Jamee's People, Places, andThings Blog: April 2013

Sunday, April 7, 2013

Final Reflection

With every assignment that contains words such as ‘wiki’, ‘blog’ or ‘technology I feel my self-cringe with fear and dread. Digital technology has been something that I find intimidating and don’t understand. Holding such strong feelings regarding this type of technology means I have rarely stopped to challenge my feelings, or extend my knowledge and proficiency in this area due to my own image of myself as incompetent in this area.

It was a surprise to then notice my understandings and views of technology change though class discussions, my own experiences and the experiences written about by my peers. I had never stopped to look around at the large role technology plays in every aspect of my own life, and saw my perception change of what is considered technology though Smorti’s definition stating that “technology is about helping people in solving problems” (1999, p. 5).

I always thought of technology as a skill I was trying to pass on to children; such as “ This is a camera and this is how it works” I never stopped to reflect on the value of this information and why I felt it was important to teach young children. Though my own reflections and reading those of my peers I have come to a personal understand that learning about technology isn't just about fingering out how to use a certain type of technology for the sake of knowing, but in helping children become familiar with the technological tools available to them to assist them in their explorations and discoveries, acquiring new knowledge and making sense of their world.

Through the natural integration of technology in children’s play I witnessed learning that I had not previously associated with the use of technology including the rich social interactions it facilitated. The right piece of technology in the right context provided opportunities for children to share and co construct knowledge, problem solve and negotiate skills that can be used across all curriculum areas (Arthur, Beecher, Death, Dockett, Farmer, 2007) and in many situations throughout life.

Gonzalez-Mena (2008) reminds us that we are completely immersed in our culture and that culture influences every aspect of our beings. Through this journey I have come to realise that for children today technology that may seem foreign and complicated to me is part of their everyday lives (Gonzalez-Mena, 2008)and in a lot of ways part of Zealand culture as a whole. As a teacher this realization challenges me to continue to strengthen my skills in knowledge regards different forms of technology so I can best meet the needs of the children and effectively support their learning (Smorti, 1999).

Through reading the comments from my peers I have had some interesting points to ponder. I am aware that three of the ladies have children of their own and comment on the technology used in their own homes and lives. This causes me to reflect on collaborative partnerships between parents and teachers, if we are to utilize technology that is relevant in the children’s lives it’s imperative to know the types of technologies are used in the children’s homes and the significance of the roles they play.

This paper may have not advanced my skill base in modern digital technology but it has taught me of the importance of continuing to develop and strengthen my skills in this area and given me the confidence and desire to do so. As a personal challenge, this reflection has been the first assignment I have ever typed up without hand writing first. I did this to continue to prove to myself that like the children I teach and learn alone side of, I too am capable of acquiring new skills (Ministry of Education, 1996).

References

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2007). Programming and planning in early childhood settings (4^th ed.). South Melbourne, Australia: CENGAGE Learning.

Gonzalez-Mena, J. (2008). Foundations of early childhood education. New York, America: McGraw-Hill

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, 1, 5-10.

Hyperlinks

Monday, April 1, 2013

Say Cheese!

T and I sat on the top of the hill enjoying the sunshine and having a korero about his bike at home. “Camera teacher” said T suddenly “Camera?”

“Would you like to take some pictures T?” I responded, “yeah” said T. I have noticed T’s interest in using this piece of technology and am often asked by T to lend him the use of my camera. I reminded T of the rule about using my camera; that he must wear the lanyard around his neck at all times, and explained this was to stop the camera falling on the ground and breaking if it is dropped. T happily placed the lanyard around his neck, turned the camera on and pointed the camera at me calling out “Smile Teacher!”

T then started exploring his environment using the camera. Other tāmariki came over to have a turn using the camera as well. Once T had finished he carefully took the lanyard off and helped place it over another child’s head. Later that day I asked T and the other tāmariki if they would like to take the photos off the camera and look at them. A suggested we could make a book, and the other children agreed enthusiastically.

The tāmariki and I used a camera cord to download the photos onto the computer, and then printed them out. The children carefully cut out the pictures and glued them on to clean pieces of paper and helped laminate each page. Using a hole punch, the children and I punched a hole in the top of each page and bound the pages together using string.

The children took the book all around the centre, finding the objects and places in the pictures and showing it to their peers, sharing their knowledge of the process and their understanding with each other.

As a teacher I felt very comfortable exploring and extending on this experience using the camera and wondered if this was because of my own knowledge and skills around this piece of technology as Smorti (1999) notes, that for educators to effectively support and promotes children’s learning in this area we first need to develop our own knowledge and skills in regards to technology and continue building on these.

On reflection, I recognised that my view of a camera as a valid, manageable, and effective tool for children to use and explore is probably influenced by my own experiences with cameras, and the common use of a camera by my Mum throughout the entirety of my childhood, allowing me to view this piece of technology as common and familiar.

