Final Reflection

Through posting reflections and reading others’ reflections as well as discussion in class, I had an opportunity to realise the importance of technology for children in the early childhood settings.  I thought that technology is just a tool which supports a good environment for children’s learning or documents for teachers’ work.  I also recognised that I had narrow knowledge about technology in relation to only digital technology excluding non-digital technology.  However, I realised and experienced that technology is an essential part of learning for both teachers and children. 

According to the principle of Communication of Te Whāriki, children can develop their knowledge, skills and attitudes through experience with some of the technology (as cited in Ministry of Education, 1996).  I was able to find out a variety of connections in relation to technologies everywhere.  For example, when I look around on the wall, I could find a clock, speakers, strings, pegs, fans and so on, which are made by using skills, knowledge and techniques of technology.  As a result, children can improve familiarity with the character of technology in their surroundings during activities (Ministry of Education, 1996).

In addition, I was very surprised that teachers were able to make movies by using pictures and editing videos from a digital camera.  I also have experienced recording some videos with digital cameras with children, but the videos were about children’s play and events in the centre not making movies.  Technology can change the availability of materials and resources.  Thus, technological materials enable children to use many different ways to communicate, create and control their own play with new ways of expressing imaginary ideas (Isenberg & Jalongo, 2006).

I think that teachers need to prepare very well through organising running times and plots when they make movies with children.  In addition, teachers should anticipate unexpected challenges such as chaos, loudness and child interruptions.  However, I am sure that both teachers and children will be proud of the process of making movies as well as the results.  Therefore, the processes are very valuable and are good experiences for children.

Planning should be a continual process through involving careful observation, identification of needs, assessment and evaluation (Ministry of Education, 1996).  In addition, when I plan for children’s learning, I need to be aware of involving the daily challenges of providing flexible, secure, supportive, respectful and collaborative relationships and environments.  For example, when children engage in investigations, extended projects and collaborative learning, I need to plan for ways to limit the number of resources.  Furthermore, I should empower children with choices which they will engage in particular experiences and interactions (Arthur, Beecher, Dockett, Farmer, & Death, 2008).

I also realised that our children are new generation with new technology.  Most new technologies, such as iPads and iPhones might not be strange or difficult to our children any more.  I need to give opportunities for children to experience new technologies naturally through learning new skills and developing knowledge consistently and continuously.  I also hope that I can have the chance to provide good technologies for children with active support from stakeholders in many ways.

Lastly, teachers need to know about and “understand how technology can be effectively integrated into instructional activities” (Tsantis, Bewick, & Thouvenelle, 2003, p. 3).  I think that teachers can also learn knowledge and skills as well as collect information through using computers.  Computers are valuable instructional tools for finding out answers to questions through communication by using the internet (Isenberg & Jalongo, 2006).  Therefore, technology is very important for teachers to enhance their teaching and learning when they have an opportunity for professional development (Tsantis, Bewick, & Thouvenelle, 2003).

References

Arthur, L., Beecher, B., Dockett, S., Farmer, S., & Death, E. (2008). Programming and planning in early childhood settings (4th ed.). Victoria, South Australia: Thomson.

Isenberg, J. P. & Jalongo, M. R. (2006). Creative thinking and arts-based learning: Preschool through fourth grade (4 ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

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

Tsantis, L. A. Bewick, C. J., & Thouvenelle, S. (2003). Examining some common myths about computer use in the early years. Young Children, 58(1), 1-9.

Google images. (2012). Image of Technology, retrieved from http://www.etftrends.com/2012/03/technology-etfs-whats-driving-them/

Google images. (2012). Image of AERIAL VIEW OF ECE LAYOUT, retrieved from http://thearchitectureofearlychildhood.blogspot.co.nz/2011_05_01_archive.html


Google images. (2012). Image of v, retrieved from http://www.freewebs.com/ukeman94/hobbies.htm


Google images. (2012). Image of iPhone-And-iPad-Difference, retrieved from http://www.tech2date.com/what-are-the-differences-between-iphone-and-ipad.html

Comments

Hyperlinks to 12 my comments for contribution to other students in my group

1.
Reflection1 in Lucky's blog
http://luckyyunzou.blogspot.com/2012/03/reflection-1-digital-camera-image-1.html?showComment=1332818207144#c232727886530783064

2.
Reflection2 in Lucky's blog
http://luckyyunzou.blogspot.com/2012/03/reflection-2-computer-image-1-teacher.html?showComment=1332753555148#c4897717847292486438

3.

