Hyperlinks to Saira's comments

Comments on Flutura's reflections:
http://fluturaveliu.blogspot.co.nz/2012/08/refl-ection-1-date-07-08-12-asi-came.html?showComment=1344816622659#c5707789279319280900
http://fluturaveliu.blogspot.co.nz/2012/08/date-14-8-12-todayi-asked-to-help-on.html?showComment=1345598250728#c310494154447346067
http://fluturaveliu.blogspot.co.nz/2012/08/third-reflection-using-technology-to-be.html?showComment=1345955742604#c7322186515830815122

Comments on Kay's reflections:
http://kaylovestotalk.blogspot.co.nz/2012/08/reflection-1-use-of-alaptop-today-one_8.html?showComment=1344730356147#c5435814098079631604
http://kaylovestotalk.blogspot.co.nz/2012/08/reflection-2-technology-in-sandpit.html?showComment=1345182218956#c1460024953167193225
http://kaylovestotalk.blogspot.co.nz/2012/08/reflection-3-using-camera.html?showComment=1345954726451#c230072858713788334

Comments on Marilyn's reflections:
http://mightymousemarilyn.blogspot.co.nz/2012/08/using-microscope.html?showComment=1345611138207#c6403726018555344422
http://mightymousemarilyn.blogspot.co.nz/2012/08/ipads-are-alwaysin-demand-we-usually.html?showComment=1345610617620#c409032820135768808
http://mightymousemarilyn.blogspot.co.nz/2012/08/reflection-3-gluegun-scissors.html?showComment=1345955267245#c319012289300696504

Comments on Isabel's reflection:
http://fresh-and-fruity-isabel.blogspot.co.nz/2012/08/the-staple-gun.html?showComment=1345181930306#c1404647963488105402
http://fresh-and-fruity-isabel.blogspot.co.nz/2012/08/laptop-experience_7835.html?showComment=1345499531546#c7487063587552562335
http://fresh-and-fruity-isabel.blogspot.co.nz/2012/08/to-see-or-not-to-see.html?showComment=1345956091466#c7816767468333200483

Complete reference list:

References: 

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

Dunkin, D., & Hanna, P. (2001). Thinking together: Quality adult child interaction. Wellington, New Zealand: New Zealand Council for Education Research.

Edwards, C. P. & K., Springate. (1995). Encouraging Creativity in Early Childhood Classrooms. Eric Digest. # ED38947

Fleer, Marilyn. (1997). The technical language children use at home’ in Early childhood Folio 3. NZCER.

Gonzalez-Mena, J. (2008). Foundations of early childhood education: Teaching children in a diverse society (4^th ed.). Boston, MA: McGraw Hill Higher Education.

Google images. (2012). Images of cameras. Retrieved on 9^th August 2012, from:

            https://www.google.co.nz/search?q=images+of+cameras&hl=en&prmd=imvns&tbm=isch&tbo=u&source=univ&sa=X&ei=TRo4UPmZDPGviQeBt4C4CA&biw=1137&bih=683&sei=OBs4UKCFJOSiiAe9-YC4DA

Google images. (2012). Traditional whiteboard images with children. Retrieved on 22nd August 2012, from: https://www.google.com/search num=10&hl=en&site=&tbm=isch&source=hp&biw=1137&bih=683&q=traditional+whiteboard&oq=traditional+whiteboard&gs_l=img.12...1256.8926.0.12527.22.12.0.10.6.0.282.2537.0j4j8.12.0...0.0...1ac.AAqz3hja0Iw#hl=en&tbm=isch&sa=1&q=traditional+whiteboard+images+with+children&oq=traditional+whiteboard+images+with+children&gs_l=img.12...3690.9561.0.13919.21.21.0.0.0.0.265.4663.221.21.0...0.0...1c.kekNPktyKPE&pbx=1&bav=on.2,or.r_gc.r_pw.r_cp.r_qf.&fp=d2cc27a743e79af3&biw=1137&bih=683

Manukau Institute of Technology. School of Education. (2012, Semester Two). What is technology. Manukau, Auckland, New Zealand: Author. Retrieved from: http://www.youtube.com/watch?v=GS1xL1 qcBa4

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

Ministry of Education. (2007). The New Zealand curriculum for English-medium teaching  and learning in years 1-13. Wellington, New Zealand: Learning Media.  Retrieved on 2^nd July, 2012, from: http://nzcurriculum.tki.org.nz/

Murphy, K.,De Pasquale, R. & McNamara, E. (2003). Meaningful connections, using technology in primary classrooms. Beyond the journal, Young Children on the Web, November 2003, 1-9. Retrieved 10^th August 2012, from: http://www.naeyc.org/files/yc/file/200311/TechInPrimaryClassrooms.pdf

Santrock, J., W. (2010). Lifespan development: International student edition (12^th ed.). New York, NY: 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.