I stepped back again at the beginning of this experience as I am aware that most children are not only exposed to, but actively use technology such as a cameras in their day to day life (Arthur, Beecher, Death, Dockett, and Farmer, 2007). Due to the relationship I have with both T and his whānau I was also aware that this was a strong interest across both settings and although T is newly three, he is both competent and confident in using this piece of technology.

Seeing how competent all the children were at using the camera solely on their own prior knowledge I believe, reflects how technology is valued within our society, as Vygotsky’s socio-cultural theory argues that children learn “Culturally relevant concepts and practices as they observe and participate in the everyday lives of their families and communities” (Arthur, Beecher, Death, Dockett, and Farmer, 2007, p. 14).

I felt that by facilitating an opportunity to continue with this learning journey, through uploading, printing and creating a book helped extend on the children’s prior knowledge in a coherent meaningful way. This development of skills and knowledge will help children fully participate in society as they grow older, and will help expand their opportunities in ICT related careers later in life (Ministry of Education, 2007).

I found this was a interesting discussion about how technology is changing how we interact with our world, and how this is the only world that our children will know.

http://www.ted.com/talks/don_tapscott_four_principles_for_the_open_world_1.html?quote=1721

References

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2007). Programming and planning in early childhood settings (4^th ed.). South Melbourne, Australia: CENGAGE Learning.

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

Smorti, S. (1999) Technology in early childhood. Early Education, 1, 5-10.

Off Fishing....

With the new arrival of materials in our carpentry area, both the children and teachers have been actively exploring these items and their uses. While in the outside area I noticed two boys, D (four years old) and I (four years old) sitting together, on a slightly risen platform, each holding a measuring tape from the carpentry table. As I continued to observe both boys unravelled their tape, locked it into place, then tossed the hard end as far as they could while still holding firmly to the end of the measuring tape itself.

While repeating this action I overheard the boys comparing what fish they had caught! As I approached D confirmed my theory and exclaimed “Look Teacher, we’re fishing!”
Because the play was damaging the new equipment I pointed out to the boys that the hard rocks in the water seemed to be breaking the fishing lines they had made and asked what else they could use to fish with that would be more suitable or the job.

After a few seconds of pondering, D suggested string. I encouraged this idea and suggested we take the measuring tapes back to the carpentry table and try out D’s suggestion of string. Both boys agreed enthusiastically and ran ahead to the carpentry area. D and I got straight into designing their fishing lines, D carefully drew his out then began collecting the materials he wanted to use.

I did not interfere with his design or physical construction but did suggest tools for certain jobs, such as the hand drill to create a hole through his wood, and put language to the specialty tools and skills he was using.

I also demonstrated the use of equipment new to D and the other children. After a long construction process D and I left the carpentry table with their custom made fishing rods and tried them out in the water trough. I could see they were both proud of their creations.

I used the teaching techniques of demonstrating to assist the children’s learning of this new (and to most, what seemed foreign) equipment. I believe this use of teaching technique was appropriate as the children involved were enthusiastic to learn the new skills (MacNaughton, Williams, 2009).

Socio-Cultural perspectives also remind us that optimal learning environments are created when links to children’s lives at home and interests are made, and valued within the centre (Arthur, Beecher, Death, Dockett, and Farmer, 2007). Although the children were not using any form of digital technology, which Is what up to this point, I thought of when talking about technology, they were using a large range on non-digital technology such as scissors, hammers,hand drills, clamps and string. These are all valid forms of technology as Smorti reminds us “technology is about helping people in solving problems” (1999, p. 5). This statement also supports the belief that fishing rods are a form of non-digital technology which interestingly can be found cross-culturally and throughout time.

I felt this experience provided an opportunity for the boys to design, and create their own pieces of technology which I found to be an empowering experience for all those involved. This experience also nurtured their “perception of themselves as capable of acquiring new interests and abilities” (Ministry of Education, 1996, p. 68). This experience challenged my understanding and categorization of non-digital technology.

Before this experience I found it hard to even name five pieces of non-digital technology, but now I can find it everywhere I look and can see the important and relevant role it plays in our everyday lives, such as the use of mirrors, toothbrushes, saddles, lawn mowers, and helmets to name a minuscule few. I wonder if I looked past these important pieces of technology that we use so regularly in our day to day lives because they have always been present in mine. I seem to have taken these for granted because I have never experienced a world without them.

From my own learning through this experience, I’m going to endeavor to introduce, use, supply, and explore pieces of non-digital technology with the children to strengthen their knowledge and understanding of these tools, how they work and what we use them for, to continue to support these links between the home and the centre. .

References

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2007). Programming and planning in early childhood settings (4^th ed.). South Melbourne, Australia: CENGAGE Learning.

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). Frenchs Forrest, Australia: Pearson Prentice Hall.

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, 1, 5-10.