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
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 (4th 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.
Jamee thankyou for your last blog, indeed children certainly seem to be confident with cameras, this definitley has amazed me as when I was young cameras were a very special piece of technology.I was interested to read the terminolgy you used for the neck piece, Ministry of Education(2007)suggests that learning of technology and I believe in its correct representation contributes to their life long learning. A sense of mastery and familiarity too contributes to the children's concept of who they are and who we percieve them to be, capable and confident (Ministry of Education, 1996). Do you to think it is wonderful to be able to compare and reflect on our own practice with the use of technology. This blog has opened my eyes and I hope yours,the possibilities of being part of a community of learners on the global stage is almost endless (Wang,2008 Yang,2009).Could the next step be your children possibly using the video on the camera if it has this facility? Who knows where this would lead? Had you thought how powerful this imagery is in exploring and creating links for children within there social context?(Ministry ofEducation,1996;Mindes,2006).
ReplyDeleteI hope we will all come away with new knowledge and skills which we can share with our communities of practice, and who knows where this may lead us in our future. Could we too be deemed capable and confident with a hint of curiosity and exploration? I hope so.
Ka kite anau Jamee
Thanks for your final blog Jamee! I love the use of Te Reo throughout this reflection. What a wonderful idea of the children's to make a book out of their pictures, reading your reflection it is clear to see that the children have an active and involved role in each aspect and stage of making the book which is awesome to see "Children develop a capacity to pay attention, maintain concentration and be involved" (Ministry of Education, 1996, p. 50). Throughout this blog you have used a numerous amount of both digital and non-digital technology that was appropriate for this experience and to complete the book, this gives children a wide range of knowledge and provides them with new experiences, "Appropriate technologies are suitable for the situation in which they are being used, and can be defined as 'the right tools and method for the job, or the right tools used with the right skills, in the right context" (Fleer & Jane, 2011, p. 16. Awesome final blog, thanks Jamee
ReplyDeleteReferences:
Fleer, M., & Jane, B. (2011). Design and Technology for children. Frenchs Forest, Australia: Pearson Australia.
Ministry of Education. (1996). Te Whāriki, he whaariki mātauranga mo nga mokopuna o Aotearoa : Early childhood curriculum. Wellington: Learning Media.
Thank you Jamee for your last blog. I have really enjoyed the journey you have taken me on. From you I gain a sense of calmness and competence in your interactions that I feel the children pick up on and appreciate. You have mention AKO in previous posts and sometimes you learn from the children and like today you gently guide them on their own individual journeys.
ReplyDeleteFor me when I reflect on your blog I do it in one part as a mum and I must again mention Wang (2008) and Yang (2009) and the emphasis to find a new place to join parents in sharing the wonder of their children. Do you think that T’s Whānau would like a blog, where you could share information, photos together? As a parents, I started off at Playcentre before my children entered kindergarten and I felt that I missed out on seeing the beautiful moments of their learning. I would have loved a blog where I could watch my children grow and access it in the evening when I have time to relax. What do you think Jamee? Has you thinking changed?
And Jamee with the book, how magical and wonderful for the children to have in their library we really should support children to publish more of their own material to use within centres. I can’t think of a better way to gain a child’s interests in letters and words than something they have written themselves. As Hamer and Adams (2003) state book publishing is an important way of sending the message that children’s interests and who they are and what they write about are important.
I thought that I would add this little You Tube clip. It was made by a 4 year old in Auckland. I saw this at a conference. The presenter stated that this boy was shy about his voice. Technology has helped him to get a big voice his parents were so proud they put it on YOUTUBE. Maybe somewhere else for you to travel after this project is over.
http://www.youtube.com/watch?v=bamNuu0paKY
Thank you Jamee for inspiring me!
Donna
Hi Jamee,
ReplyDeleteThank you for sharing this wonderful blog with us. I loved hearing how the children were the ones exploring with the camera and how you have created a book out of these photos for the children to continue to remember their experience. Ministry od education (1996) states that "Children develop a perception of themselves as capable of acquiring new interests and abilities" (p.68). Jamee you have created an opportunity here for the children to develop their own interest by only handing the camera to one child and then that child building relationships with other children over the same interest.
Jamee have you thought about extending further into the children's interest maybe researching into different cameras on the computer, showing the children how cameras have changed over the years.
This blog shows a great opportunity between teacher and child and the trust built between one another. Allowing the child to use this piece of technology shows that he knows you trust in him making him feel he has a place here within this centre where he is given new opportunities daily. Ministry of education (1996) states that "Children develop a feeling of belonging, and having a right to belong, in the early childhood setting" (p.58).
Jamee you have used technology very well here in the centre, you have rules for the children to follow in order to use the camera and the children know that these rules need to be followed or the camera becomes unavailable to the children for use. Well done.
Thank you Jamee.