a brighter future in their life. Now day’s children are aware of the use of technologies as they experience it at home and in the centre. Educators set out activities and allow children to explore without teacher directing their play but educators learn alongside children and discover ways to make children’s learning more meaningful. Smorti (1999), suggests that “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). Children are given many various opportunities to use digital and non digital technologies such as camera, computer, painting, drawing etc. The New Zealand curriculum (2007) states that through the use of technology “students develop knowledge particular to technological enterprises and environments and understandings of how and why things work” (p. 32).

References

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

Ministry of Education. (2007). The New Zealand curriculum. New Zealand: Learning Media.

Ministry of Education. (1996). Te Whāriki, He whāriki matauranga mo nga mokopuna o   Āotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media

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


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

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Hyperlinks

Shahbeeha

http://shabz-techinece.blogspot.co.nz/2012/03/camera-digital-technology.html?showComment=1331942670576

http://shabz-techinece.blogspot.co.nz/2012/03/chalk-art-non-digital-technology.html?showComment=1332810264577

Gloria

http://glorialandsberg.blogspot.co.nz/2012/03/blog-post_15.html?showComment=1332024458488

http://glorialandsberg.blogspot.co.nz/2012/03/digital-cameras.html?showComment=1332916832461

Sharon

http://sharonchand08.blogspot.co.nz/2012/03/proactive-board_14.html?showComment=1331944612791

http://sharonchand08.blogspot.co.nz/2012/03/coloured-pop-sticks-non-digital.html?showComment=1332811272336

Sarbjit

http://sarbjitsblog.blogspot.co.nz/2012/03/blog-1st.html?showComment=1332027135911

http://sarbjitsblog.blogspot.co.nz/2012/03/reflectionthree-childrenwith-music.html?showComment=1333001765353

http://sarbjitsblog.blogspot.co.nz/2012/03/technologyin-family-corner-children-can.html?showComment=1333002995421

Karamjit

http://karamjitsblog.blogspot.co.nz/2012/03/children-with-mobile-phone-date.html?showComment=1332809060132

http://karamjitsblog.blogspot.co.nz/2012/03/reflection-3-usingdigital-cameras-this.html?showComment=1332916984435

http://karamjitsblog.blogspot.co.nz/2012/03/reflection-2-magnifying-glass-all.html?showComment=1333003821086

Crayons

Crayons are one of the non digital technologies which are used in all early childhood centres daily. Children play around with it and discover many forms of using crayons to enhance their learning. Children use more non digital technologies then digital technologies in the centre and crayons are one of them.

Today while setting out activity for children for the morning session, I decided I would let children explore different types of crayon drawing. I set out the art table with blank papers and two types of crayons. I brought out thin and thick crayons, alongside with other colouring felts too. A group of children came and started drawing. While drawing, one of the children said “this crayon is nice and thin and the other crayon is thick”. She automatically said that she would use the thin crayons to draw and thick ones to colour. Te Whāriki (1996) states that “children gain experience in using communication technologies such as crayons, paintbrushes, pencils, calculators, books and computers” (p. 97).

As an educator I organised this experience for children but allowed children to explore themselves. I was amazed to see that children were figuring out the difference in both crayons. As an educator I asked some open ended questions, such as which crayon is better for drawing?  Why do you think that crayon is better for drawing? MacNaughton and Williams (2009) states that teachers use questioning technique to encourage children’s thinking and this helps in children’s cognitive skills as well as language development. As an educator I was encouraging children to think why some crayons are thin while others are thick. I believe that I was developing my understanding alongside with children where I got to see how non digital technology influences children’s play and creativity. Teachers and children are learners and through this experience children were not only learning how crayon as a non digital technology influences their learning but I as an educator was learning how this non digital technology has allowed children to communicate through their creativity. Children use various methods in using this technology, and so I believe I allowed children with that opportunity to explore through this technology and gain meaningful learning out of it. Smorti (1999) states that “as a learner, my ideas about technology are still developing, and I expect they will change as I continue” (p. 9).

 Through this experience children got to learn the difference of the two types of crayons. Crayons are a way children communicate so this activity provided children with an opportunity to just explore through using crayons. I recognised that children were noticing the difference between thick crayons drawing, thin crayons drawings as well as recognising how some crayons are darker and some are lighter in colour. This non digital technology allows children to write, draw, colour in picture for themselves. Compared to olden day’s technology, coal was used instead of crayons but in today’s generation technology is advanced as children use crayons to write, draw, colour. Through this activity children were using their imagination and fine motor skills as well. This experience was allowing children to learn how non digital technology works and how it plays a big role in their learning and development. The New Zealand curriculum (2007) states that “by offering a variety of contexts, teachers help their students to recognise links and develop generic understandings” (p. 32).

References

Images: Retrieved 21/03/2012 from Google images www.google.co.nz

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children:  Choices in theory and practise (3^rd ed.). Frenchs Forrest, NSW, Australia: Pearson Prentice Hall.

Ministry of Education. (1996). Te Whāriki, He whāriki matauranga mo nga mokopuna o  Āotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media

Ministry of Education. (2007). The New Zealand curriculum. New Zealand: Learning Media.

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

Calculators

Calculators are one of the technologies which are used in early childhood settings to enhance children’s mathematical skills.  Using calculators in the centre supports children to learn mathematical concepts as well as it provides children a prosperous environment to explore and learn. According to Te Whāriki (1996) “children experience and environment where they learn strategies for active exploration, thinking, and reasoning” (p.88).

