Final Reflection

I feel I have gained so much knowledge on technology through the process of creating this blog, reflecting on my own experiences, reading and commenting on other’s experiences, and receiving constructive feedback from others on my own reflections. It was very interesting to see patterns throughout the six group member’s blogs.

The first significant similarity I saw was that we were all unaware of the fact that technology is non-digital and does not have to relate to items such as computers and cameras. Technology in fact, is simply about helping people and solving problems (Smorti, 1999). It also involves using available knowledge, materials, sources and energy to fulfil human needs (Can-Yasar, Inal, Uyanik & Kandir, 2012). It seems our change of perspective was mainly due to reading the article ‘Technology in Early Childhood’ by Sue Smorti in 1999. It was very eye-opening and useful to see everyone come to realise this, and could therefore understand what the children were learning in more depth, such as in the cooking experiences, building experience, and weaving experience.

Along with this new understanding, we all shared feelings of apprehension when it came to using technology, and teaching the children skills and literacy surrounding technology. Despite all feeling wary of technology, we all identified the importance of teachers developing their own knowledge and skills in order to optimise children’s learning. To scaffold children’s learning educators need to extend their own understanding and skills regarding technology (Smorti, 1999).

We felt that there was definitely a place for technology in the early childhood setting whether we like it or not, and it is just about finding the right balance of technology and other experiences you would traditionally see in early childhood such as singing, drawing, and dance. I am now aware that it is not about whether to provide technology for the children to freely use, but is about how we can best use it to enhance children’s learning today (Couse & Chen, 2010). Many of us saw that technology is a very important aspect used to improve the quality of education (Can-Yasar, et al., 2012).

A few members of the group and I believed that technology promotes social isolation. By doing some more research on the subject we all came to the same conclusion that technology in fact enables children to build skills and confidence in communicating with others. According to Kumtepe (as cited in Shifflet, Toledo & Mattoon, 2012) rather than promoting social isolation, children’s computer use increases social skills.

I definitely have attained a more positive outlook on technology and using it with the children in early childhood settings. I now feel I have more knowledge on the subject, and can now justify reasons why technology is a valid, beneficial tool for children’s learning and development. From making this blog I have come to better understand ways that I can follow New Zealand’s Early childhood curriculum Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa, and fulfil the goals and learning outcomes outlining technology that it expects from early childhood teachers. I hope to continue my journey in developing my own skills regarding technology, and can therefore help to encourage and assist children, staff and families in enjoying their own journey to becoming competent and confident with the wonderful tool which shapes our world today. I have chosen technology as the basis for my research paper, so I believe this will help to influence the people around me to embrace technology.

References

Can-Yasar, M., Inal, G., Uyanik, O., & Kandir, A. (2012). Using technology in pre-school    education. Retrieved from ERIC, EBSCO host.

Couse, L. J., & Chen, D. W. (2010). A tablet computer for young children? Exploring its     viability for early childhood education. Journal Of Research On Technology In Education, 43(1), 75-98.

Shifflet, R., Toledo, C., & Mattoon, C. (2012). Touch tablet surprises: A preschool teacher's         story. Young Children, 67(3), 36-41.

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

Comment hyperlinks

Denise

1.       http://deniselikescats.blogspot.co.nz/2013/03/group-blog-part-one.html?showComment=1365315594628

2.       http://deniselikescats.blogspot.co.nz/2013/04/reflection-music-on-friday-22-nd-march.html#comment-form

3.       http://deniselikescats.blogspot.co.nz/2013/03/reflection-two-technology-with-blocks-i.html?showComment=1365328802021

Ashona

4.       http://ashonaictchallenge.blogspot.co.nz/2013/03/reflection-3.html#comment-form

5.       http://ashonaictchallenge.blogspot.co.nz/2013/03/reflection-2.html#comment-form

6.       http://ashonaictchallenge.blogspot.co.nz/2013/03/reflection-1.html

Danielle

7.       http://danielleiskewl.blogspot.co.nz/2013/03/cooking-as-technology.html#comment-form

8.       http://danielleiskewl.blogspot.co.nz/2013/03/ipads-in-early-childhood-setting.html

Natasha

9.       http://tashaanderson11.blogspot.co.nz/2013/03/reflection-three.html?showComment=1365316194807

10.   http://tashaanderson11.blogspot.co.nz/2013/03/reflection-two.html?showComment=1365316358012

Shin

11.   http://shingoeshightech.blogspot.co.nz/2013/03/normal-0-0-2-false-false-false-en-us-ko_3525.html

12.   http://shingoeshightech.blogspot.co.nz/2013/03/reflection-two.html?showComment=1365317611531