Blog reflection1 in Kaithyn's blog

http://mossigal-kathryn.blogspot.com/2012/03/blog-reflection-1.html?showComment=1332831521158#c4388619759284639586

4.
Reflection3 in Kaithyn's blog
http://mossigal-kathryn.blogspot.com/2012/03/reflection-3.html?showComment=1332839050514#c7900742174839311782

5.

Reflection one in Hannah's blog
http://hproud26.blogspot.com/2012/03/reflection-one-computers-in-my-home.html?showComment=1332845284969#c5656790111829232059

6.

Reflection two in Hannah’s blog
http://hproud26.blogspot.com/2012/03/reflection-two-cameras-in-my-centre.html?showComment=1332916941979#c5233867746779593712

7.

Reflection1 in Hyun’s blog
http://hyunseo-technoworld.blogspot.com/2012/03/reflection-1.html?showComment=1332917464784#c2893143350394817230

8.

Reflection2 in Hyun’s blog
http://hyunseo-technoworld.blogspot.com/2012/03/reflection-2.html?showComment=1332920522227#c3334633483377431360

9.
Reflection3 in Hyun’s blog
http://hyunseo-technoworld.blogspot.com/2012/03/reflection-3.html?showComment=1332923215749#c8869809410950408689

10.

Reflection1 in Larissa’s blog
http://siberianrussiangal-larav.blogspot.com/2012/03/group-blog-project.html?showComment=1332925680968#c3372888474010323362

11.

Reflection2 in Larissa’s blog
http://siberianrussiangal-larav.blogspot.com/2012/03/group-project.html?showComment=1333009705524#c1767498231786482129

12.

Reflection3 in Larissa’s blog
http://siberianrussiangal-larav.blogspot.com/2012/03/group-blog-project-for-technology-with.html?showComment=1333014224050#c9017625907157338193

Reflection 3

Date: 13^thMarch 2012, 9.00am
Where: Over 2s’room

After morning tea time, the teacher guided the children to the room and let them sit down at the mat. The teacher turned on the TV and played the DVD “Zip n’ Mac”, and then the children said “It’s DVD time” and watched it. According to the Strand (Exploration) in Te Whāriki, “children develop abilities to question, locate and process information and to see people, books, and other media as resources” (Ministry of Education, 1996, p. 98). In addition, “graphics and other forms of visual representation offer important tools for exploration and communication” (Ministry of Education, 2007, p. 34).

While the children were watching, I was curious about the content of the DVD and observed the children as well. I think that the duration of the DVD was around 10 minutes and the content focused on literacy learning for children, such as alphabetic letters through showing related words. The DVD showed and explained the letter “C”at the time, and some of the children followed the instructions to write “C” with a finger in the air and pronounce the words. However, a few children confused “C” with “O”, and then other children said “It’s C” and showed them how to write it. When the DVD was finished, the children sang the end song while dancing and jumping.

I noticed that the teachers used the TV and DVD to develop children’s literacy learning. In addition, the children acknowledged the letters and the words and supported each other’s learning through communication. According to the Strand (Communication) in Te Whāriki, “children convey and receive information and ideas with increasing purpose, accuracy and confidence” (Ministry of Education, 1996, p. 98).

I also noticed that the teachers made use of other media such as CD players, digital voice recorders and tape recorders during play-time and mat-time. Hamer and Adams (2003) suggest that “listening-recording stations are also useful for facilitating and providing a range of language and literacy experience for children of all ages” (p. 62). In addition, Hamer and Adams (2003) emphasised repetition of listening to recorded stories so that children can enjoy and internalise important aspects of literacy.

I agree that teachers can use scaffolding as their teaching technique to improve children’s learning. MacNaughton and Williams (2009) said that scaffolding can be used in a wide range of diverse learning areas and specific areas of skill development such as problem-solving and multi-media literacy through using new technologies. In addition, teachers can help children improve cognitive development and linguistic competencies. It is true that “scaffolding can also be used to build children’s literacy skills” (MacNaughton & Williams, 2009, p. 377).