Yang, S., H. (2009). Using blogs to enhance critical reflection and community of practice.  Educational Technology & Society, 12 (2), 11-21.  Available online from http://www.ifets.info/journals/12_2/2.pdf

Reflection: 3

22 August 2012

(Google image)

‘Communication technology’

A whiteboard is a traditional form of technology and it is an inexpensive way of teaching and learning.  In my centre it is commonly used for the children to explore, experiment, and be creative with colourful whiteboard markers.  Today when I was outside with the children I noticed a two year old toddler M was busy on the white board.  She was making lines, circles and dots and then joining them in shapes.  Two other toddlers came with chalk in their hands and started to draw on the whiteboard.  M followed them and did the same but when the chalk did not work well she again got her whiteboard marker and got busy in her drawing. 

I came closer and asked, “can you tell me about your drawing M.”  She smiled and pointed towards a round shape with a stick, “my flower, and a butterfly fluttering on the flower.”  I was amazed with her description and acknowledged that those lines were making sense to me now.  After observing M the other children got the board markers too and started to draw while they were sharing their ideas with each other.  Ministry of Education (1996) states, “growing experiences in solving problems together develops children’s understanding of how technologies can help them and others” (p. 96).

I learnt from the YouTube video about technology, provided by our lecturer in one of the class power points, that the word technology was first mentioned in 1829 but this term only became familiar in 1952 (Manukau Institute of Technology, 2012).  It made me realize that technology was always there to help us but most of us were not familiar with it.  I think the saying “out of sight out of mind” fits perfectly here.  Whiteboards and markers have been in use for teaching and learning for a long time and part of my childhood schooling too.  I remember we used to be fascinated when teachers worked on whiteboards and students were not allowed to use them.  We often tried out things when no one was there to see us.  I am glad that early childhood centres are using whiteboards frequently as they are saving a huge amount of paper from wastage.  It’s a very innovative technological tool that allows children to draw over and over and improve their drawing and later writing skills.

In the example, the whiteboard and marker technology became a learning and experimenting tool for the children.  The children were developing their own working theories by playing with ideas to work with chalk and then board markers.  They were able to develop an understanding that markers are working better on the board so they started to use the markers rather than chalk on it.  According to Ministry of Education (2007) technology provides, “an understanding of material properties, uses, and development is essential to understanding how and why products work the way they do (p. 32).  The whiteboard became a communication tool for M to draw and convey her thoughts and ideas and it helped me to understand what she wanted to express.  The other two children also learnt by doing and observing what is the best way to use a whiteboard.  Smorti (1999) explains that one of the differences between science and technology is the search for a practical purpose as well as the study of how things might be.  

My early childhood course readings and my own and other blog fellows reflections are helping me to understand the advantages and uses of technology in depth.  The more I am learning the more I am appreciating technology and its benefits in our everyday life.  I will keep up with my own learning that in turn help me to enhance the children’s knowledge about technology too.

Reflection 2

Reflection 2:

17^th August 2012

‘Learning Computer Technology’

A three year old girl F was busy on an activity table creating something with ‘Interstar game.'  In response to my question about what she is making?  She said, “I am making my computer.”  She used her imagination and joined four different coloured parts to make a small object, which can be closed just like a laptop.  I asked, “how does your computer work?  She said, “it doesn’t work because there are no buttons.  I don’t know how to make them we don’t have computer in here.”  I said, “Shall we look at my computer?  F was very keen to see and said, “you got buttons on your computer.”  I said, “yes my laptop has buttons and it is called a keyboard. 

N joined us too and said, “it is not a laptop it is a computer.”  I said, “my computer’s name is laptop because we can put it in our lap.”  I let F and N explore how to put on the computer and to use the keyboard to click on different icons.  Then I got the word page and asked them to press different keys to write down different letters and their names.  They spent a long while pressing different keys and experiencing what will happen on the screen.  Later on F was able to develop her version of keyboard with the pieces of Interstar game.

