Final Reflection

Final reflection:

After gaining feedback to my blog posts from the members in my group to reflect and respond to here is what I have found; From Natalia’s feedback for my pirate ship experience, she has sparked ideas about other aspects I can include during our study about pirates. For example provide a computer to print out photos of different pirate ships, share you tube clips and play pirate songs, these will inspire the children’s ‘innovative and imaginative designs.’ Although we do not yet have access to a computer I can adopt these ideas by having printed out the pictures at home then bring them into the centre, use my I-phone to access you tube and down load pirate songs together off I tunes onto my I-phone. From these activities that will build on the foundations of knowledge they already have in regards to both the topic of pirates and also digital technology. This can relate to “… to develop a broad technological literacy that will equip them to practice in society as informed citizens and give them access to technology related careers” (Ministry of Education, 2007, p.32).In regards to Katy’s comment, I really like the idea of producing a scrapbook to capture the processes the children have gone through to create the end product as I believe that the process is definitely more important than the product, as highlighted by Smorti (1999) “using a process approach to technology (similar to our current approach to the creative arts in early childhood), it is the ‘doing’ that is important, rather than the ‘product’(p.6). I would like to contribute to the scrap book by capturing photos and language transcripts (Arthur, Beecher, Death, Dockett & Farmer, 2008) during the process. I can also provide cameras for the children to use to document their own and their peers hard work, learning and development of new knowledge. As told by Arthur, Beecher, Death, Dockett & Farmer (2008) photographs can be particularly useful for capturing children's engagement in experiences, group processes, the stages of children's creations and constructions and group projects" (p.297). This ensures we are laying the foundations for the children and their future, in regards to technology (Ministry of education, 2007).

In response to feedback from my peers for my leap-pad blog post, I have come to realise that I did not explain my point of view clear enough, Natalia stated that although she believed that digital devices can be used educationally, she believed that the physical act of ‘doing’ and creating is important cognitive processes in early childhood development, such as; holding a pencil. I agree with her statement, however after researching what technology really is over the past weeks, isn’t technology a form of ‘doing? I now believe digital technology has a time and a place and if use correctly, and if children are guided in the right direction technology can be an enriching education tool. It also is going to be part of essential knowledge for the future generation, due to the rapidly changing world. “There have been major social, economic and technological changes in the late twentieth and early twenty-first centuries in many parts of the world, resulting in changing experiences of childhoods” (Arthur, Beecher, Death, Dockett, & Farmer, 2008, p.12). Katy pointed out the value of Ako, reciprocal teaching and learning, which made me reflect back on how important and empowering this is, which during this experience really highlighted my personal teaching philosophy, “empowerment enables children to develop a sense of self-worth, identity, confidence and enjoyment” (Ministry of education, 1996, p.40). In regards to technology I believe that for myself, these shared teaching and learning experiences will become more apparent because some of the children actually have accumulated more knowledge about the use of digital technological devices. This may be because in today’s technological age “most children experience a range of technologies as a part of everyday life” (Arthur, Beecher, Death, Dockett & Farmer, 2007, p. 12) and like Tsantis, Bewick and Thorntant (2003) state I fall in to the teacher’s category of a concerned teacher who doubts their ability to use computers effectively (p.2). Jody’s comment was reassuring, as it acknowledged that there was another person out there that felt the same way as I do, in regards to technology hindering physical activity. But like me, after studying technology over the past weeks has come to realise that technology does have a time and place as it is use to “help people and solve problems” (Smorti, 1999, p.5).  After reflecting on Natalia’s comment, I did not realise that although I am a strong advocate for outdoor play and physical activity I am still able to integrate technology into my teaching practice. She pointed out that I was adaptable, yet true to myself, which I had never looked into this myself, so was very refreshing to hear it from someone else. I believe that this shows that I beginning to move in a positive direction forward in favour to technology, with this rapidly changing society we live it (Arthur, et al, 2008).  