I have concerns about the negative influence and factors of TV, such as electromagnetic waves and overuse or misuse by adults for their own child. For example, some parents might use TV to do their work and leave their own child alone with the TV. However, I also acknowledge and understand the importance of children’s technological experiences and the responsibility of educators which provide opportunities for children to explore technology (Smorti, 1999). In addition, “children will need the confidence to develop their own perspectives as well as the capacity to continue acquiring new knowledge and skills” (Smorti, 1999, p. 5)

Here is a useful Videoclip (in Youtube) for media and children

* TEDxRainier - Dimitri Christakis - Media and Children

I realised that I need rules to use TV and other media, such as appropriate time management and good educative content through planning. Before using the technological contexts, I have to be aware of implicit and undesirable messages through the contexts. Thus, I should carefully and consciously collect and select appropriate contexts which represent a variety of cultures, family backgrounds, languages and ages for children through reflecting (Tsantis, Bewick, & Thouvenelle, 2003).

Relevant useful Videoclips (in Youtube):

* Are kids different because of digital media?

* Phonics Song

 

References

Hamer, J., & Adams, P. (2003). The New Zealand early childhood literacy handbook, New Zealand Dunmore.

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices for theory and practice (3^rded.). Frenchs Forrest, Australia: Pearson Education 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. Wellington, New Zealand: Learning Media.

Smorti, S. (1999, Autumn). Technology in early childhood. Early Education, 19, 5-10.

Tsantis, L. A. Bewick, C. J., & Thouvenelle, S. (2003). Examining some common myths about computer use in the early years. Young Children, 58(1), 1-9.

Google images. (2012). Image of getty_rm_photo_of_girl_watching_tv, retrieved from http://forum.davidicke.com/showthread.php?t=151629

Google images. (2012). Image of mzl_bvjpkjnd, retrieved from http://www.iappfind.com/app/448040578

Google images. (2012). Image of nursery-rhymes-6, retrieved from http://www.the-parenting-magazine.com/tag/reading-for-kids/

Google images. (2012). Image of olympus-ws-100-digital-voice-recorder, retrieved from http://www.olympusvoicerecorders.com/

Google images. (2012). Image of Portable-MP3-CD-Player-with-Am-FM-Stereo-Tuner-and-USB-Port-MP-CD471-,retrieved from http://cobygz.en.made-in-china.com/product/DbKmjaCPHnig/China-Portable-MP3-CD-Player-with-Am-FM-Stereo-Tuner-and-USB-Port-MP-CD471-.html

Google images. (2012). Image of Radio_Cassette_Recorder_TK_9938_197, retrieved from http://www.o-digital.com/supplier-catalogs/2227/2282/Radio-Cassette-Recorders-1.html

Google images. (2012). Image of 6324118-1, retrieved from http://blogs.coventrytelegraph.net/passtheremote/2009/11/peter-kays-children-in-need-po.html

Google images. (2012). Image of 7615545-children-on-educational-tv, retrieved from http://www.123rf.com/photo_7615545_children-on-educational-tv.html

Google images. (2012). Image of 992541505_byFjg-L-1, retrieved from http://photos.newtownbee.com/Journalism/Photos-from-the-issue-dated/13605866_hSxBbT/992541505_byFjg#!i=992541505&k=byFjg

Reflection 2

Date: 9^th March 2012, 9.00am

Where: Over 2s’ room

When I arrived in the room, there was an old main computer and a keyboard on the table.  S, M and J were busy looking at and working on them with screwdrivers.  I sat down at the table and observed them working for a while first.  S and J touched the electrics and talked about them each other, and M focused on disassembling the keyboard with screwdrivers. 

I think that teachers need to help children develop “the ability to represent their discoveries, using creative and expressive media and the technology associated with them” such as scissors, sticky tape, glue, etc (Ministry of Education, 1996, p. 88).  I also realised that teachers can provide diverse resources and equipment for scientific and technological learning so that children can develop concepts through planned daily programmes (Ministry of Education, 1996).

