Final Reflection on overroll learning

Final reflective blog

I remember on the first day of this course when the lecturer asked the class what we thought technology meant, most of the people in our class had similar answers. For us, technology basically meant computers, Cameras, TV and play stations etc. Now coming to the end of this course, my understanding of technology has changed. Today if someone asks me what technology is, I can confidently say that technology can be digital and non-digital, I can further talk about how technology has changed our lives.

Over the last few months we have had a number of speakers who talked about the technology and how it impacts the children and teacher. With all the information I gathered from guest speakers and from class and literature I have now become more knowledgeable of what technology mean. According to Smorti, “technology is about helping people and solving problems” (1999, p.5). I feel this quote defines technology so clearly. This reading has actually helped me lot to seeing technology differently in everything around us. Through this knowledge I am able to provide children with many different opportunities and tools that are used for different things to explore their world. Ministry of Education (1996) states that in order for children to participate in this world they need to acquire new knowledge and skills.

Feedback from my group members on my post was very useful. I can see that we have all learnt a great deal on the subject as we are becoming aware of the many areas of technology that are part of our lives and the difference they make to it. I have been able to learn from other group members and this opportunity may not have been there had there been no blogs. The feedback that I got back from my digital camera blog was very encouraging. All group members’ comment agreeing that cameras are easy to use and that children love to take photos. In response to Jawa’s feedback on my third blog I would say that I have already extend M’s interest on technology by providing him different activities like cooking, play station etc. I have already started using more open ended question to enhance children’s learning through technology. I like Pawan’s suggestion about to make photo album with to M to extend his interest on cameras thank you Pawan. I will encourage and support M to make his digital photo album.

In response to Pawan’s question about what net safety my centre used to keep children safe from internet? We do not have cyber safety policy in my centre. Centre. We have download window live family security system to protect children’s from inappropriate sites and one of the teachers always supervisor children while they are using computers. Our all parents quit happy for their children’s to use computers and access internet in the centre. In response to my first blogs feedback I would love to say thank you to Pawan. I haven’t thought about providing children real phone call experience but I will do if i come across similar situation again.

The use of technology in children’s learning and development is huge. Children need to understand what technology is, the difference between digital and non digital technology and how it is useful to solve problems. Children have started to take in-charge of their own learning with their use of different technologies. I believe that technology prepares children to have a smoother journey in schools and better people in the community. As educator we need to foster both digital and non-digital technology and provide a balance between high technology such as computer, TV and simple technology such as sand pit, blocks.

Through, this course I have realised that technology is part of our everyday lives and our children need to be exposed to it so they can move and keep up with this fast changing world we live. This course provided me opportunities to learn what technology is all about and the importance of it in our everyday life. I did enjoy this course it was a great way to share our thoughts about technology with others. By sharing my experience with my group members I received positive and insightful feedbacks on my use of different technologies with children. From my group members comments I have found many different ways to extend on my use of technologies.

Reference

Ministry of Education. (1996). Te Whāriki, he whaariki mātauranga mo nga mokopunaĀotearoa: Early childhood curriculum. Wellington: Learning Media.

Smorti, S. (1999)Technology in Early Childhood. Early Education, Vol 19 Autumn 1999

Links to my comments

Comments on Hui's Blogs
Comment on Hui's First Blog
Comment on Hui's Second Blog
Comment on Hui's Third Blog

Comments on Lovely's Blogs
Comments on Lovely's First Blog
Comments on Lovely's Second Blog
Comments on Lovely's Third Blog

Comments on Jawa's Blogs
Comments on Jawa's First Blog
Comments on Jawa's Second Blog
Comments on Jawa's Third Blog

Comments on Deep's Blog
Comments on Deep's First Blog
Comments on Deep's Secong Blog
Comments on Deep's Third Blog

comment on Hui's 1st blog

Reflection 3

Using Digital Cameras!

Reflection 3

Date: 8/09/2011

Teacher: Harpreet Kaur Sodhi

Child: M (not using the due to ethical considerations)

ICT: Using digital cameras

This morning Child M was playing in the sandpit. I went there to take their pictures for their learning story.  When he saw a camera in my hand he starts talking about pictures he took at home using his own camera. He said “whaea I know how to take pictures because my mum teach me”. Then he was asked  me “whaea can I take some pictures with your camera?” While I was having conversation with M, I discovered that he had been really interested in using my camera. To further explore his interest about the camera I gave my camera to him. Te Whāriki states that “children use a variety of technologies for different purpose as they explore their world” (Ministry of Education, 1996, p.98).

