Final Reflection

Throughout this process of looking at digital and non-digital technology, and reflecting on my experiences of using them with the children, I have been able to gain a deeper understanding of what technology is. Before this experience, I thought that technology was only digital cameras, radios, televisions and computers etc, and I found it hard to think of what non-digital technology was. However, I am now able to recognise a variety of non-digital technologies, which are present within our day to day life, such as; pens, puzzles, scissors and paper. As mentioned by Smorti (1999), technology helps to solve problems and make life easier. As stated by the Ministry of Education (1993), “Students who are competent thinkers and problem solvers actively seek, and use, and create knowledge” (p.12).

From observing the use of technology within my centre, and reflecting on these experiences, has given me a deeper understanding of what the benefits are in using a range of digital and non-digital resources, and what the children are gaining from it. I have also been able to reflect on my own practices, and find out whether or not I am effectively supporting the children’s learning and development. Because technology is ever changing and is only getting more and more advanced, I think that it is so important for children to have these experiences with technology, as it not only helps to develop their literacy and fine motor skills, but also enables children to become active problem solvers, deepening their understanding of the world around them. As stated by The Ministry of Education (1996), “… problem solving contributes to self confidence and well-being” (p.94). I have also learned that it is extremely important for educators to keep up to date with technology, so that they too can develop their own knowledge and skills, and effectively scaffold the children’s learning and development through technology (Smorti, 1999).

I have also learned about what a blog is, and how to use it. Before this experience I hadn’t worked with Blogger, and I found it to be quite confusing. However, I now am able to see how effective blogs can be within early childhood, and how much knowledge is able to be shared, which helps to improve the practices of educators. As acknowledge by Liou (2001 as cited in yang, 2009), “…critical reflection raises teachers’ awareness of their own teaching and triggers positive changes” (p.11).

I really enjoyed receiving feedback from my peers, as this has helped to open my mind to a range of new ideas and perspectives. However, I found that it took a while for people to comment on my blogs, so it was hard for me to get everyone’s views and ideas to help assist me with improving my next experience. Although overall I have been able to see how effective the experiences that the centre and myself have provided for the children are and how I can improve my own practice in the future. For example, I have learned that I am encouraging children to take control of their learning, and actively explore. I always knew this was important for children to do, but I am glad that I am showing this within my practice. I have also learned how to extend on these activities, by incorporating different ideas from the tips and links that my peers have provided me. 

I enjoyed reading each of my group member’s blogs, as they also gave me a range of ideas surrounding the different activities that I can incorporate into the centre. For example, an awesome tip that I have learned, and that has stood out to me the most is setting up a measuring cup activities, before baking experiences, which helps the children develop a range of mathematical skills, and prepares them with understanding the recipe.  

References

Smorti, S. (1999) Technology in Early Childhood. Early Education, 19, 5-10.

Ministry of Education. (1993). New Zealand Curriculum. Wellington, New Zealand: Learning Media

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

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

Pictures:

World technology. Retrieved from https://encrypted-tbn1.google.com/images?q=tbn:ANd9GcRXDA8nSKzy-mkLSxmp-p3_oyZh2cXDestoXX7CAIkIZaIY_9KAsw

New Ideas. Retrieved from, https://encrypted-tbn1.google.com/images?q=tbn:ANd9GcTTWZaRi-Hn1OLPQa71z8pEnVvGGfgxWeGKqM0yffN4zafW7N7j

Non-digital: Puzzles

Jigsaw puzzles are non-digital technology, and are designed to test one’s ability to solve problems, using their knowledge and creativity (Oxford Dictionaries, 2012). Puzzles come in a variety of sizes, pictures, shapes and levels of difficulty. Technology is not just about televisions, radios and laptops, but is about developing new skills, ideas and solving problems (Smorti, 1999).