Meanwhile, M disassembled the keys from the keyboard and put them into a jar one by one, then looked at me and said “I am collecting all keys”.  I asked “When the keys have gone from the keyboard, can we use it again?”  M said “No, we can’t.  It’s very old.”  So I said “We need the keyboard when we use a computer.”  And then S and M said together “It’s broken!”, “Look, look, we already took the screws away from here, too” while pointing at the old main computer.

I noticed that the children looked very curious and explored the old electronics with screwdrivers diligently and actively.  I also realised that both the electronics and equipments are included in technology.  I honestly did not think that young children can properly handle equipments such as screwdrivers, screws and carpentry tools because some equipments belong to adults.  In addition, I am very surprised that the children had some knowledge of electronics.  For example, the electronics became useless because they disassembled screws from the old main computer.  

Through using knowledge and information about technology, children can develop their capability of solving practical problems, which contributes to development of their self-confidence and well-being (Ministry of Education, 1996).  Interactivity and capacity of Digital information and communications technologies can promote resources for exploration, approach problem-solving and make connections between ideas (Loveless, 2002).

When I had a look in the old main computer, it looked complicated and it was hard for me to figure out what the parts were.   I just noticed that it had sharp boards and lots of coloured wires.  I used to hesitate and be less confident in giving information about technology, such as computer hardware and software, because I have a superficial and vague knowledge about technology.  I realised again that technology has been changed very quickly and I need to prepare new fast generation through gaining knowledge and skills as a well-prepared educator. 

Here is a Videoclip (in Youtube) for opinion about new generation.

* The 21st Century Learner

Tsantis, Bewick and Thouvenelle (2003) said “for many people, computer use is not an easy, effortless experience” (p. 3).  In addition, Tsantis, Bewick and Thouvenelle (2003) suggested that teachers can gain their comfort and skill levels through continuous professional development opportunities and support for teachers.  Teachers need to recognise the potential of technology to enhance the teaching and learning process (Tsantis, Bewick, & Thouvenelle, 2003), which links with quality outcomes for children’s learning through thinking and practices (Ministry of Education, 2007).

I recognise that I can use recycled resources and materials for child-initiated learning.  Old electrics are very useful and effective resources for children’s interests.   In addition,  I do not need any worries which children could break them.  Children can understand the people, events and things in their environment through extensive interactions with real materials and resources such as machines and machine parts (Isenberg & Jalongo, 2006).

Relevant Videoclips in Youtube:

* Teach a Child How to Use Scissors

* What is technology

* What is Educational Technology

References

Isenberg, J. P. & Jalongo, M. R. (2006). Creative thinking and arts-based learning: Preschool through fourth grade (4 ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Loveless, A. (2002). Literature review in creativity: new technologies and learning. Futurelab series. Bristol, United Kindom: Futurelab.

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. Wellington, New Zealand: Learning Media.

Tsantis, L. A. Bewick, C. J., & Thouvenelle, S. (2003). Examining some common myths about computer use in the early years. Young Children, 58(1), 1-9.


Google images. (2012). Image of AL6XN-hex-cap-screw, retrieved from http://al6xnscrew.com/


Googleimages. (2012). Image of athlon64_box, retrieved from http://blog.aurel32.net/date/2005/07


Google images. (2012). Image of beige_chicony_keyboard_large, retrieved from http://www.keyboardco.com/keyboard_big.asp?PRODUCT=7


Google images. (2012). Image of colorado%20recycling, retrieved from http://fall7getup8.shikshik.org/page/2/


Google images. (2012). Image of d41d8cd98f00b204e9800998ecf8427eimage, retrieved from http://www.breezypoints.com/preschool-education-newtown-bucks-county.htm

Google images. (2012). Image of electronics-recycling, retrieved from http://schaumburglibrarygreenside.wordpress.com/category/recycling/

Google images. (2012). Image of imagesCAEVR02I, retrieved from http://forum.notebookreview.com/zepto/244036-zepto-keyboard-just-broke.html

Google images. (2012). Image of IMG_1599, retrieved from http://teachertomsblog.blogspot.co.nz/2011/01/two-year-olds-with-hammers.html

Google images. (2012). Image of royers-prek-purple-boys, retrieved from http://www.malvernschool.com/programs/pre-kindergarten-program