I was surprised to see the way he was taking pictures so confidently like adults. I never thought that 3 and half years old child can take pictures so perfectly. Te Whāriki states that “Children experience an environment where they learn strategies for active exploration, thinking and reasoning” (Ministry of Education, 1996, p. 88). Through the use of cameras children learn to capture images and see them through the display in the camera, they can take photographs of things they like and don’t like.

I realized that by using the cameras children can tell a story about the pictures and they capture their own as well as others learning. I found that Digital photography can boost a child’s self-esteem, celebrate children’s interests and challenge their thinking. Te Whāriki states that “children exploring and making sense of the world such as setting and solving problems with the ability to represent their discoveries through creative media and technology associated to them” ( Ministry of Education.1996,p.88)..

I realised that as teacher my role is to set up the environment and activities, matching technology use to the curriculum as well as to the children’s needs and interests.  As a teacher I need to be less involved in directing the activities, and more involved in monitoring children’s activities, intervening as necessary to guide and pose questions that encourage thinking (Haugland,  1999).

 My interactions with M has made me more aware that children are very capable and competent and that we teachers need not tell them what to do but provide opportunities for them to explore the use of technology whether it is digital or non digital. M knew what he was doing, he knew what angles took good pictures, he knew what pictures he wanted to take and I as the teacher was there just to support and learn alongside him. This made me realise how important it is to make technology a part of curriculum.

My perspective about the young children using technology has changed now. This experience as allowed me to let children discover technology. I have realised that digital cameras provide children direct visual clues for developing self-concept and understanding their role in social interactions with peers. Through this course I have learnt that my role as teacher to allow children to make their own choices of when and how they want use technology without forcing them.

Reference:

Haugland, S.W. (1999). “What Role Should Technology Play in Young Children’s learning? Part 1.”Young Children 54 (6): 26-31.

Images from Google

Ministry of Education. (1996). Te Whariki: He Whariki Matauranga mo nga Mokopuna o Aotearoa. Welington, New Zealand: Learning Media LTD.

Reflection 2

Young Children using technology!

Reflection 2

Date: 30/08/2011

Teacher: Harpreet Kaur Sodhi

Child: Group of Children

ICT: Using computer to search for dinosaurs.

Today after lunch time four years old were sitting on the mat for group time. I asked them to choose books to read. Most of the children chose dinosaurs books and they start talking about dinosaurs. Some of the children wanted to search about the dinosaurs on the computer. I turn on the computers for them. One child told me whaea “I saw dinosaur’s bones on the computer at home”. All the children were really interested and paying attention what I was showing to them. They researched about the different dinosaurs and their eggs and their bones through the use of computers. I was so surprise when I saw the children using mouse very confidently and they seemed to be very familiar with what to do, how to stop you tube videos etc. According to Tsantis (2003) as a teacher of young children it is our role to understand modern technologies which will beneficial for the social and physical learning needs of young children.

  At that moment I realised that the through use of computer children’s learning goes beyond developing skills such as using a mouse or developing hand–eye coordination. I believe that computer is part of children’s learning and development. Technology is another tool to support learning, and should be used as an additional resource for expanding young children’s access to new content (Guernsey 2010). I like the way children learning in groups I believe that children learn best through social interaction. Te whāriki states that “children ‘experience and environment where they learn to work alongside others” (Ministry of Education, 1996, p. 70).

I believe computers will contribute to all children’s and providing a pathway for educator to enhance and add value to children’s learning. I noted the way in which ICT presented opportunities to record exemplars of children’s learning; encouraging children themselves to more effectively participate in and access the learning opportunities. I believe that ICT could contribute to encouraging and enhancing the view of the child as a researcher and problem solver. I have also realised that I have to extend my own knowledge about computers so that I can help children to become confident and competent in the use of computers.

 I realised that the children who use computers with supporting activities that reinforce the major objectives of the programs have significantly greater developmental gains when compared to children without computer experiences in similar classrooms-gains in intelligence, nonverbal skills, structural knowledge, long-term memory, manual dexterity, verbal skills, problem solving, abstraction, and conceptual skills (Brown and Murray,. 2006). ICT activities can enhance children's learning from confidence building, motivation, sense of belonging, and communication. According to Jones, (2011) children actually learn best when they are exposed to technology and are using it themselves on a daily basis.

