Danielle O'Connor

Sunday, 7 April 2013

Final Reflection

I have been fortunate enough to have five of my fellow students give me feedback on my blog reflections. I am able to use this feedback to extend my learning and improve my future practices. Like me, my classmates also struggled to recognise technology as anything other than digital, electronic products such as; the computer, iPad, camera and others like these. Yet through the aid of the ‘People, places, things and events’ course and the feedback from my peers I can now understand that there is so much more to it; “Technology is a creative and purposeful activity aimed at meeting needs and opportunities through the development of products, systems or environments” (Smorti, 1999, p.6). One technology experience that I facilitated was baking scones. Through feedback from my peers I believe I can extend the children’s technological learning further through providing the children with a pictured recipe to aid them in completing their final product. This allows the children to develop their practical skills as well as their ability to problem-solve (Ministry of Education, 1996). My peers helped me to understand that technology can aid in developing children’s social skills, literacy skills, and maths and science concepts (Ministry of Education, 2007). One of these that stood out to me was the social skills aspect of technology. I once thought that digital technology was more of a solitary experience, however through practice and response from my fellow students I realise that it can be quite the opposite. I now can see that through the use of technology children can practice important social skills such as; cooperation, sharing knowledge and skills, and turn-taking (Ministry of Education, 2007).

Throughout this course I have been convinced that technology, in all forms, is of great importance to children’s learning and development. Since technology is constantly changing, it is important that children be introduced and familiarised with new technology on a regular basis as it will enable them to embrace the changes in this area, rather than finding it overwhelming (Fleer & Jane, 2011). When used correctly, technology can be a valuable teaching tool that can assist children’s learning development in many areas; the sooner children are introduced to different technologies; the more readily they will adjust to the rapidly changing features of technology and be equipped to use these technologies for different purposes as they explore the world (Ministry of Education, 1996). As teachers, we must develop our skills in this area to ensure the children are familiarised with technology through experiences within the early childhood setting, because essentially we are preparing the children for jobs that do not exist yet. “Well-prepared teachers, who recognize the power and limitations of technology, are needed now more than ever” (Tsantis, Bewick & Thornton, 2003, p. 10). When teachers doubt the effectiveness of these technological experiences, and deliberately exclude them from within the early childhood setting, children’s learning of the way of the future is hindered (Tsantis, Bewick & Thornton, 2003). Our children are growing up in an information society and as teachers we need to educate them on the skills required to use these technological items in order for them to survive (Smorti, 1999). Through the aid of the ‘People, places, things and events’ course, relevant literature and feedback from my peers, I have gained a better understanding of the benefits of technology within the early childhood setting. I will use this new information to further my practice in the technology area and incorporate it within the experiences that I facilitate on a more regular basis. I believe that I need to further develop my confidence in using technology and will be taking the steps to achieve this goal as of now.

Reference List

Fleer, M., & Jane, B. (2011). Design and technology for children. Frenchs Forest, Australia: Pearson

Australia.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā 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.

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.

Saturday, 6 April 2013

Hyperlinks to comments

Saturday, 30 March 2013

Cooking as Technology

On Monday the 18^th of March I was on kitchen duties within my centre. I decided that it would be a nice treat for the children (and the staff) to make scones for morning tea. I proceeded to bring together the required ingredients and utensils in order to make the scones and with the children’s help we made our product.

Together, the children took turns at combining the ingredients and then mixing them in our large mixing bowl until the substance transformed into a solid, doughy mixture. Once we had reached this stage of the process, it was time to separate the mixture into individual little balls and place them on a baking tray. We talked about making sure they were all approximately the same size in order for them to cook evenly; ensuring that one does not burn while the other is still uncooked. Once this stage was complete we placed them into the oven to cook. Approximately ten minutes later we checked our product to see its transformation. We noticed the change in colour and size immediately. “It’s gotten bigger aye!” Stated (C.S). And it’s gotten browner!” Replied (A.F). Later on it was time to take our scones out of the oven and taste-test them. I asked the children what they noticed about the texture; “How does it feel now, after being in the oven?” “It’s turned hard!” Said (J.B). The children were able to understand that there is a process involved in the things we consume. That it does not just appear exactly how we see it, from nothing. They are also able to understand that there is equipment involved in order to make our job easier and more efficient. These utensils are designed to solve a problem and create an easier, more idealistic way of doing things. Te Whāriki states that; “Growing experience in solving problems together develops children’s understanding of how technologies can help them and others” (Ministry of Education, 1996, p. 96). In this example we solved the problem of transforming simple ingredients into a final, edible product.

Whenever I am on kitchen duties at work, I either cook or bake with the children. Whether it is baking cupcakes or cooking macaroni and cheese, I find it exciting and intriguing for the children. However, I have never once considered this as a technological activity, let alone considered the utensils we use as technological equipment. Smorti (1999), states that technology is about helping people and solving problems. It can be an innovative and purposeful activity designed to meet our needs through the development of products, systems or environments. Therefore cooking is technology as it meets our needs of providing morning tea and requires a process of developing individual ingredients into a final product. The utensils (such as the rolling pin we used) are considered as technology as they are tools that we require in order to prepare the product, tools that make our job easier.

Technology is not only about electronic equipment such as the latest digital gadgets, which unfortunately is sometimes all it’s identified with. It is important to understand that technological activities, such as cooking, help to develop children’s innovation, enquiry and curiosity (Ministry of Education, 2007). Teachers are encouraged to incorporate technological experiences within the early childhood setting in order to enhance children’s practical skills as they develop products through specific processes (Fleer & Jane, 2011).

