Final Reflection :)

This blogging experience has been an intense, thought-provoking experience that has given me many valuable learning experiences.  At first I was a little hesitant and uncertain of this technological process however I can now say I am quite fond of the experience, now knowing my way around the blogging system.  This technology assignment has made me question my thoughts about the significance of technology and how we can use digital technology to foster children’s learning and development. It has also made me reflect upon my image of a child and their growing confidence and capability around using digital technology independently. 

 

I found reading my peer’s viewpoints on technology was very interesting, there were many blogs I whole heartedly agreed with especially around the digital camera being such a beneficial, useful tool for early childhood education. Also the use of laptops and computers being fostered through balanced learning opportunities. There were many inspiring and enlightening blog posts that convinced me of their valuable learning benefits as well as a few blogs which built my thinking and made me want to research further. 

I found my peers perspectives and comments were very encouraging and constructive towards the use of technology and good practice. I found with a few comments my peers agreed and commended good practice such as using the television as a motivating learning tool rather than a babysitting devise. There were also some great comments pointing out ways to further my ideas such as using the television for children to view documentaries on their interests. I also appreciated the links to literature my peers used to back up what they were saying. While also the areas of learning that I had not mentioned in my blog, for instance the aspect of children developing their pencil grip with coloured pencils  and how this is fostered with a form of non-digital technology. There was also some feedback about technology pointing out that it is ‘how you use it’ that really matters.

This leads me to how my opinion has slightly changed towards the use of technology. I found it surprising that everyday significant items can be classed as technology although once I considered and thought closely it all made sense.  I am learning to love technology and all its benefits as it definitely makes tasks a lot easier as long as it is balanced with other learning experiences. Smorti (1999) advocates for, educators to scaffold children’s learning around technology as well as expand our understanding and extend our technological knowledge to benefit the children learning around technology.  I believe it is up to the teachers to create moments where children can use digital and non-digital technology to gain meaningful and valuable learning experience to foster and encourage children’s interests. According to Clements and Nastasi (1993) technology cannot and should not replace human interaction or relationships, or take the place of activities such as reading stories together or sharing conversations with children. Properly used, however, computers and software can serve as catalysts for social interaction and conversations related to children’s work (Van Scoter, Ellis & Railsback, 2001 p.9).  

I have personally been challenged by technology and will acknowledge my ideas about technology are still developing and changing as I learn more and can see its many benefits. I believe technology therefore has a place as long we are ready to use it in a positive beneficial way. The Ministry of Education (1996, p.98) claims that, “children use a variety of technologies for different purposes as they explore the world” therefore as teachers I feel we need to recognise this and encourage the many areas of technological learning. 

Overall this process has made me very engaged and has challenged and extended many of my views, it has also made me very hectic as other peers were counting on my posts and comments.  I did find it stressful within the time frame and put it down to my own time management however I am very happy with the outcome.

Reference List:

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

Van Scooter, J., Ellis, D., Railsback, J. (2001). Technology in early childhood education: Finding the Balance. Northwest Regional Education Laboratory: Portland Oregon.

Briar's hyperlinks for comments

Tanja’s Comments:

 http://abctanja.blogspot.co.nz/2012/08/today-in-my-centre-some-of-children.html?showComment=1346548702062#c7958050486016835324

http://abctanja.blogspot.co.nz/2012/08/this-morning-i-observedsome-children.html?showComment=1346218904653#c3388090666426136631

http://abctanja.blogspot.com/2012/08/laptop-fun.html?showComment=1345339773457#c3977828303648203498

Patrice's Comments:

http://patrice-limaco.blogspot.com/2012/08/in-corner-of-our-preschool-room-i.html?showComment=1346404993342#c8084762555588447693

http://patrice-limaco.blogspot.com/2012/08/the-piano.html?showComment=1346402029283#c7994355347365014854

http://patrice-limaco.blogspot.com/2012/08/the-digital-camera.html?showComment=1346225760563#c8444521713426860480

Gabby’s Comments

http://gabby-ogle.blogspot.com/2012/08/exploring-whiteboard.html?showComment=1346229219104#c8422965785358060547

http://gabby-ogle.blogspot.com/2012/08/camera-fun.html?showComment=1346400843932#c277953048182938385

http://gabby-ogle.blogspot.com/2012/08/children-using-laptops.html?showComment=1345354670059#c1186394053398762760

Karlton’s (K, Dogs) Comments:

http://karlton21.blogspot.com/2012/08/computers.html?showComment=1346549824958#c4865200601322422579

http://karlton21.blogspot.com/2012/08/the-importance-and-joy-of-play-dough.html?showComment=1346404297255#c4507655091192729371

http://karlton21.blogspot.com/2012/08/the-power-of-books.html?showComment=1346549610829#c3174454549171615721

Television

Over the past few days we have been video recording the children’s play and learning, as we are hosting a parent evening on the value of play to extend parents and caregivers knowledge of how children can learn. We collated all the recorded footage and brought the television into the room for the children to watch. The children were very curious yet expressed excitement to see the television in the room. We plugged in the recorder and together watched the children play on screen. The children’s faces gleamed as they realised they were on the television. It provoked thinking and conversation as the children remembered and recalled their experiences. One little girl yelled out “me” and quickly went and pointed to the screen, she then tried to say all the children’s names as she saw them on the screen. The Ministry of Education (1996) advocates “using many materials for different purposes enable children to recognise that different technologies may be used in various places and settings” (p.95).   

