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.