Reference list

Fleer, M., & Jane, B. (2011). Design and technology for children. Frenchs Forest,

Australia: Pearson Australia.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā 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.

Smorti, S. (1999) Technology in Early Childhood. Early Education, 19, 5-10.

Tuesday, 26 March 2013

IPads in the Early Childhood Setting

Each week within my centre we have a different ‘sound of the week’ in which the children are able to bring in something for show and tell that begins with that particular sound. The week beginning Monday 11th March, our sound of the week was the letter ‘I’ and one particular child brought in an iPad to share with us! I am all for embracing technology within the early childhood setting; however I could not understand why the child’s parents would let him share this expensive piece of equipment with a classroom full of four year old children, without their supervision.

At first I was hesitant to this experience as I was scared that the iPad would be dropped or damaged, but as I watched the child handle the iPad I could see that he was careful and cautious. Upon asking the child questions about his news and seeing him demonstrate ways in which it could be used, I came to realise that the child was rather technologically confident with this piece of equipment. He navigated his way to his favourite game, of which he was an expert at! He showed us some photographs he had taken with it, of which were mainly of himself pulling faces, and he took a photograph of me and put it in a silly clown frame! Te Whāriki states that children need to progress their confidence in acquiring new knowledge and skills (Ministry of Education, 1996) because technology is constantly advancing. This child showed experience and expertise in using the iPad that the other children were able to see. I could see that this boosted the child’s self-confidence levels as the other children were intrigued by the technology experience the child had to offer, and can be linked to Te Whāriki; “Capability in solving practical problems contributes to self-confidence and well-being” (Ministry of Education, 1996, p. 94).

I noticed that most of the other children were already familiarised with the iPad as some of them had proclaimed to have one at home, or their cousin’s had one, or their neighbour, or even their Nana! The child let some of the children have a turn using his iPad, and something that caught my attention was how quickly they developed the skills required to use this piece of equipment. It is important that children be introduced and familiarised with new technology on a regular basis as it will enable them to embrace the changes in this area, rather than finding it daunting (Fleer & Jane, 2011). When teachers doubt the effectiveness of these technological experiences, and deliberately exclude them from within the early childhood setting, children’s learning of the way of the future is hindered (Tsantis, Bewick & Thornton, 2003). Our children are growing up in an information society and as teachers we need to educate them on the skills required to use these technological items in order for them to survive (Smorti, 1999). This practice is mandatory, especially now considering some schools even require iPads and laptops on their school stationary list.

We must develop our skills in this area to ensure the children are familiarised with technology through experiences within the early childhood setting, because we are preparing the children for jobs that do not exist yet. “Well-prepared teachers, who recognize the power and limitations of technology, are needed now more than ever” (Tsantis, Bewick & Thornton, 2003, p. ).

http://cdn.toucharcade.com/wp-content/uploads/2012/10/apple-ipad-mini-pr.jpeg

Reference list

Fleer, M., & Jane, B. (2011). Design and technology for children. Frenchs Forest,

Australia: Pearson Australia.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o

Aotearoa : Early childhood curriculum. Wellington, New Zealand: Learning

Media.

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.

Computers in the Early Childhood Setting

I have noticed the importance of computer use within my centre as it is evident first thing in the morning when the children arrive. Within my centre we have a computer room situated at the front of the building in which we have four computers. Next to it, there is a table where the children are required to sign themselves in using a pencil and paper, following that they are required to sign in by typing there full name onto a word document on the computer.

I have been fortunate enough to see the benefits that this technological practice has on the children’s learning development, as they have a sound knowledge of where each key is located on the keyboard. Not only that, they are able to sign in using a pass-worded log-in and can navigate their way to the required documents on the desktop. This is important as when using the internet, passwords are becoming more and more significant to ensure our information is protected. A moment that caught my attention was when I was working the opening shift at my centre. I turned on the computers in order for them to be ready for when the children arrived and to my surprise the computers were password protected. I had no idea of the password and my colleague was nowhere in sight. (M.H) was the first child to arrive and she immediately entered the computer room where I was sitting, looking puzzled. I told the child that she would have to wait a minute while I asked my colleague what the password was. Before I had a chance to walk out of the room the child responded; “I know what it is!” She quickly jumped onto the computer chair and 3 seconds later we were logged in, ready to go. This child showed confidence in using technology which is a necessary ability to have in this day and age. Technology is changing rapidly, and our society is becoming more and more reliant on it. If children are able to embrace technology and its benefits, they are better equipped to grow with our changing society (Smorti, 1999).

This experience was a wakeup call for me. I have never been technologically advanced, and have never been too fussed about the latest gadgets. However, when a four year old girl can work a computer better and faster then you it makes you think that it is a necessary skill to have a sound knowledge in. As a teacher, I see the importance of embracing technology within the early childhood setting. However, in order to do this I believe that we must be willing to learn about this ever-changing topic ourselves as computers and other technological equipment are more likely to be useful instructional tools when teachers are personally comfortable using them (Tsantis, Bewick & Thornton, 2003).

Technology is a significant and relevant part in our everyday lives within the early childhood setting and computers are an effective tool in preparing the children for the world that they are growing up in. As teachers, we should embrace it in order to show the children that it is not something to be afraid of, but excited about (Fleer & Jane, 2011). The sooner children are introduced to computers; the more readily they will adjust to the rapidly changing features of technology and be equipped to use these technologies for different purposes as they explore the world (Ministry of Education, 1996).

Reference list

Fleer, M., & Jane, B. (2011). Design and technology for children. Frenchs Forest, Australia: Pearson Australia.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa : Early childhood curriculum. Wellington, New Zealand: Learning Media.

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.