I personally loved this moment as the children were so excited and curious to see what was happening on screen. I believe it was very beneficial watching the recorded play as it triggered communication, concentration as well as the opportunity to recall previous learning. MacNaughton & Williams (2009) suggests recalling is a valuable teaching techniques that can reinforce their ideas, concepts and knowledge. Children’s metacognition should be fostered from a young age as this is the time children begin formulating ways of thinking and the strategies they use to think (Arthur, Beecher, Death, Dockett & Farmer (2007).   

The television has evolved tremendously through the years and with no doubt in my mind is a part of everyone’s life. I do believe it has made life easier in some respects such as watching the daily news, learning new subjects and relaxing at the end of the day.  However for children, the first few years in their life are considered the most critical time for brain development and it is viewed that television and other electronic media can be detrimental at this critical time. “Television can get in the way of exploring, playing, and interacting with parents and others, which encourages learning and healthy physical and social development” (Kids Health, 2012, p.1).

Conversely, after researching and reflecting on this experience, I have become familiar with the benefits of watching television in moderation for children. As there is an opportunities to build analytical skills, learn about vast subjects and culture, interact and build communication skills and inspire children to imagine and think outside the box (Kenney, 2010). I personally would not promote watching television for children and am glad our centre television cannot play real programs for the reason of no aerial. Our centre feels that children see enough television at home therefore we don’t need to promote it as a learning tool. I feel quite strongly about this also as there are too many instances where you here of the television being used for hours on end, practically as a babysitting tool. What I want to emphasise is there needs to be a balance when using digital technology especially when it comes to television and for adults to be mindful of what children are watching. The New Zealand Curriculum says ‘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).  I believe are many positive benefits though there are also various undesirable disadvantages for children and their early learning. Everything in moderation. :)

Reference list:

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2007). Programming and planning in early childhood settings (4th ed.).  Victoria, Australia: Cengage Learning.

Kenney, L. (2010) Advantages for children to watch tv. Retrieved from:                                           http://www.livestrong.com/article/118554-advantages-children-watch-tv/

Kids Health, (2012). How TV affects your child. Retrieved from:                                                        http://kidshealth.org/parent/positive/family/tv_affects_child.html

McNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). Frenchs Forest, N.S.W.: Pearson/Education Australia.  

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.

Pallenberg, S. (2012) What happens when apple enters the TV market. Retrieved From: http://www.netbooknews.com/author/sascha/

Coloured Pencils

Coloured Pencils

Today I observed a child caring around a coloured pencil who was about to draw on the book shelf. I encouraged him over to the literacy table however he did not seem to be interested. I asked him what else he can use coloured pencils for and he pointed to the cupboard. I opened the cupboard and asked him if we should get something different he nodded excitedly and helped me pick some coloured paper to put out on the table. Together we searched for more coloured pencils and found a variety of colours and more materials to use such as felts and chalk to put out on the table. A few more children came over expressing curiosity to see what we were doing. Without hesitation the children sat down and begun to create their masterpieces. The children seemed to be enjoying themselves as many of the children had their heads down concentrating though were actively changing colours and communicating to each other. These coloured pencils are a great form of non-digital technology that promotes and fosters various forms of learning. The children are able to express themselves in a creative way while developing their concentration and communication skills. The children are also exploring colour concepts while extending their fine motor and hand eye co-ordination Smorti, (1999) advocates that technology is an important area of early childhood that teachers should be supporting and encouraging with children. The New Zealand Curriculum (2007) also considers children learn best when teachers create a supportive learning environment when exploring technology. I feel this is important as children are more likely to learn in an encouraging supportive environment where they can express themselves freely and explore all learning opportunities. 

Coloured pencils and other writing tools have evolved making life a lot easier. They are a great tool for communication which can help support children’s developing literacy.

I have a new understanding of the various technologies and have an appreciation of non-digital technology and how it has evolved. Ministry of Education, (1996) gives great value for children to “gain experience in using communication technologies such as crayons, paint brushes, chalks, pencils, books and computer” (p.97) as it is a great way to communicate and express their feelings. This shows that there still needs to be that balance as to how and where technology is used in the setting as non-digital aspects very are still very relevant and important. As a teacher we need to scaffold children’s learning around technology and all its aspects as well as widen our understanding of technology to extend our forever growing knowledge and skills.

Reference list:

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

# Own photos.