In my centre, there is a specific area and table that is set up for the use of jigsaw puzzles, which cater for children of all ages and stages to enjoy. This area of the room is always occupied, and the children love to have a go at trying out all the puzzles that are available. As stated by The Ministry of Education (1996), “Equipment should be provided for scientific, mathematical, and technological learning” (p.83). I think puzzles are an important resource to have, as it can not only be enjoyable, but also educational. Through the use of jigsaw puzzles, children are able to develop a range of skills, such as; their ability to recognise different shapes, colours, numbers and images (Tassoni, 2007). As the children manoeuvre and manipulate the puzzle pieces, they are able to develop their eye-hand coordination, fine motor skills, problem solving skills, and spatial awareness (La Fon, 2011). As stated by the Ministry of Education (1996), “Children develop spatial understandings, including an awareness of how two- and three dimensional objects” (p.90).

An example of using puzzles in my centre was when a young child, who was finding a puzzle difficult, asked if I could sit down and help her complete it. I didn’t want to overtake the puzzle, but creative a supportive environment, where I could encourage her through the process (Ministry of Education, 2007). As stated by MacNaughton & Williams, “Staff use encouragement as a teaching technique to reassure and support children attempting new or difficult activities” (p.68). As I sat next to the child, we talked about the different shapes and sizes that she could see on the board, and then compared them to the puzzle pieces. The child noticed that one of the puzzle pieces was in a shape of a triangle, and then pointed to the shape of a triangle on the puzzle board. The child tried to fit the puzzle piece into the slot, but found it difficult. I encouraged the children to continue trying and asked if she could see any more triangle shapes on the board. As they child examined the board, she found that there was another triangle slot, which was slightly larger, and that the puzzle piece fitted into. The child continued to match the shapes together, and then test out if it fitted into the correct slot. As stated by MacNaughton & Williams (2009), “Problem-solving is widely recognised as a cognitive skill that supports the development of learning in all areas such as literacy, technology, mathematics and science” (p.343). After the child completed the puzzle, she was quite pleased with herself and continued to attempt other puzzles.

As I have reflected back on this experience, I have come to see how much puzzles can benefit the learning and development of children. Not only can puzzles help develop eye-hand coordination and fine motor skills, but the amount of problem solving and mathematic skills that is involved, is amazing. By recognising the benefits of puzzles, and referring back to my experience, I am able to see that by supporting and encouraging children through the process of solving problems, that they are able to take control of their own learning, while becoming more confident in themselves (Ministry of Education, 1996).  

References

La Fon, A. (2011). What children learn from puzzles. Retrieved from http://www.helium.com/items/2064296-what-children-learn-from-puzzles

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

Ministry of Educaton. (1996). Te Whariki: Early Childhood Curriculum. Wellington, New Zealand: Learning Media.

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

Oxford Dictionaries. (2012). Puzzle. Retrieved from http://oxforddictionaries.com/definition/english/puzzle

Smorti, S. (1999). Technology in Early Childhood. Early Education, 1, 5-10.

Tassoni, P. (2007). Child Care and Education. Oxford: Heinemann Educational Publishers.

Pictures:

https://encrypted-tbn2.google.com/images?q=tbn:ANd9GcSBq9CtoL8LzodBkisXBHGRgGtUj_4pGGKqc57XiTAH4r3R2uq_Iw

https://encrypted-tbn3.google.com/images?q=tbn:ANd9GcQu_4yknBr7boDzvN679O4-s9bh--eLABLLvFSPEedB5lIKwv4E

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Digital Technology: Computers

A computer is an electronic and digital device that has the ability to store and retrieve information on command (Wise geek, n.d).

At my centre the children do not have a lot of access to computers. The teachers share a laptop between them, and on rare occasions they will bring the laptop into the centre, for the children to watch videos. Tsantis, Bewick, & Thouvenelle (2003) discuss that some teachers have little access to computers, and often worry if they are going to get broken. However, in recent times, the teachers have set up an office area for the children, where there is a computer desk set up, with a non-working monitor, system unit, mouse, keyboard and a printer. The children have shown an interest in this area and throughout the day children will sit down and use their imagination as they pretend to type on the key board, and work the printer. Even though the computer is not working, I am still able to have conversations with the children about what each device is and what it does. Children should be supplied with a range of materials, as it is through exploration that they build and develop their knowledge of the objects in the world around them (Kamii & DeVries, 1993).

