References:

Jakab, C. (1999). Let’s explore technology: A hands-on approach. South Yarra, Australia:            MacMillian.

Ministry of Education. (1996). Te whāriki: He whāriki mātauranga mō ngā mokopuna o       Aotearoa. Wellington, NZ: Learning Media

Ministry of Education. (2005a). Kei tua o te Pae: Assessment for learning: Early Childhood          exemplars. Wellington; Learning Media.

Ministry of Education. (2005b). ‘Foundations for discovery: Supporting learning in Early              Childhood Education through information and communication technologies: A framework for development’. Wellington:  Ministry of Education.

O’Hara, M. (2004). ICT in the early years. New York, NY: Continuum.

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

Links to blogs I have commented on

http://cathyyoung2011.blogspot.com/2011/04/supporting-families-with-technology.html

http://jodiestechnologyblog.blogspot.com/2011/04/blog-1-popcorn.html

http://mavis-littlebubbles.blogspot.com/2011/04/jack-in-box.html

http://monika-prasad.blogspot.com/2011/04/ben-ten-in-camera.html

http://rehanahassan78.blogspot.com/2011/04/incredible-dishwasher.html

http://tamarwk.blogspot.com/2011/03/welcome-to-blogging-for-people-place.html
http://tamarwk.blogspot.com/2011/03/martin-robot-man.html

final reflective blog

Blog 5

The wonders of technology are all around us. Children grow up to accept television, computers, and the internet and space travel as a natural part of their lives (Jakab, 1999, p. 4). Finally, we have come to the end of our blogging project and I have really enjoyed my journey. This was very new technology introduced to me. I was finding it a bit difficult in the beginning but with the help of friends, and much trial and error, I managed to complete my blogging. During this course, I learnt many new ideas regarding how I can foster children’s learning through use of ICT as well as learning the new skill of blogging for myself. I have come to recognise that there are perceived educational benefits which are associated with ICT, such as physical development,  improving and increasing children’s knowledge and understanding of the world around them. Through reading and research, I found out that integrating technology enables children to acquire the knowledge and skills necessary to make effective use of new technologies and to recognise these as valuable tools. By the use of ICT I as an educator can support teaching and learning such as mathematical development, communication, language and literacy development. These opportunities include listening to the CD player in a small group, instructing a programmable vehicle, or working on the computer/laptops, the use of calculators, and many other things. Early childhood educators can assist children to recognise everyday uses of ICT and use ICT to support their learning. O’Hara, M (2004) further supports this by stating, “ICT is not a substitute for tried and tested activities and first- hand experiences but offers a means of extending and enhancing those experiences and activities” (p. 13).

Furthermore, in the context of ICT, social interactions can be enhanced. For example, one child teaching another child how a piece of technology works, resulting in learning for both children. Bruce (1997) as cited in O’ Hara (2004) “for social interactionists such as Bruner and Vygotsky, working collaboratively and co-operatively constitute an important learning mechanism” (p. 28). As an educator, it is very important to foster and provide opportunities to use technology to increase skills and confidence.

To extend on children’s learning in technology I will help children to see ICT being used in real life contexts, for example, taking children to the centre’s office to send a fax or use a photocopier. O’ Hara (2004) supports this by stating that “ identifying and accessing ICT resources beyond the classroom in one way by helping children see ICT being used in real context” (p. 55). 

From the feedback of other students, I have learnt a lot and will try to extend children’s interest on technology. As Soonam has suggested that from disco light interest I could actually organise a disco night at the centre. This was a good idea to extend children’s interest and responding it using ICT. After reading others blogs, I realised that how much technology is used in daily life’s of early childhood teachers    

I believe that early childhood educators facilitate children’s interest in technology so that they can develop better understandings and hands on experiences in technology. My learning through this course of people, places, and things was important to me as an early childhood educator because technology education shows us how we can problem solve and encourage children to do this also. Technology education has also provided us with a way of exploring technology, rather than just accepting it. Through this course of blogging, I have also learnt how to foster curiosity, ingenuity, and independence in children. This course has also provided me a basis for designing possible solutions and creating and testing these solutions while working with children. Thus, these skills are vital to help children approach their technological world with interest, wonder, and fresh ideas.    

Jakab, C. (1999). Let’s explore technology: A hands-on approach. South Yarra, Australia:            MacMillian.

O’Hara, M. (2004). ICT in the early years. New York, NY: Continuum.