In addition, computers enhance children's self-concept, and children demonstrate increasing levels of spoken communication and cooperation. At first I was thinking that technology is not important in children’s life but now I have realised that technology is important part of children’s life. Technology can provide better support for mobility and collaborative use, are easier to integrate into play activities and are more fun to use. I realised that technology also increases educator’s confidence, supports learning in all areas of the curriculum. It also gives children the opportunity to build on competences and knowledge that they may develop in the home.

References

Brown, M., & Murray, F. (2006). ICT and young children: Laying the foundations

         for the digital future. Computers in New Zealand Schools, 18(2), 43-48.

GuGernsey, L. 2010. “When Young Children Use Technology.” Early Ed Watch (blog), July 13.http://earlyed.newamerica.net/blogposts/2010/when_young_children_use_technology-34279

Images from Google

Jones, S. (2011). Screens and Preschoolers: pull the plug or power up. Become a bettereducator:Education Aotearoa in New Zealand: NZEI New Zealand Educational Insitute , 2, 20-22.

Ministry of Education. (1996). Te Whariki: He Whariki Matauranga mo nga Mokopuna o Aotearoa. Welington,New Zealand.: Learning Media LTD.

 Tsantis, A., L, Bewick, J., C, & Thouvenelle, S. (2003). Examining some common myths about computer use in the early years. Young Children: Beyond the Journal, 1-9.

Reflection 1

Using phone in the family corner!

Reflection 1

Date: 16/08/2011

Teacher: Harpreet Kaur Sodhi

Child: A (not using the due to ethical considerations)

ICT: Child A pretending to use the phone to talk to her Friend.

This morning I observed the child A was playing in the family corner on her own. I went to her and I asked her “what are you doing A?” A said “I am looking for the phone whaea, because I want to talk to my friend B”. I asked her “why where is your friend B?” she said “because she is not here today she is sick”. I gave her phone and she start pressing the buttons. The way she was using phone and pretending to having conversation with her friend caught my attention.

 

                                           

She was asking from B about her sickness and when she is coming back to school. I was really surprised with A and how she was using imagination, dramatic play through using a pretend phone which can encourage the use of technology. According to Smorti (1999) Technology is a tool that can provide another way for children to learn and make sense of their world.

From my observation I notice that A was very confident while she was using phone to ring her friend B. Te Whāriki acknowledged that through exploration children use a variety of technologies as they explore and become familiar with their environment (Ministry of Education ,1996).  I believe that by having electronic gadgets like telephones, television in the family corner will help children to become more familiar with technology.

After this observation I realised that children are interacting with technology every day and in almost all aspects of their learning and play. I realised that as an early childhood educator I have to provide opportunities for children to explore ICT skills which will help them to become confident users of ICT (Ministry of Education, 1996).

I was shocked when I heard A talking about the cell phones. She told me that how we can use cell phone to txt our friends I asked her “who told you that” she said “I saw my dad when he texting his friends”. From this conversation I really recognize the fact that children’s minds are capable of picking up things very quickly just from observing. While I was having conversation with A I was thinking how I could further extend her knowledge with the use of telephone, technology. Te Whāriki state that “children experience an environment where they develop verbal communication skills for a range of purposes” (Ministry of Education, 1996, p.78).

I realised that we as educators are the decision makers in whether, how, what, when, and why technology is implemented, applying their expertise and knowledge of child development and learning, individual children. According to Guernsey (2010) the adult’s role is critical in making certain that thoughtful planning, careful implementation, reflection, and evaluation guide decision making about how to introduce and integrate any form of technology into the classroom experience. I have also realised that selecting appropriate technologies for the classroom is similar to choosing any other learning material.

I have come to the conclusion that as a teacher I must take the time to evaluate and select technology tools for the classroom and carefully observe children’s use of the materials to identify opportunities and problems and make appropriate adaptations.

References:

Guernsey, L. 2010. “When Young Children Use Technology.” Early Ed Watch (blog), July 13. http://earlyed.newamerica.net/blogposts/2010/when_young_children_use_technology-34279

Images from Google

Ministry of Education. (1996). Te Whariki: He Whariki Matauranga mo nga Mokopuna o Aotearoa. Welington, New Zealand.: Learning Media LTD.

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

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