From this assignment my overall perspective has changed. Smorti (1999) has taught me that technology is everywhere “helping people solve problems” (p.5). It is not just limited to digital devices. Although I am still a fixed advocate for outdoor play and physical activity, my point of view has shifted, I now realise that technology plays an important role for the future generations, and in the access to communication (Santrock, 2011). I now believe that technology has a time and place in early childhood “statistics indicate that computers and the Internet are part of many children’s social worlds, meaning that many children have access to a range of information and texts, including texts of popular culture” (Arthur, Beecher, Death, Dockett & Farmer, 2008, p. 13) and can have a positive impact on children’s learning if used correctly and in a safe manner, like in the experiences I shared in my blog posts.  

 

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

 

Ministry of Education. (1996). Te whāriki: He whāriki mātauranga mō 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.

Santrock, J. W. (2011). Life-span development (13th ed.). Boston, MA: McGraw Hill

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

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.

  

Contribution to other students blogs

Katy:

http://katylcaius.blogspot.co.nz/2013/03/introducing-ipad-today-child-brought_31.html?showComment=1365106268343#c5837966084226671047

http://katylcaius.blogspot.co.nz/2013/03/use-of-pens-in-early-childhood.html

http://katylcaius.blogspot.co.nz/2013/03/the-laptop-as-tool-for-belonging-inour.html

 

Natalia:

http://nataliaspicklebag.blogspot.co.nz/2013/03/capturing-pricless-moments.html?showComment=1365116052120#c3786011966515152498

http://nataliaspicklebag.blogspot.co.nz/2013/03/speed-way.html?showComment=1365117386805#c8710812246676037889

http://nataliaspicklebag.blogspot.co.nz/2013/03/growing-our-future.html?showComment=1365118777508#c883008461365554429

 

Cheynne:

http://cheynnenycdream.blogspot.co.nz/2013/03/leaf-painting-other-day-we-usedleaves.html?showComment=1365110113936#c1101839497781180885

http://cheynnenycdream.blogspot.co.nz/2013/03/the-use-ofa-camera-reflection-2-in.html?showComment=1365113085186#c6868575105687853676

http://cheynnenycdream.blogspot.co.nz/2013/03/youtube-reflection-1-other-day-in.html?showComment=1365115005204#c793373574633333066

Jody:

http://jodylovesadrian.blogspot.co.nz/2013/03/say-cheese_30.html?showComment=1365120341054#c8252532107624214071

http://jodylovesadrian.blogspot.co.nz/2013/03/construction-in-sandpit-throughout.html?showComment=1365121340913#c6025815268979585531

http://jodylovesadrian.blogspot.co.nz/2013/03/creating-avegetable-garden-i-started.html?showComment=1365122710475#c7204671398590371320

I climbed aboard a pirate ship...

 “Children gain experience using communication technologies such as crayons, paint brushes, pencils, calculators, books and computers” (Ministry of Education, 1996, p.97).

A recent experience that I had the privilege of being involved in at my centre was with a group of children converting a wooden frame house into a pirate ship. The children needed to work collaboratively as a team to collaborate their ideas as to how they were going to create and construct this operation “growing experience in solving problems together develops children’s understanding of how technologies can help others” (Ministry of Education, 1999, p.96). They previously had made a pirate ship out for card board boxes; however with the overnight dew it became soggy and flimsy. They decided as a team to dismantle the boxes and attach them to the wooden structure using hammers, nails, glue and tape. The children all took on certain roles, such as; builders and decorators.

Now if you had asked me prior to studying technology more in-depth in the paper; people, places, things and events at Manukau Institute of Technology, I would have said that this experience does not relate to technology at all, as it does not involve computers or other technological devices.