Reference List

Investigating Technology

Blog 4

Our centre Manager had bought some battery and solar operated calculators from the warehouse for the children to use in their play. After morning tea, I noticed that T was engrossed in her play with the new calculators. I went and sat opposite her watching what she was interested in. She was busy calculating something and after that writing it on the paper next to the calculator. I got curious and asked her what she was doing. She told me that she has to go and do some shopping so she is calculating the money. There were two big calculators so T gave me one and asked me to play with her. I smiled and said, “that’s very nice of you.” She started pressing the button on the calculator and asked me to press the same number on my calculator as well. When I was pressing my numbers, I called out the numbers. Then she got the little black calculator and compared that with the big digital one. She showed me the two different sizes of numbers on the two different calculators. She was comparing the sizes of the key pads on both size calculators and at the same time calling out the numbers. After a while, J and A came and set next to her, she offered them the little black calculator. I praised her for sharing the calculator with them. They all laid their calculator and compared the sizes of the numbers appearing on the screen.                

In this experience, T was developing an understanding of how things work. She was also showing her interest in ICT and was problem solving. Groves and Stacey (1998) as cited in Talay-Ongan and Ap (2005) states that “ research on the use of hand- held calculators in early school years has shown that calculators promote children’s development of quantitative and problem-solving skills” (p. 230). Children involved in this play were recognising everyday applications and using ICT to support learning. According to (Smorti, 1999) “technology is about helping people and solving problems” and in this context T recognised the calculator as a tool to support shopping and engaged the children in numeracy concepts. Additionally, in joining alongside the children, supporting and responding to their play with the calculator as a form of technology, I helped the children learn in that communication, language, and literacy was also focused in this role-play. O’ Hara (2004) suggests that “the incorporation of ICT into curriculum enables children to acquire the knowledge and skills necessary to make effective use of new technologies (learning about ICT) and to able to transfer these capabilities to support learning in other areas of the curriculum” (p. 6). Te Whāriki also says, “each programme should be planned to offer sufficient learning experiences for the children to ensure that the curriculum goals are realised” (Te Whāriki, 1996).

By allowing and encouraging children to use the calculators, this can help them to be more active as learners. It places numeracy and mathematical ideas into experiences that they can relate to and enjoy when it is available as a tool to support their self-initiated play. Talay-Ongan and Ap (2005) suggests, “the calculator can thus support children’s creative development of mathematical images and ideas” (p. 231).  

Reference List

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa                 .Wellington: Learning Media.

O’Hara, M. (2004). ICT in the early years. New York, NY:Continuum.

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

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

Safe Sound Indicator in the centre

 Blog 2

 Our centre was given a Safe Sound Indicator (SSI) from the National Foundation for the Deaf (NFD) to monitor the sound level in the room. I thought it would be a good time for me to introduce different ICT to the children. I had a group of children who were showing their eagerness to see how it worked. I asked them about the different coloured lights on this indicator, which was green, amber, and red. I also  explained  to the children that this instrument indicates increasing sound levels, when the sound is soft it will be indicating green, when the sound level is increasing it will be flashing the amber light and  when the sound level is high it will be flashing the red light. Some of the children related that to the traffic lights. One of the children said that “this morning when I was coming my mum stopped when the light was red on the road.” It was good to see children relating this to the people, places, and things around them. They were also making sense of the world through this small instrument. I gave children turns to see how it worked by increasing their voices and looking at the lights flashing. We also showed and talked to children about the importance of this instrument during our mat time. I also showed the children how this instrument operates with batteries and used rechargeable batteries. J wanted to see where was the on/off switch was so that he could do it by himself. 

 I as an educator supported these children’s learning in ICT by providing stimulating resources that encourage and support children’s interest and enthusiasms. This is further supported by Sayeed and Guerin (2000) as cited in O’ Hara (2004) “the adult arouses care, curiosity, and alertness in the child and helps the child to understand the activity so that they can be successful in it” (p. 73). In this experience, children were also encouraged to foster co-operative and collaborative work.

  Furthermore, by providing opportunities like this in the early childhood setting, children became more aware of different technological tools that are available to them in today’s world. Te Whāriki suggests, “Children should experience an environment where they learn strategies for active exploration, thinking, and reasoning. The ability to represent their discoveries, using creative and expressive media and the technology associated with them” (Ministry of Education, 1996, p. 88). Talay-Ongan & A.Ap (2005) further support by saying that “the use of technology can assist in the development of the rudimentary spatial representational skills of young students” (p. 229).  Since then we have placed this indicator in the classroom and children are being careful of their voices and on some occasions correcting each other that we need to use inside voices.

      

Reference

Ministry of Education. (1996). Te Whāriki: He Whāriki Mātauranga mō ngā mokopuna o    Aotearoa. Wellington: Learning Media                                                                                                        

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



disco light

Blog 3

It was ‘show and tell’ day and one of the children had brought a disco light to the centre. During mat time, J with the help of teachers plugs in the disco light in the power point and turns it on. The children were so excited to see the lights rotating and different colours flashing as it rotates. To extend on their interest I turned the room lights off and turned on the music on the CD player. The room was full of different rotating lights and children were dancing, jumping, and were having lots of fun. Those children who did not want to join in were offered the chance to take photographs using digital the camera, supported by another teacher.