I deliberately did this activity with the girls to let them have the first hand experience of the computer.  My centre does not have any computer for the children because they are very young.  While I think it is important to make them familiar with its functions as it is becoming part of educational learning too.  Likewise, Murphy, DePasqual, and McNamara (2003) point out, young children should have access to experience technology to develop knowledge and skills for using it’s applications before they can use them independently for prescribed purposes. 

I started to use a computer when I joined my early childhood course, I struggles and got frustrated spending many hours just to do minor jobs.  I personally favour the idea of children getting familiar with computer technology because it is one of the tools to be successful in further studies and job market.  My idea is supported by Wheatley (2003, as cited in Tsantis, Bewick, and Thouvenelle, 2003) that observation and investigation found that there are long term effects on children’s elementary grades due to lack of computer skills in preschool years.

The experience allowed F to feel, observe, and visualize the laptop closely and then later on create her own keyboard.  Computer technology was helping them to explore what is the use of its keyboard and how it works.  Smorti (1999) also support the view that technology is about searching for solutions and solving problems.  It also gave me the opportunity to build close relationship with the girls and scaffold on their curiosity to learn.  The girls learnt the names and functions of different parts of the laptop.  F compared her model computer to the real computer while she was looking and then touching the keyboard’s keys.  Ministry of Education (2007) recommends that children should develop “technological literacy that will equip them to participate in society as informed citizens…” (p. 32).  

I am convinced that there should be supervised opportunities for young children to gain knowledge and become aware of the use of current technology.  In my opinion if there is a well planned combination of indoor and outdoor activities then there is no harm in letting children get familiar with computer technology. 

Reflection

Reflection: 1

10th August 2012

 

 “Camera as a teaching tool”

I work with toddlers ages between 2 to 3 years.  Like every other centre the use of a camera is a very common practice in our centre.  Children usually watch teachers taking photos and imitate them by using pretend cameras and are not allowed to touch them.  During activity time while I was taking the photos B asked, “Can I see my picture?” When I was showing her the pictures I said, “B can you see me through the lens?” She was finding it hard to focus the lens and instead was trying to see me through the screen of the camera.  I explained to B that the lens of the camera is just like your eye if you do not look at me you cannot see me.  If you will focus the front lens towards my face then only you can see me on your camera screen.  This time she did so and said; “now I can see you here.”  Then I explained how she could take my photo.  B pressed the button and exclaimed with pleasure, “I did it and I have your picture.”  She took several photos of her work and other children too and seemed very happy to do so.  Later on under my supervision I let her teach other children how to use the camera and take a real picture. 

Although we use camera ever day, I myself never consciously acknowledged that it is part of technology.  After my ‘people, places, things and events’ class I reflected on the matter and realized that cameras and pictures are every day part of our life.  I thought it would be a good opportunity to take a further step and use ‘teachable moment’ (Gonzalez-Mena, 2008) to build on children’s interest.  Child developmental theories made me aware that positive learning experiences enhance self-esteem, which leads to empowerment (Santrock, 2010).

It was a positive learning experience for all of us as, including myself, we learnt something new.  While children were using the camera they were having a real life experience.  They were learning the function of the camera and learnt to get the desired picture they by focusing the lens and then pressing the button.  It was a different experience then the use of artificial cameras where they cannot get the idea of how it really works.  Ministry of Education (1996) states, “[children develop] the ability to represent their discoveries, using creative and expressive media and the technology associated with them” (p. 88).

This activity promoted their cognitive development because it involved the thinking process too.  Fisher and Garvey (1992, as cited in Smorti, 1999) point out that unlike science, technology is based on a thinking process.  The activity also provided the children with an opportunity to interact with each other and scaffold each other’s learning.  During our conversation they learnt some new technical vocabulary such as what is a lens, screen of a camera and flashlight.  According to Vygotsky’s socio-cultural theory children learn best in their social settings.  Vygotsky (1986-1934, as cited in Gonzalez-Mena, 2008) believed in, “the power of language and in social interaction as a vital ingredient in learning and development” (p. 27).  

I reflected on the activity and came to the conclusion that it is important for teachers to let go of our own fear and assumptions about children’s abilities.  Part of not letting children touch the camera is our fear that they might break it or they have no sense yet how to use it.  I also learnt that I have to overcome my own worry of knowing very little about technology.  The experience made me realize how easily and simply by using an everyday object I can teach children about technology.  

As I am becoming aware of the importance of technology I will consciously try to make it part of the children’s learning.

Hi Isabel