Now I can confidently explain to you that this experience in fact is technology. This experience was a process that involved plentiful amounts problem solving “technology is about helping people and solving problems” (Smorti, 1999, p. 5). The children were extremely creative when constructing and decorating the pirate ship which Smorti (1999) highlights that technology is creative and purposeful. This experience also involved the children working as a collaborative team, communicating their knowledge and applying their skills to create an end product “knowledge, skills and resources are combined to find solutions” (Smorti, 1999, pp.5-6). The children also used many different types equipment such as hammers, tape and glue which were all necessary resources to help solve the problems associated with constructing the pirate ship, which are associated with technology (Smorti, 1999, p.5).

I believe that this non-digital form of technology is vital for children in the early years as it allows for children to construct their own knowledge and skills about their world that surrounds them (Ministry of education, 1996).

This experience enabled the children were empowered to convey and receive information, instruction and ideas confidentially through listening, speaking and using visual arts (Ministry of Education, 1999, p.97). Along with this the children applied their knowledge and skills in regards creative tools, use of imagination and pure enjoyment of playing with peers.

My personal view on technology has made a shift from it is segregated in a little box of technological devises, to a much more wider perspective that not only involves digital devices, but other non-digital aspects like the ones highlighted in my experience above.

Reference list:

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

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

 

 

 

 

 

 

 

 

What is a leap pad?

Today when ‘E’ brought in his Leap pad from home the children present at my centre swarmed around him to see what he was going to do on it. I had never seen a device like this before so was eager to see what all the fuss was about. I felt that I needed to embraces this new technology instead of telling him to put it in the office, because of the knowledge and learning I have acquired from class discussion and readings.

The children all seemed to know what the device was and how it worked, so when I had a tone of questions to ask, all of the children were able to answer them for me. My main question was; who had a leap pad? Which three out of the seven children had their own, and the remaining children either said they have played on the device at their friend’s/ neighbours or cousins house. This to me was quiet surprising as it did not appear to me that children of such a young age would have their own personal leap pad. The conversation also flowed onto what other technological devices the children had in their homes that they were allowed to use. Every child had either a computer or and I-pad, which again shocked me. I think this is because when I was four years of age I barely knew what a computer was and we did not have one at home. This made me really digest, how the world we live in is forever changing at a rapid pace.

“ There have been major social, economic and technological changes in the late twentieth and early twenty-first centuries in many parts of the world, resulting in changing experiences of childhoods” (Arthur, Beecher, Death, Dockett, & Farmer, 2008, p.12).

 My next question was what exactly does it do? The children had so much knowledge about all the different things this device could do, they explained that you buy different cards that have games on them that you slot into the device and then you can play them. ‘E’ was playing the game where you create a story book. To me I could not understand how the children thought that making a book was a game and realised that there was so much learning taking place at this very moment. The children were all socially interacting, they were all taking turns and talking, adding in their own personal opinions, knowledge and experiences, taking turns at using ‘E’ leap pad and having loads of fun, I knew this because I could hear laughing and saw many smiles exchanged. You could say that this experienced created positive interactions between peers and strengthened relationships between friends. Arthur et al (2008), point out that relationships are crucial and “early relationships provide a context for development and learning” (p.323).

This whole experience related to the term Ako, which refers to reciprocal learning; it literally means to teach and to learn (Bishop and Glynn, 2000). This is where teachers are neither the dictator nor the main source of knowledge; they are a partner in the conversations and in the learning taking place.  This is where students and teachers can take turns at sharing their stories and experiences. This concept promotes knowledge-in-action learning (Bishop and Glynn, 2000).At this point in time I was the learner and the children were teaching me about the leap pad device. I believe this was an empowering moment for the children, and the Ministry of education (1996) points out that empowerment enables children to “develop a sense of self-worth, identity, confidence and enjoyment” (p.40).

Reflecting back on experiences like this makes me realise that ICT (Information communication technology) is the way of the future and I need to keep up to date with current technology and support, foster and offer opportunities that further children’s learning and development through technology because they are going to need this as a basic skill later on in life.

