Nicola's Technology Corner: August 2011

Monday, 29 August 2011

Blogs i commented on

Wednesday, 24 August 2011

COMPUTERS!! Children Know how to use them :)

Tsantis, Bewick and Thouvenelle (2003) state “early childhood educators are confused about the value of using computers in their classrooms” (p.1). I am no exception to this belief. I have grown p around computers so I am aware of the benefits they provide. However I am still divided as to whether they should be used on a daily basis in centres.

In my centre we allow children to use the computer independently through using learning designed software. However what I feel is great is that children are allowed on the internet with supervision of teachers. I strongly feel that allowing children access to the internet is important to further developing knowledge around topics. An example of this was when I was having a conversation with ‘K’. ‘K’ said “when the doctor looks in your stomach he cuts your throat and puts a tube in it to see your stomach”. This was shocking for me and I explained to ‘K’ that the doctor puts a tube down your throat. ‘K’ then asked what its name was. I personally had no ideas so I asked him if he would like to look it up on the internet. We proceeded to do this and I was shocked at how much he knew about activating the internet. ‘K’ could turn on the computer and manipulate the mouse to get onto the internet. I told ‘K’ the letters to type in and he competently did this. We then found the information and ‘K’ was happy with what we had found. Through this experience it has shown me how much I underestimated children’s abilities on the computer. Before I would have thought children would not know how to even turn on the computer-obviously I am seriously mistaken.

From my experiences with computers in centres I strongly believe that computers are beneficial to children’s learning. Not only do children foster their skills in becoming ‘technology literate’. I feel technology allows for sharing of information and relationships to be formed. Tsantis, Bewick and Thouvenelle (2003) discuss the myth that computers do not foster interaction and will over shadow the use of other materials in the classroom. I personally feel that computers do foster interaction as I have observed children working together to create pictures and find out new information via computers. However I do agree that if computers become a dependent tool in centres children will develop the investigating skills to find information from other sources. I absolutely love the discussion from Tsantis, Bewick and Thouvenelle (2003) which states “a well designed computer centre can elicit, encourage, and extend young children’s communication and collaboration” (p.7). I really feel this encompasses the learning and relationship building that children can gain through engaging with computers.

When observing children on the computer I found it absolutely amazing to see the children competently using the computer. I could not believe that children were able to create and manoeuvre around the computer with ease-it was like they were an ‘old hand’ at computers. Through using computers I feel children may “develop a structure of facts, concepts, principles, procedures and phenomena’ that will provide resources for the cognitive activities of knowing, understanding and reasoning” (Greeno, 1991, cited in Siraj-Blathford, 2006, p. 2). I have seen children develop understanding topics in more depth through research on the computer. Furthermore I believe children further develop their competencies in using computers, which will benefit them later in this technology driven world.

I feel the software on computers in which children engage in provide for understandings of how computers work. Children are able to see that clicking buttons produce a new screen to appear. Through this new actions can be taken to produce information, create pictures and review personal aspects (such as photos and videos of the children). I strongly feel children can gain discovery through computers and can view the world through a different medium.

Haughland & Wright (1997) cited in Saracho & Spodek (2008) mention through computer play children experience “a period of discovery, which is then followed by involvement, self confidence and creativity” (p.93). This demonstrates the learning that children can gain through using computers and I strongly agree that children discover new experiences through computers, they involve computers as part of their life and furthermore they can gain self confidence in using the computer and expressing themselves through means associated with technology.

Ministry of Education (2009) mentions that through computer usage children are “trying to find out what it does while at the same time learning how to use a new tool for inquiry that will be practical for other explorations” (p.5). While I agree that computers hold great opportunities for learning and development, I do not want them to become a dependable tool in which children leave other forms of exploration (such a books, sand and being in the fresh air) being. While computers are important in our world today children need to be exposed to many environments that will enhance their learning.

I am amazed in children’s abilities on the computer and I can see that computers have a strong influence on children. Therefore I will provide opportunities for children to engage with computers; however I will be mindful of the time spent on it. In all I can see that children need to have an understanding of computers (many already do), through engaging in computers with children, information will be able to shared, you never know children may teach you a thing or to about computers J

References:

Ministry of Education. (2004). Kei tua o te pae assessment for learning: Early childhood exemplars. Wellington, New Zealand: Learning Media.

