SarahJoan

Sunday, 1 September 2013

References

Allen, D. (2011). Social competence 101. Retrieved from: http://www.youtube.com/watch?v=iDjweTRWwDQ

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

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

New Zealand Commerce and Economics Teachers Association. (n.d.). Digital technologies. Retrieved from: http://www.nzceta.co.nz/Pages/digital_technologies.htm

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

Talay-Ongan, A., & Ap, E. A. (Eds.). (2005). Child development and teaching young children. Southbank, Victoria, Australia: Thompson Social Science Press.

TASK THREE

Through this experience I have learnt about technology and become more aware of technology, both digital and non-digital and the significance they have for the children in our centres. Only a few weeks ago when I thought of technology I could only produce examples of digital technology, completely unaware of the non-digital technology that surrounds us. This may because I grew up with so many digital technological advances, not realising what technology really was. Now, I acknowledge that technology involves all things made to create ease in our lives (Smorti, 1999). This means that not only are iPads and cameras technology, but so are pens and pencils.

In reading my groups blogs I have learnt the about the many learning opportunities technology creates for children and how technology is embedded in almost everything we do. For example crayons/pens allow children to be creative, expressive, learn literacy, communication, and so much more, this had made me appreciate many non-digital things I take for granted each day. Te Whaariki states "children develop skills with media that can be used for expressing a mood or a feeling or representing information" (Ministry of Education, 1996, p. 80).

My group’s blogs have allowed me to be open-minded and gain new ideas or ways to implement digital and non-digital technology in the centre with children of all ages. It was also interesting to read the different perspectives group members took for the same types of technology, but saw different learning outcomes for children that I hadn’t thought of. I learnt that technology provides children with learning about sharing, social interactions, expression of ideas and knowledge with peers and teachers.

It was great to give and receive feedback on each other’s blogs. Hearing positive feedback is reassuring of my practice and encourages me to continue engaging in technology experiences with children. Feedback also provided me with new possibilities and further reflection and investigation into technology for children. Although creating a blog assignment was a challenging new experience for me I believe it is important for myself as a teacher to learn new technology and become confident and comfortable with it, to include and implement technology experiences in the centre program (Smorti, 1999).

It was apparent to me through the blogs that digital technology is not something readily available to children in all centres, and I feel this is an area we can all work on to improve and reflect on. I believe that children are capable and competent learners and therefore should be trusted with cameras and iPads to further enhance their learning (Ministry of Education, 1996). "The thoughtful and meaningful use of ICT in early childhood education services can support children to grow up as competent and confident learners and communicators...making a valued contribution to society" (Ministry of Education, 1996, p. 2).

Overall, I believe our centres are filled with technology that provide for many valuable learning experiences for children and teachers alike. Technology is significant for children’s expression and contribution as they grow up in a world reliant on modern technology. I feel digital technology needs to be an integral part of our program, used in moderation.

Monday, 26 August 2013

Digital Camera

One of the digital technologies that the children have experienced in my centre is a camera. The camera is a technology that is used daily by teachers to document children’s learning and development. However, the camera is not often used by children, which is why I let children explore my camera when I take it to the centre. Technology can be defined as a tool created to by man to meet our needs. Digital technology can be defined as an electronic resource (New Zealand Commerce and Economics Teachers Association, n.d.) and therefore the camera is a digital technology.

The camera is a significant technology as they have come such a long way since the first camera. Now, modern cameras are very robust, portable and child friendly as they can take hundreds of photos and they are all stored on a reusable SD card, allowing educators and children to sort through pictures and delete or print photos is various sizes. This means children can easily experiment and explore this digital technology with minimal waste. Cameras are not only useful for teachers to record children’s event but also for children to document their own learning and experiences. Te Whāriki states “children develop the ability to represent their discoveries using creative and expressive media and the technology associated with them” (Ministry of Education, 1996).

Not only does the camera allow children to explore new mediums, their photographs provide them with a sense of contribution and belonging as they see the photos they have taken. I believe that children and teachers see meaningful things differently and by providing the children with a camera they can use it to document things that are meaningful to them. Children’s photographs make recordings of events more special, and allows them to recall experiences.

The camera allows children to learn responsibility and care as they are independently trusted with a valuable piece of equipment. The functions of the camera such as the touch screen and the button allows children to develop working theories and figure out how to use the camera (Ministry of Education, 1996) while developing timing and positioning of their hands. Fine motor skills are developed as they have to hold the camera in certain ways while pressing delicate buttons at the same time to avoid covering the lens. Children learn about meaning as they are encouraged to take photos of importance to them and understand why they like certain photos. Children develop social skills as many children want to use the camera. Children learn negotiation, problem solving, turn taking, understanding others perspectives, patience, and being fair (ministry of Education, 1996).