Reflection Three - An extended view of technology

Before reading the article ‘Technology in Early Childhood’ by Sue Smorti, I had not made the connection that technology was anything other than items such as computers, cell-phones and cameras. I am now aware that technology is simply about helping people and solving problems (Smorti, 1999). It can also be referred to as “a creative and purposeful activity aimed at meeting needs and opportunities through the development of products, systems or environments” (Smorti, 1999, p. 5). “Technology is intervention by design: the use of practical and intellectual resources to develop products and systems (technological outcomes) that expand human possibilities by addressing needs and realising opportunities” (Ministry of Education, 2007, p. 32). Can-Yasar, Inal, Uyanik & Kandir state that “technology covers the efforts to determine human needs and fulfil these needs using available knowledge, materials, sources and energy” (2012, p. 375). It was from the two mentioned readings that I came to identify that the children were actually involved with technology in the outdoors through using their knowledge, skills, and resources to find solutions to their problems in the following situation.

 A child at my centre decided he wanted to turn our wooden platform into a pirate ship as he wanted to become the ‘captain pirate’ with his friends as the ‘boat worker pirates’. He decided that he needed to make a flag for his ship, but when we went to stick the flag up with the tape he had chosen, it fell down because the wood was slightly damp. I asked him if there was anything else he thought we could use to stick the flag up. “We could use the staple gun, because that is what Teacher T uses when she makes tents with blankets up here” he responded. We used the staple gun, which we found was an effective choice of tool. The children involved also chose to make a plank for their pirate ship, made out of our wood rounds which we have around the playground. They found some of the larger wood stumps were too heavy to roll, so opted to use a wheel barrow to transport them over to the platform. Between two children they could lift the wood into the wheelbarrow and wheel it over to the pirate ship easily. “Growing experience in solving problems together develops children’s understanding of how technologies can help them and others” (Ministry of Education, 1996, p. 96). I found this experience to be interesting as the children were able to think of ways to solve their own problems and make the situation work with minimal help from myself as the educator. It is beneficial for children if educators avoid unnecessary intervention (Ministry of Education, 1996).  I believe it is important for educators to step back and observe situations to see how children respond and act on them for themselves, to enable them to take control while they learn about the world around them. Therefore I agree that children’s “capability in solving practical problems contributes to self-confidence and well-being” (Ministry of Education, 1996, p. 94). The children used physical skills through lifting the wood rounds and operating the wheel barrow, social and emotional skills and language through discussion on how to best solve the problems and during the process of working together to make it happen. They also used the resources they could find, such as the staple gun and the wheelbarrow. From reflecting on this experience, I now feel I need to increase my knowledge and understanding of technology, and the technical language to convey the information to children to best extend the children’s and my own learning in this area.

References

Can-Yasar, M., Inal, G., Uyanik, O., & Kandir, A. (2012). Using technology in pre-school    education. Retrieved from ERIC, EBSCO host.

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

Ministry of Education. (2007). The New Zealand curriculum. Wellington, New Zealand:    Learning Media.

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

Reflection Two - The camera

A four year old boy at my centre was showing a strong interest in insects. One particular morning he was outside searching for insects, turning over logs and searching behind the trees along the fence. He found a spider, which although we knew was a daddy long legs (Pholcidae) he decided was a white tail spider (Lampona cyclindrata). Instead of catching the ‘deadly’ spider, he asked me if he could take a picture. Providing children access to technological products can be used to increase children’s motivations to learn and encourage problem solving skills (Jonassen, Howland, Marra & Crismond, as cited in Can-Yasar, Inal, Uyanik & Kandir, 2012). With some reluctance, I offered the camera to him rather than taking the photograph myself. I first asked him to show me how to hold it safely, and which buttons to press to take a photo and view them. He was unsure of how to hold the camera without covering the lens as he had not had experience with a real camera before. However, after I showed him how to safely hold it without covering the lens he was quite competent at taking the photographs on his own! From this experience I have come to agree that the educator’s role in children’s effective use of technology is important (Fischer & Gillespie, as cited in Can-Yasar, et al., 2012). I believe this is because children need to be taught correctly in order for them to feel confident with using devices, and understand their purpose and what they do. He took a few shots and then asked if he could continue looking for other insects and take photos of them. I was amazed at his ability to operate the camera, and he had produced some wonderful pictures. To continue his journey with the camera, I decided it would be beneficial if he could see the whole process of creating the end product which appears in his portfolio. He plugged the camera into the computer and chose which pictures he wanted in his portfolio. He named the page “Scary Bugs”. He also decided he wanted to write a story about his insects, which I wrote for him in his words. When he had decided he was finished, we went to the printer to pick it up and he placed the page in his portfolio. I felt this learning story was the most meaningful in his whole portfolio, as he had been the one to create it, and consisted of his own view of his experience. “… children need to be active participants in planning and take responsibility for their own learning as this increases self-motivation and self-efficacy” (Cowie, as cited in Whyte, 2010, p. 24). I had never thought about giving children control over the camera for fear that it might get damaged. On reflection, I feel that children should be able to earn our trust, and show us what they are capable of, but this can only happen if we give them opportunities to show us they can be trusted, in this case be respectful of equipment. I feel through this experience I have realised children have the ability to do more than I expect from them – given the opportunity, children will achieve highly. For example, I was amazed to see how capable the child was with using the camera; I had just never seen the children have the chance to give it a go. I believe through this experience I enabled the child to feel responsible for their own learning, empowered, and confident that they can do things themselves (Ministry of Education, 1996). Children learn by doing, therefore I believe it is important that we give children further ways to extend their understanding about technology, and what they themselves are capable of (Ministry of Education, 1996).