Saracho, O.N., & Spodek, B. (2008). Contemporary perspectives on science and technology in early childhood education. North Carolina, United States of America: Information Age Publishing Inc.

Siraj-Blatchford, I., & J. (2006). A guide to developing the ICT curriculum for early

childhood education. Staffordshire, England: Trentham Books Limited.

Tsantis, L.A, Bewick, C.J., & Thouvenelle, S. (2003). Examining some common

myths about computer use in the early years. Young Children 58 (1), p. 1-9.

All Photos from www.google.com

Sunday, 21 August 2011

WE CAN LEARN LOTS FROM COOKING!!

Technology is all around us and is used in everyday life, sometimes without us even realising it. Before starting this course I was ignorant to what technology really meant. My definition of technology was anything electrical. However I have come to learn that technology is so much more than electronics. Smorti (1999) states “technology is about helping people and solving problems” (p.6). I feel this statement suggests that technology can no longer be defined as just electric based products. Fleer & Jane (2011) then go on to suggest that “technology is not just artefacts of children’s environments (such as Nintendo, robotic toys and DVDs); it is also the processes of how these and other technologies are researched, designed, made and used” (p.39)”. My realisation of this has made me wonder how we as people came to form the opinion that technology is just digital. Is this belief being passed onto the children we teach and interact with on a daily basis? I strongly believe that as teachers we need to define technology to children so that they understand the true value of technology and how it is an integral part of our everyday lives.

At my centre I am constantly observing children engaging in the processes of cooking; whether it is real cooking or pretend cooking. It is apparent that cooking is a great joy for many children; cooking also brings strong links from home into the centre. In evaluating the significance of technology in children’s lives, I feel the experience of cooking holds many opportunities in which children can develop concepts of technology. While engaging in making muffins with the children I came to realise the many forms of technology that are present in a cooking experience. When we look at technology being “about helping people and solving problems” (Smorti, 1999, p.6) we can see the technology involved in cooking. Through this experience I believe children are developing new skills in measuring, mixing, pouring and stirring.

Through this children are developing the notion that everyday tools (technologies) are designed to help us and we can use these tools in many different ways. For example I have observed children using spoons, for cooking, mixing, feeding themselves and others, transferring objects and to scoop in order to make holes. Through this I have come to understand that a piece of technology as simple as a spoon, is increasing children’s knowledge around the many ways that spoons can be used. This was a great observation for me to see. Previously I would have through that children just saw spoons and other cooking utensils as what they were. However I now realise that children have a deeper understanding of the uses of technology. I wonder how children have developed this notion of the many uses of simple items in our world.

I observed a group of children ‘cooking’ in the sand pit. One child (‘C’) decided that he would use the measuring cup to transfer water (which he called oil) from the puddle, to his ‘cake’ that he was making in the sandpit. I my mind I thought that this was such a fantastic action by this child. ‘C’ was developing his own understanding of technology and was becoming aware of the use of measuring cups and his learning around the use of tools was being enhanced. Another child (‘I’) was using spoons to stir her mixture as well as feed others her ‘cake’. Again, I feel this action was developing this child’s learning around common cooking tools and she was learning that spoons can be used for both mixing as well as eating the food that she created. I strongly believe that when children engage in cooking activities they develop learning around how to manipulate these tools to meet their intended goal. This was shown through children’s developing understand

ing of the uses for spoons, measuring cups and bowls. Children gained the knowledge that the design of this technology is created to aid us in many tasks associated with our life. Through this children were developing learning about the design of technology. For me this was great to see as I came to realise that children have a broad mind in which they see that simple tools can be used for so many different aspects.