An example of this was when two children had collected sheets of paper, and some colouring in pencils, and sat down at the desk to draw. The children had discussions with each other about the different buttons on the key board and what they thought each of them did. Gonzalez-Mena (2008) recognises that when children explore the environment around them, their knowledge of their world is extended. As the children explored the different buttons, they talked about the different letters and numbers that they could identify, and pointed out which letter their name started with, and how old they were As stated by Te Whāriki “Equipment should be provided for scientific, mathematical, and technological learning” (p.83).  One of the children, started to talk about how his mum and dad use their computer at home, to send emails.  As the conversation went on the children started to examine the printer, and placed one of their sheets of paper into the tray. The children talked about how they are sending letters to their friends so they know when to come to their birthday parties. The children then imagined the printer to be an oven, and pretended to cook cupcakes for their birthday party.

I found this experience to be really interesting, as the children were able to develop their own thinking and reasoning for what each button was for, and examining the different parts of the computer and printer. As stated by Te Whāriki, “Interaction provides a rich social world for children to make sense of and gives opportunities for them to learn by trying out their ideas with adults and other children.” (p.43). The children were able to link their own understanding of what the computer does to previous experiences, For example; mum and dad used the computer to send emails. I noticed the children’s creativity and imagination shine through as they played out different roles and scenarios to change what each of the devices were made for. For example, when they were exploring the printer, the children went from pretending to send letters, to using the printer as an oven to make cup cakes for their birthday parties. Te Whāriki states, “Children develop the confidence to choose and experiment with materials, to play around with ideas, and to explore actively…” (p.88).

From this experience, I have come to see how much children are able to learn about technology, as they discover their own ideas and thinking, even when the device is not in working order. I think that by providing children with these experiences; will help them to develop a greater understanding and knowledge of technology, and hopefully prepare them when they further explore with technological devices. As quoted by The New Zealand Curriculum ”The aim is for students to develop a broad technological literacy that will equip them to participate in society as informed citizens and give them access to technology- related careers” (Ministry of Education, 2007, p.32).

References

Kaami, C., & DeVries, R. (1996). Physical knowledge in preschool education.New York: Teachers College Press.

Ministry of Educaton. (1996). Te Whariki: Early Childhood Curriculum. Wellington, New Zealand: Learning Media.

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

Tsantis, L., Bewick, C., & Thornton, S. (2003). Examining some common myths about computers in the early years. Young Children on the Web, November 2003, 1-9.

Wise geek. (n.d). What is a computer?. Retrieved from, http://www.wisegeek.com/what-is-a-computer.htm

Pictures : 

https://encrypted-tbn3.google.com/images?q=tbn:ANd9GcQ9NKjFAtRLuiOAI9Z7tiwrLk3Q2eurKtM4JxcYaV6RlYlUzBrtTw

https://encrypted-tbn1.google.com/images?q=tbn:ANd9GcTBVfwyaFmir83FiGY75wXwqFbHxPJCFCVfRWD3U1fbwwRLNsur

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https://encrypted-tbn2.google.com/images?q=tbn:ANd9GcTPHSBvzAI4nxX4IxdznCrs61_-MExxy3ihuAsGiNXHnC5Rlu1t

Hyperlinks

Staci:
http://stacimeow.blogspot.co.nz/2012/08/computers-what-is-acomputer-computer-is_5.html?showComment=1344914832470#c2018897446122797001

http://stacimeow.blogspot.co.nz/2012/08/using-scissors-non-digital-experience-i.html?showComment=1344917332907#c1461058024125492119

http://stacimeow.blogspot.co.nz/2012/08/children-and-radio.html?showComment=1345667406031#c8777271113798651341

Hayley:

http://hayleyoinkoink.blogspot.co.nz/2012/08/laptops_10.html?showComment=1345668024982#c1113672780789841073

http://hayleyoinkoink.blogspot.co.nz/2012/08/scanner.html?showComment=1345198285480#c8081474035570891342

http://hayleyoinkoink.blogspot.co.nz/2012/08/non-digital-making-playdough.html?showComment=1345199228308#c1659343949769543313

Ngaire:

http://ngairebubblebubble.blogspot.co.nz/2012/08/digital-laptop.html#comment-form

http://ngairebubblebubble.blogspot.co.nz/2012/08/looking-through-lens.html?showComment=1345597977877#c800433243732799651

http://ngairebubblebubble.blogspot.co.nz/2012/08/non-digital-technology.html?showComment=1345599662685#c6276202411749479631