Google images. (2012). Image of screwdriver, retrieved from http://www.pruner.biz/tag/who-invented-the-screwdriver/



Google images. (2012). Image of stock-photo-broken-computer-74248147, retrieved from http://www.shutterstock.com/pic-74248147/stock-photo-broken-computer.html


Google images. (2012). Image of 151, retrieved from http://www.vintage-computer.com/vcforum/album.php?albumid=12&attachmentid=2496

Reflection 1

Date: 6^th March 2012, 9.00am
Where: Over 2s’ room

In the morning, the children were playing inside and outside.  There was a computer on the table in the room.  According to Te Whāriki, children have an opportunity to “experience a wide variety of the materials and technology” (Ministry of Education, 1996, p. 81), such as calculators and computers, in their surroundings.  In addition, “by offering a variety of contexts, teachers help their students to recognise links and develop generic understandings” (Ministry of Education, 2007, p. 32).

O, 4 years old, was near the table.  I asked O what was on it, and O said to me “It is a computer”.  The computer was turned off, so I asked how to turn it on.  O then pushed the power button on the main computer.  We waited for the picture to come up, but the screen did not work.  I noticed that it was turned off.  AL and H came in and watched the screen together for a while.  I asked them why the monitor was still dark, but they did not answer.  So I suggested to them to check the power button of the monitor as well.  O looked confused, but AL noticed what I was saying and pushed the button.  Finally the picture appeared on the monitor.

I agree that “children learn through collaboration with adults and peers, through guided participation and observation of others, as well as through individual exploration and reflection” (Ministry of Education, 1996, p. 9).  I acknowledge that I need to help children achieve knowledge and information through questions and suggestions.  Teachers use not only questions to gain new information and increase understandings, but also suggestions for a better or more effective way to do things (MacNaughton & Williams, 2009).  I also need to remember “careful observation and thoughtful timing to ensure that learning is appropriate to the children’s needs and interests” (MacNaughton & Williams, 2009, p. 81).

O and AL also explained how to use the computer and what the icons were on the desktop.  I was very surprised when they told me what the icons were.  It seemed that they were able to read the letters very well.  So I asked again what each icon was, and they read the letters as a whole or part of them correctly.  I recognised that the children learned and acquired the meaning of the icons through observation from others’ work many times.  




Computers have the role of sharing information, developing language and decision making for children.  Children can learn basic computer literacy skills and develop computer awareness through using it.  I can use computers to encourage social interaction between children in their settings.  In addition, I recognised that I can help children extend their communication and collaboration ability through providing quality software programs (Tsantis, Bewick, & Thouvenelle, 2003).




I have concerns about using a computer with children because of the addictive qualities of computers and skills of children with computers.  However, I also realise the importance of Digital information and communications technologies, including computer usage.  “Technology makes enterprising use of its own particular knowledge and skills, together with those of other disciplines” (Ministry of Education, 2007, p. 32).  Computers can also “be valuable instructional tools when teachers are personally comfortable using them” (Tsantis et al., 2003, p. 3). 




Therefore, I need to critically examine the underlying educational content, format and features of the software before providing it in order to support children’s active learning.  In addition, I need to help children keep evolving and maturing through recognising the power and limitations of technology (Tsantis et al., 2003).

Useful Videoclips for learning games in Youtube below:

* Learn Alphabet - A to Z by puzzle at www.gudli.com

* Shapes

* http://www.cookie.com/

References

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices for theory and practice (3^rd ed.). Frenchs Forrest, Australia: Pearson Education 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. Wellington, New Zealand: Learning Media.

Tsantis, L. A. Bewick, C. J., & Thouvenelle, S. (2003). Examining some common myths about computer use in the early years. Young Children, 58(1), 1-9.

Google images. (2012). Image of computer-virus, retrieved from http://www.realmagick.com/iloveyou-computer-virus-conclusion/

Google images. (2012). Image of Fix Destop Icons, retrieved from http://techizer.blogspot.co.nz/2011/08/fix-blank-or-white-shortcut-icons-on.html

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Google images. (2012). Image of open-source-drawing-software-for-children, retrieved from http://www.greepit.com/2009/07/open-source-drawing-software-for-children-tux-paint/


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