Today I observed a group of children playing with colourful buttons. They were counting the number of buttons they had so to extend this activity I got some calculators out and handed it to children. MacNaughton and Williams (2009) explains that facilitating is a technique which teachers use to make children’s learning more meaningful by providing correct materials which are appropriate for children’s learning and development. Children started adding and subtracting their buttons using the calculator and checked if their answer was correct.

As an early childhood teacher I was amazed to see how children from today’s generation are able to recognise symbols and are confident with using technology. To make this learning meaningful for children, I took a step back and allowed children to explore the buttons in the calculator. Some children needed my assistance so I joined along, allowing them to have a go them self first and then scaffolding their learning process. According to Arthur, Beecher, Death, Docket, & Farmer (2008) “Educators can support children’s learning by being available to give assistance when needed and to provide physical or verbal support” (p. 329).  I believe that children should be given a chance to explore things themselves as they are learning through doing that and we as educators just take a step back and allow them to do it. As an educator I supported children to recall the symbols they knew and I believe I was allowing children to problem solve as well. One of the challenges I found was that children more children wanted to join in and there was not enough calculators for everyone so I encouraged them to work in pairs.

Through this experience children were able to recognise the symbols on the calculator and to recall children’s memory, we talked about the symbol used to add (+), subtract (-) and the equal symbol (=). Through this activity children were able to press numbers on the calculator and see the number appearing on the calculator screen. Looking at the numbers on the calculator screen was a positive way for children to remember numbers as they could see what numbers they had pressed on the screen. Children used buttons to count and this was helping children to enhance their mathematical skill as well as using a technology like a calculator to experience learning in a different way.

Doing a calculator activity allowed children to solve problems as they helped each other through the activity. This activity encouraged children in counting using technology and real materials as well. The calculator has number set out in order so children were also learning the correct way numbers are placed. For example 1234567890. The New Zealand curriculum (2007) states that adults should provide “education and care in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships” (p.9). This means that teachers should provide opportunities and a rich environment for children where they can learn and build and maintain warm relationships with other children in the setting.

References

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

Images: Retrieved 20/03/12 from Google Images www.google.co.nz

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children:  Choices in theory and practise (3^rd ed.). Frenchs Forrest, NSW, Australia: Pearson Prentice Hall.

Ministry of Education. (1996). Te Whāriki, He whāriki matauranga mo nga mokopuna o   Āotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Ministry of Education. (2007). The New Zealand curriculum. New Zealand: Learning Media.

Computer

Using a computer in my early childhood centre is one of the daily activities that children enjoy doing throughout the day. Technology has become advanced and is used in many forms in an early childhood settings. The New Zealand curriculum (2007) states that through the use of technology “students develop knowledge particular to technological enterprises and environments and understandings of how and why things work” (p. 32).

Today while working with children, I observed a child who was drawing and colouring pictures by himself. After spending quite some time then I offered the child if he would like to make the same picture on a computer using technology and see how the picture comes out. I helped the child to login by allowing him to type the password. I explained him that a password is used to protect our computer in the setting. As an educator I guided the child to the painting programme where I firstly showed ways he can draw and paint using a computer. Te Whāriki suggests that “in order to participate in this world, our children will need the confidence to develop their own perspectives as well as the capacity to continue acquiring new knowledge and skills” (Cited in Smorti, 1999, p. 5).  

As an educator I personally felt that I was also learning and developing my understanding as I worked with that child in his drawing. When I look back at my experience I feel that maybe I could have offered other ways for the child to choose for himself. As an educator I feel this experience was more teacher directed as I guided the child through this process. After reflecting on my practice I had few things to look back and ask myself as a teacher. I asked myself, was I making things limited for the child? What if I used open ended question to allow the child to think? To make this practice better, next time I would allow the child to explore and discover things himself. Te Whāriki states “growing experience in solving problems together develops children’s understandings of how technologies can help them and others” (Ministry of education, 1996, p. 96). I feel I could have stepped back and allowed the child to experience drawing and painting himself instead of guiding him step by step. According to O’Connor & Diggins (2002) “Reflective practise is about getting to know yourself as an educator. It encourages you to look at your actions and ask ‘is this the best way?’, and making informed decisions about what is appropriate and effective in early childhood education” (p. 16). I also faced some challenges during this process as I was not able to print off the picture due to some technical problem. As a teacher I had to solve this problem myself and play around with few things to get to learn about technology myself.

Through this process the child was learning to solve problems by exploring the buttons and by recognising visual cues. This learning experience was allowing the child to explore and extend his knowledge about basic skills of using a computer. For example, how to hold the mouse, which side is used to click to select particular things and to recall which picture represented to erase the mistakes. According to Tsantis, Bewick & Thouvenelle (2003), “research has confirmed that for many children the computer is a catalyst for information sharing, language development and decision making” (p. 7).

Reference

Images: Retrieved 15/03/2012 from Google images www.google.co.nz

Ministry of Education. (1996). Te Whāriki, He whāriki matauranga mo nga mokopuna o Āotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media

Ministry of Education. (2007). The New Zealand curriculum. New Zealand: Learning Media.

O’Connor, A., & Diggins, K. (2002). On reflection: Reflective practice for early childhood educators. Lower Hutt: Open Mind Publishing.

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

Tsantis, L. A., Bewick, C. J., & Thouvenelle, S. (2003). Examining some common myths about computer use in the early years. Young Children, 58(1), 1-9.