Children were gaining knowledge that cups are deep to help transport ingredients and spoon are rounded to help scoop and mix, along will bowls being large with high sides to hold many ingredients. I would never have thought that children would see the cups as a transferring object, however they indeed prove me wrong and I now see how important fostering this learning is. Jones (2009) as cited in Fleer and Jane (2011) mention that one aspect of technological learning is technical aspects; this involves developing knowledge about the uses of tools and developing the ability of increasing precision and accuracy (p.73). Through children engaging with technology (such as spoons, bowls, cups) they are increasing their knowledge around technical aspects and developing an understanding of the uses we have for technology today. I also observed children reviewing the tools available to them and determining the tool that would best suit their intended goal. For example one boy (‘J’) wanted to mix his cake. He started off by using a large spade, however he soon came to realise that this was not really what he wanted. Upon scanning the sandpit ‘J’ found a silver dessert spoon; from this he started to mix his cake as he had found the tool that best suited what he wanted to do. Through this ‘J’ was able to “make his own decisions, choose his own materials and set his own problems"(Te Whāriki He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa, 1996, p.84). ‘J’ was also developing the ability to “solve his own problems through trial and error” (Clark, 2004, p.1). This shows the learning that can emerge through the use of simple technological tools.

It has amazed me how much children have knowledge about the many uses simple tools can have. I now feel that it is important to bring in new technology that children may not have experienced before, such as egg beaters, and electric mixers, would provide for a new technological experience for children. This will enable for children’s learning to be enhanced around new technology. I feel children need to be fostered in designing their own ways of cooking and come up with plans of what materials we need to cook, and what other objects could be brought in to help us.

As a teacher I feel I need to provide opportunities for children to develop their confidence in technology. However I feel I do not fully understand the value of technology myself. Therefore I personally am going to further my own understanding of technology so that I can help children come to understand the technology that surrounds them. Technology is very significant in our children’s lives; children are constantly further developing their learning around uses of tools and how they are used to help us. I will make it my goal to support children in developing their understanding of technology as I have had some amazing experiences where children have surprised me with their knowledge of technology.

References:

Clark, A. (2004) Changing classroom practice to include the Project Approach. Early Childhood Research and Practice. 8.2 Fall 2004. Retrieved from http://ecrp.uiuc.edu/v8n2/clark.html

Fleer, M., & Jane, B. (2011). Design and technolgy for children. Frenchs Forest, New South Wales, Australia: Pearson Australia.

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

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

Pictures sourced from www.google.com, along with photos taken in my centre.

Tuesday, 9 August 2011

CHILDREN CAN USE CAMERAS TOO!!

Technology is all around us, many of us have become reliant on it. I look at my life and I am surrounded by technology and I often wonder how difficult my life would be, if I did not have it. It seems we are running a race to ‘keep up’ with technological advancements and it has become an ‘obsession’ to have the best.

Our children are at the forefront of this technological driven world, they will be the people of the future, using these devices. In this technical world I feel it is important to give children a head start in experimenting with devices such as cameras and computers. I personally feel that technology has changed the way we document in centres. Through photos; learning stories are made more meaningful and relevant to children as they can reflect back on their activities and make connections to other experiences. I believe photos also provide more insight for the parents as they can see what is happening and feel ‘in the moment’ with their children.

Recently I was sitting with a group of children and we were writing stories. I had been taking photos of the children in order to produce a learning story about the rich learning that was happening with their stories. K asked me “why do teachers always take photos?” I explained to K that teachers take photos so we can write stories about them. K then asked “can children take photos to?” My personal philosophy is encouraging children in engaging in new experiences and supporting their learning, whilst also giving them the freedom to explore. Reflecting back on this expereince i was so angry at myself for not previously giving children opportunities to discover cameras. However, I gave K my camera and he started to take photos. This action of K’s sparked the interest of other children; we had many budding photographers patiently waiting for their turn with the camera.(Children's photos are inserted throughout this blog)