I feel that the way I perceived technology in early childhood was quiet a negative view because of many reasons, however in this instance explained above one of the key aspects is that I feel I have limited knowledge about technology and lack confidence and skill when using it. Tsantis, Bewick and Thorntant (2003) suggest I fall in to the teacher’s category of a concerned teacher who doubts their ability to use computers effectively (p.2).

Reference list:

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

Bishop, R and Glynn, T. (2000). “Kaupapa Māori messages for the mainstream.” Set research information for teachers,no1,4.

Ministry of Education. (1996). Te whāriki: He whāriki mātauranga mō nga mokopuna o               Aotearoa/ Early childhood curriculum. Wellington, 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.

How handy... an I-phone 5!

Today 'B' and I were playing with the toy whales in the water trough. This is one of her major interests at present. We began to discuss the features and characteristics of each of the toy whales and 'B' was able to name a couple of the whale’s species.

Recently I have purchased and I-phone 5, which to be completely honest I was questioning why I had been peer pressured into wasting so much money on a silly phone. However it became quiet useful during this learning experience.

My centre does not have digital technology to search for information off the internet, so after spending a very long time looking for a book about different species of whales, and having no luck at all, I asked permission from my supervisor to use my I-phone to Google search different species of whales with 'B.'

At the beginning of this experience I had total control with the device, as it was mine, brand new and I had paid a lot of money for it. I felt nervous that 'B' would drop it and I also was unsure if she would be able to navigate the device of how to get onto the internet.

However when 'B' asked to have a turn, I knew it was my role to give her the opportunity. I was still nervous that something was going to happen to my precious I-phone so ensured to explain the rules, such as; we are staying on the couch with it, we use it with clean hands and we use our careful hands when holding it.

I then handed the phone over and got a BIG surprise. 'B' knew how to hold the device, use her fingers on the touch screen to tap into the internet, and slide her finger to scroll through the information sheets on the screen. I was a stunned; the only aspect 'B' needed guidance with was spelling the work whale. This made me question my belief that children are confident and competent (Ministry of education, 1996) was I not walking my talk after all?

This experience has made me reassess my teaching practice and look further at having confidence in children's ability to use new technology such as I-phones. I need to realise and accept that this error that the children in my care are being brought up in, is very technological and I as a teacher need to embrace it for the children’s development and learning. Although I still firmly believe that technology such as I-phones should be given to children at an appropriate age and is for a purpose and we as educators, along with family/whanau need to monitor the use of technology as it can be somewhat dangerous, as discussed by our net safe guest speaker. I also believe it needs to have time limits, because I am a strong believer that technology can hinder physical activity if used more often than needed. This reflects part of my philosophy that I will be an advocate for physical activity and movement to support health and wellbeing in all children. I believe I feel this was as when I was a child technology was not a huge part in my life, my brother and I were allowed to watch half and hour of television a day, while having our afternoon tea and then were made to go and play outside, which I feel has made me the physically active person I am today and continue to promote active movement.

Now reflecting back on this experience with ‘B’ I realise that technology has a time and place, as does everything else in regards to children’s learning and development. From this ‘B’ was able to further and store knowledge about her interested about whales, and it empowered her explore the world that surrounds her (Ministry of Education, 1996). ‘B’ was also able to communicate her ideas and knowledge with myself and other children in the centre which relates to both the communication strand and belonging strand in Te whāriki: He whāriki mātauranga mō nga mokopuna o Aotearoa/ Early childhood curriculum.

A quote from the New Zealand Curriculum (2007), highlights what children will follow onto after their early childhood years, and I believe that this experience is working towards laying a good foundation for technology;

“… to develop a broad technological literacy that will equip them to practice in society as informed citizens and give them access to technology related careers” (Ministry of Education, 2007, p.32).

 

Reference list:

Ministry of Education. (1996). Te whāriki: He whāriki mātauranga mō 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.

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