 

References

Can-Yasar, M., Inal, G., Uyanik, O., & Kandir, A. (2012). Using technology in pre-school    education. Retrieved from ERIC, EBSCO host.

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

Whyte, M. (2010). Collaborating with children and Whanau in assessment for learning. Early Childhood Folio. 14 (2),21-25.

 

Reflection One - The iPad

On my last teaching practice, the children had been asked to each draw a picture of what they would have looked like as a baby during mat time. Afterwards, another teacher had brought out the centre’s touch tablet for the children to use. This was the first time I had seen children using a touch tablet so it was a very memorable, interesting experience for me. I was amazed at how easily the children managed to find their way around the applications and begin using them, instinctively using their fingers in certain ways to operate the touch tablet. It was eye-opening for me as I am slightly wary of using technology as I feel I have not got a large amount of knowledge about how it works and what it does, and had not used a touch tablet myself at that point. This experience caused me to reflect on how important it is to introduce children to technology at an early age, as due to rapid developments children today are being raised surrounded by technology Can-Yasar, Inal, Uyanik & Kandir, 2012). I felt I needed to improve my own knowledge about how I can use technology so I can help children develop their own skills in technology, and use technology to develop thoughts and skills in all areas in future.“Technology is increasingly recognized as an integral learning tool for promoting the social, linguistic, and cognitive development of young children” (Gimbert & Cristol, as cited in Couse & Chen, 2010, p. 75). The two children using the touch tablet had decided upon using a drawing application, and had begun to draw a baby, just like at mat-time but were working co-operatively and collaboratively, taking turns to each add a detail to their shared drawing. They were describing to each other what they were doing, and what else they could draw. “I am drawing the baby’s little nose” said Child A. Child C suddenly thought “Oh no, we forgot her ears, how will she hear?”. “I thought the baby was a boy?” said Child A. Child C responded “Okay, we can make the baby a boy, called Jack like my little brother”. The conversation happening between the two children was very interesting to see as it altered my view that computers were anti-social as the user becomes isolated through being able to give their attention only to the device and not to others around them. According to Kumtepe (as cited in Shifflet, Toledo & Mattoon, 2012) rather than promoting social isolation, children’s computer use increases social skills. “Children who use computers  more frequently and at a more proficient level demonstrated more social skill gains and fewer problem behaviours in kindergarten” (Shifflet, Toledo & Mattoon, 2012, p. 38). I found it interesting to see that the children had taken a simple drawing activity from mat-time and had chosen to further the experience themselves through the use of technology. I would not have thought of providing the children this opportunity to further their experience through the use of technology, and instead would have ensured there was more paper and pens available and the toy babies accessible in the family corner but would not have given the computer a thought. “Equipment should be provided for … technological learning” (Ministry of Education, 1996, p. 83). I am now aware that it is not about whether to provide technology for the children to freely use, but is about how we can best use it to enhance children’s learning today (Couse & Chen, 2010). Technology is very important to improve the quality of education, and should not be seen as separate to education (Can-Yasar, et al., 2012).

References

Can-Yasar, M., Inal, G., Uyanik, O., & Kandir, A. (2012). Using technology in pre-school education. Retrieved from ERIC, EBSCOhost.

Couse, L. J., & Chen, D. W. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal Of Research On Technology In Education, 43(1), 75-98.

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

Shifflet, R., Toledo, C., & Mattoon, C. (2012). Touch tablet surprises: A preschool teacher's                  story. Young Children, 67(3), 36-41.