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.