Some of the children were pointing to their favourite colours as it lights up and rotates. Some of them were showing curiosity by asking questions such as “how these things works,” “why it is moving.” Children in this experience had opportunity to gain in the knowledge and understanding of the world, for example, operating equipment, what is the use of different equipment such as these disco lights, which are used at night for parties, and children had an opportunity to recognise the everyday uses of technology such as electrical equipment. The incorporation of this equipment into the centre enabled children to acquire the knowledge and skills necessary to make effective use of them. Te Whāriki suggests, “children develop the confidence to choose and experiment with materials, to play around with ideas, and to explore actively with all the senses” (p. 88). This is further supported by Ministry of Education, 2005a stating technology equipment “can enhance children’s learning and encourage purposeful and exploratory play, collaboration, cooperation, discussion, creativity, problem- solving, risk taking and flexible thinking” (p. 3).  In this experience children were taught regarding electrical equipment and were able explore their potential and develop their skills and understanding through the provision of meaningful, enjoyable , stimulating, active play experiences. This is further described by Ministry of Education, 2005b encouraging “ICT use to support teaching and learning practice, the integration of ICT into children’s experiences to enhance their learning, and introduce ICT as a resource to support practice (p. 2).   

Reference List



How this works?

Blog 1  

After lunch, a few children were at the writing table doing some drawing and practicing writing their names. I was also there with them talking about the letters and numbers on the old computer keyboard. Enthusiastically, K went and got himself another keyboard that was sitting on the shelf next to the writing table. I noticed that he was writing his name by pressing the letters on the keyboard. Unfortunately, there was no screen for him to see how he had written his name. Then I decided to bring out our centre’s laptop and let K write his name using the keyboard and allowing him to see how it is written. I went and got the laptop and set it up on the table. Seeing the laptop on the table, other children became interested as well and wanted to have a turn at writing in the laptop. Children were watching as the computer was starting up the procedures. M, said, “I know how to turn on the computer because I do it for my mum when she wants to use it.” I replied “wow, that’s great because it is good to know how things work.”

K started writing his name, he first pressed letter K and looks up at the screen. He smiled and pointed to the screen then said, “That’s my name.” I showed him different fonts he can use to write his name and different colours of writing they can choose. I also showed the children where we teachers keep children’s photos and their folders of learning stories.  

J was very eager to have his turn and wanted to try all these different things on the laptop. I gave him a turn and told others who were waiting patiently that they all will have a turn with the laptop. One after the other they all had a turn. I made them write on one page each so that when we print they can have their own work. I asked these children if they wanted to see how these documents come out from the printer. I could hear all saying “YES.” When everyone had finished their turn, we went in the office to see how the printer was printing. I opened the window for printing and asked E to press print when he is ready.

J was very excited when he heard the printer making a noise when it was warming up. He wanted to pick his work from the printer as it came out.HThey all had a turn picking their work up as it came out from the printer. As we came in the classroom, these children were very happy and showed their work to other teachers and children.  

Learning objectives

Ø  Personal and social development- sharing and turn taking.

Ø  Communication, language, and literacy- talking with peers and adults; writing for purpose.

Ø  Knowledge and understanding of the world - operating equipment; performing simple functions, recognising everyday use of ICT.

Opportunities for learning

Introducing this ICT into the classroom has ensured that children became more knowledgeable about information, became increasingly comfortable with new technologies and able to discover and enhance their potential. Some of the other learning opportunities these children had are:

      Enhanced physical development, for example hand-eye coordination and fine motor control

      Children became familiar with new software

      Operate mouse with accuracy

      Print/provide record of their work

      Improved and increased children’s knowledge and understanding of the world around them

      Encountering new language/vocabulary 





According to O’ Hara (2004) encouraging younger children to work in pairs on the computer fosters co-operative and collaborative work as well as communication, language and literacy skills.

I as an educator provided the laptop to extend children’s interest in ICT, which was appropriate to develop the learning environment for children. I introduced the laptop in such a way as to encourage its use and getting involved in this to help children learn new things through technology. Te Whāriki (Ministry of Education, 1996) also outlines aspects of technology within its strands stating, “Children develop experience with some of the technology and resources for mathematics, reading, and writing” (Ministry of Education, 1996, p. 78).

 The theorist Bruner explained that children’s progress through play and first- hand experience can be scaffolded by adults who are effective at questioning, guiding, and instructing in ways that will extend the challenge and children’s thinking (Wood, 1998). This is reflected in this context of ICT wherein one child is teaching another child how a piece of technology works, resulting in learning for both children. This is supported by Vygotsky’s theory, which elaborates that children learn through social interaction.

Reference List

Ministry of Education. (1996). Te Whāriki: He Whāriki Mātauranga mō ngā mokopuna o      Aotearoa. Wellington: Learning Media

O’Hara, M. (2004). ICT in the early years. New York, NY:Continuum.