Through the use of technology I feel the children were able to gather new knowledge around the camera, such as what it is used for and how it is used. Children are also becoming competent in using a common piece of technology that is present in our society today. Smorti (1999) states “technology is about helping people and solving problems” (p.6). In relation to the children developing skills in photography, the camera was also helping children to be creative and express their own creativity using a different medium. Te Whāriki He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa (1996) states children should have opportunities to develop “the ability to represent their discoveries using creative and expressive media and the technology associated with them” (p.88). Not only was the photo taking experience new for the children, it was also an opportunity for them to develop competence with new technology and become confident in their photo taking abilities. Children and myself who were more competent in using the camera helped others develop knowledge of the camera. This strongly links to Vygotsky's Sociocultural cognitive theory. Santrock (2008) mention Vygotsky's theory explains children's social interactions with more skilled adults and peers is indispensable to their cognitive development. Santrock then goes on to state "through this interaction they learn to use the tools that will help them adapt and become successful in their culture" (p.44). In relating this to cameras; children were developing knowledge around how a camera works. Through these interaction children were becoming competent in a tool that is strongly evident in the culture of today.

I personally feel that through this photo taking experience children were able to see the world through a different lens. I was amazed at the competence children had in using cameras. Majority of the photos were focused and framed and many looked like phtots taken by adults. This was a mind blowing moment for me. Previously i would never have throught that children would be so compentent and expereinced in using cameras, however i was proven very wrong. Children were able to express their interests through their photos and their creative abilities were enhanced through having the opportunity to have time, space and support in taking photos. As the children were taking photos they developed skills in manipulating the camera and getting it to do what their intention was. Children were asking about the buttons on the side of the camera. I let the children experiment and through this they learnt that one button displayed the photos they took, another button deleted the photos and when they turned the wheel it changed the display and functions of the camera. This provided a rich understanding of the camera to be developed and children were becoming increasingly aware of all of the different functions associated with a camera. Siraj-Blatchford (2006) mention that through the use of digital technology, children are "supporting their knowledge and understanding of the world" (p.95). I believe this development of knowledge of understanding was evident in the camera taking experience, as children were becoming increasingly aware of functions of their world and technology that is associated with it.

When children were manipulating the camera and investigating what buttons did what, they were creating theories about what would happen when they pushed a button. For example one child said "if i press this button maybe it will make the camera take a black and white photo (this was her theory), however when she pushed the button it displayed the photo. This for me, displayed the exploration of this child as she was "learning through setting up theories or ideas about how things work and trying them out" (Te Whāriki He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa, 1996, p.82).

I believe in giving children freedom to express themselves through their photos and they learnt that photography can be an endless source of fun and another way to represent themselves.I feel this experience enhanced children’s learning and development as they acquired a new skill that will serve and benefit them in later life. This photographing gave children a new in centre experience and through this children have become familiar with cameras and therefore with forms of technology. I feel the continuation of using digital technology will allow for further learning and development to be enhanced. Children will be developing their technological skills and will understand their abilities as being a competent learner. Ministry of Education (2004) state through the use of ICT children are " trying it out to find out what it can do while also learning how to use a new tool for inquiry that will be practical for other explorations" (p.5). Using the camera provide a opportunity for children to develop an understanding of the camera and what it could do. Through using a camera, i believe children developed an understanding of their own mastery and limitations in using the camera.

Overall I believe technology is all around us, the children now will grow up in a vastly technology inspired world. Therefore I feel it is important to lay the foundations in early childhood of children becoming technology literate. I feel technology has great significance to children and as a teacher I need to provide regular opportunities for children to be exposed to technology. From this I strongly feel I need to transfer my knowledge of technology to children, making them aware of processes and uses of technology. However i have had my eyes to to the expertise that children have with technology-sometimes they can use it better than adults! I believe there are many opportunities for learning and development around technology. These need to be recognised and planned for so that children can become competent and comfortable using technology, which will benefit them in this technologically driven world.

References:

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

Aotearoa .Wellington: Learning Media.

Ministry of Education. (2004). Kei tua o te pae assessment for learning: Early childhood

exemplars.

Santrock, J. W. (2008). Lifespan and development (11th Ed.). Boston, MA, United States

of America: McGraw Hill.

Siraj-Blatchford, I., & J. (2006). A guide to developing the ICT curriculum for early childhood

education. Staffordshire, England: Trentham Books Limited.

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

Pictures sourced from www.google.com, along with fantastic photos taken by the children in my centre.

Monday, 8 August 2011

WELCOME!!

Hi! Welcome to my blog!! i hope you enjoy reading it :)