Sam:

http://samcrunchcrunch.blogspot.co.nz/2012/08/the-ipad-in-ece.html?showComment=1345627012910#c802872245681800526

http://samcrunchcrunch.blogspot.co.nz/2012/08/the-digital-camera.html?showComment=1345628878705#c4077732210623314853

http://samcrunchcrunch.blogspot.co.nz/2012/08/writing-and-drawing-resources-in-ece-te.html?showComment=1346124152181#c6012445972337285768

Digital Technology: Digital Camera

The digital camera is an important and useful device, which allows one to capture special moments through photographs and videos.  Within the centre, there is always a camera visible, and being used throughout the day by the teachers and myself. The teachers and I use the camera to take photos of the children’s interests, development and creations. The children are very familiar with what a camera is, what it is used for, and often ask if they can strike a pose for the camera, and then enjoy looking at the photos afterwards. 

An experience in particular, was when a child who had painted a picture asked if I could take a photo of her holding it. Each time I took a photo the child wanted to see what she looked like, and then asked if I could take another one. Other children then became interested in looking at the photos being taken, and asked if I could also take a photo of them with their pictures. For each photo taken, the children would want to have a look at the photos, and then ask to have another one taken. For each photo taken, the children would change their poses and positions, by clapping their hands, standing, sitting, and jumping around. As the children examined each photo, they enjoyed identifying each person in the photos, what they were doing and would also point out who and what they could see in the background of the photos. As stated by the Ministry of Education (1996), “Children use a variety of technologies for different purposes as they explore the world” (p.98). As we continued to take photos, the children then asked if they could try taking a photo of themselves, which they found to be quite difficult, so they then took turns at taking photos of each other. The children experimented with the camera by turning it upside down and sideways, and engaged in conversations, where they identified the cameras features, such as the lens and flash, how to aim the camera, and which button they needed to push to take a photo.

I was amazed and impressed at how much the children actually knew about the camera and its features, such as the lens and flash, as the children had rarely used a camera by themselves. I was also impressed at the children’s ability to closely examine each of the photos, and then think of the many different poses that they could do to change the next photos. The New Zealand Curriculum acknowledges that children develop “an understanding of material properties, uses, and development is essential to understanding how and why products work the way they do” (Ministry of Education, 1993, p.34).

From this experience, I have been able to open my eyes to how technology savvy the children are in my centre, and how beneficial it has been to allow the children to have the opportunity to experiment with a digital camera. This has also shown me how important it is as a teacher to ensure that we keep up to date with technology, so we too can pass on vital information. As quoted by Smorti (1999), “…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). I think it’s important to allow children to explore and experiment with technology, as they are able to gain a better understanding of how things work, and are able to pass their knowledge onto the other children. As quoted by The New Zealand Curriculum ”The aim is for students to develop a broad technological literacy that will equip them to participate in society as informed citizens and give them access to technology- related careers” (Ministry of Education, 2007, p.32).

References:

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

Ministry of Education. (1993). The New Zealand Curriculum. Wellington, New Zealand: Learning Media.

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

Smorti, S. (1999). Technology in Early Childhood. Early Education, 19, 5-19.

Pictures:

https://encrypted-tbn1.google.com/images?q=tbn:ANd9GcQ8u3-YTbj6-uD80ctlMnz8P6CjB5obq1LxjMRe_nAFp6Ftyky5

https://encrypted-tbn1.google.com/images?q=tbn:ANd9GcRPjV153H4YsS6dGvosbtEYwU-FPPuRfPmj_FTcdl-29-4xvsWT8A

https://encrypted-tbn2.google.com/images?q=tbn:ANd9GcSkafpht_vCFPZp6Y2BupLtPb6bbRBfz3LBKibbIJFo6jJ-R5VG

Task Instructions: Part One: Post three (3) reflections on your personal blog site. Each Reflection should be approx 600 words in length, and all three (3) reflections are to be posted no later than 27th August Each reflection is to be supported with relevant photos and/or video clips.