When the children have use of the camera for their own documentation they become the leader and take control of their own learning and take charge of the way they do so in a way which is special to them. Through technological experiences, children develop an understanding of how things work and why they work while experiencing the tools of today (Ministry of Education, 2007). Children also use varieties of technology in different ways to explore and discover their world (ministry of Education, 1996).

By allowing children the use of the camera, I recognise their rights as controllers of their learners and acknowledge their contribution and choices. I would love to encourage the centre to look out for a second hand, cheap camera that the children can use, or even a new camera with appropriate protection so that the children can continue to take charge of their learning and to be creative in exploring modern digital technology.

Wednesday, 21 August 2013

In my centre, a popular and frequently used technology that the children experience is our crayons. the crayons we have are the typical wax crayons and are in many different shades of each colour. The crayons are used by the children in my centre to create beautiful art work of objects they recognise and things they are interested in.

Many of us like myself ask "are crayons really technology?" The answer is yes they are! Smorti (1999) states that there are two types of technology; digital and non-digital. Non-digital technology includes many daily items we use that we may not consider 'technology' such as a screwdriver, a door, or crayons. Technology can be defined as a man made tool that helps people and solves problems (Smorti, 1999). Therefore, crayons are a tool of technology.

Crayons are a significant technology in our centre as they provide many enjoyable learning opportunities for the children to explore and engage in such as creativity, communication, literacy, sharing, and expression. Te Whaariki states that through using technology such as crayons, children gain confidence in using the technology that they are growing up with (Ministry of Education, 1996). Through crayon experiences children develop fine and gross motor skills as they make marks and create drawings. Learning experiences with crayons provides the children with many creative expression opportunities as they explore with textures, colours, shapes, and designs along side with their peers as well as being able to express thoughts and feelings though their drawings. The New Zealand Curriculum (2007) agrees that the use of technology such as crayons can advocate for exploration and development of skills and disciplines. crayon experiences provide many opportunities for language development as children and teaches engage in conversations about what the children have done, asking questions and describing marks. Children begin early literacy stages as they make 'letters' and 'words' in their pictures or stories.

Often, children's art work created by non-digital technology like crayons is shared with peers, allowing for social interaction development and a sense of belonging and contribution as the art work is displayed in our community. Talay-Ongan & Ap (2005) suggest that crayon art is significant to children’s development as they can provide children with unique ways of exploration and experimentation with thinking and seeing new perspectives.

In the future, I would love to get the children involved in some new creative experiences with crayons and the effects they can create with different mediums such as using black paper or adding dye over the crayon marks.

The iPad computer at my centre is one of few digital technologies available for the children to use at supervised times. Technology can be defined as a tool created to by man to help us. Digital technology can be defined as an electronic resource (New Zealand Commerce and Economics Teachers Association, n.d.) and therefore the iPad is one of these.

The iPads are a very recent addition to our centre and the children are still learning appropriate use of them, and therefore are currently a supervision only activity. This technology is significant as the iPads are one of the latest advancements in today's technology, providing the world with an on the go device capable of everything a computer and camera can do in one. The iPads are an important part of our centre for the children as they are exposed to modern technology, developing knowledge and skills specific to technological resources and environments and they are able to form an understanding of why and how things work (New Zealand Curriculum, 2007). The iPads also provide the children with familiarity and consistence as most families have an iPad at home that the children frequently use.

The iPads are loaded with educational games that offer learning opportunities in individual or group settings, also providing the children with social interaction skill development as they work alongside peers and problem solve (Allen, 2011). These games mainly focus on the development of children literacy, numeracy and problem solving skills. The iPads have internet connection to allow us to follow up children's interests on specific topics using Google and YouTube and allowing us to investigate new things. Loaded on the iPad are also apps suitable for children at quiet time or to relax at the end of a long day. These include audio and visual stories, songs, and colouring pages. The colouring pages provide the children with an enjoyable experience and offer a different medium for creative expression (Ministry of Education, 1996). As children use the iPads they learn about how to use the technology they are growing up with and prepare them with ICT skills for later life. "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" (Ministry of Education, 1996 as cited by Smorti, 1999).

The iPad computers offer learning in all areas of Te Whaariki - belonging, well-being, contribution, exploration, and communication as children engage in the world of technology (Ministry of Education, 1996). iPads help children to develop hand eye coordination and fine motor skills as they work the controls of the iPad. Children learn much about social skills as they wait patiently for their turn when sharing.

As the iPads are only new we are still working on introducing them to the children but I feel excited about exploring this technology and learning alongside the children. I look forward to seeing the opportunities they will provide for the children in the future when they become a resource accessible to the children at all times of the day.