KATE'S HOME OF PEOPLE, PLACES AND THINGS

Thursday, 30 August 2012

My comments on posts from people in my group

Comments on:
Nicola's posts

Ragina's posts

Camellia's posts

Beth's posts

Final Reflection!!

This blog project has brought lots of surprises and benefits to me. It opened my eyes and inspired me to think deeply, critically and technologically through reading my group members’ insightful reflections and their comments on my posts. My group members pointed out some areas I can change and need to work on more. For example, they suggested me reflecting more on my teaching strategies.

I believe that teachers play an important role in children’s learning. I will use effective teaching strategies to promote children’s learning and development related to technology, including encouragement, open-ended questions, prompts, demonstration and many more suggested by Macnaughton & Williams (2009). For example, I will be modeling and scaffolding children to use non digital equipment to solve problems. I will ask children open-ended questions to promote their critical thinking skills.

Besides, I will set up a technology enriched and stimulating environment. For example, I will think of the position of computers. In front of the computer, I will leave enough space for at least two children, so that they could share and interact. Also, other children could easily participate in the computer activity.

Moreover, my team members also reminded me to nurture children to use technological devices in a safe, ethical and appropriate way. I will implement that into my practice through using role model, demonstrating and other strategies. I think if a child used the computer in an inappropriate way, the computer would affect him/her negatively, e.g. violence. I would correct children if they used sticks to hit each other.

Furthermore, teachers should consider avoiding sexism, racism, violence, stereotyping and using for drill and skill activities (Chatel, 2005). I agree with that and I will provide equal opportunities for all children to experience technology related activities, including carpentering, cooking and etc. In addition, I will be concerned with the benefits as well as possible harm of technology to young children. For example, I will help children balance time spent on digital devices and other play. Computer games cannot replace other non digital technical activities, such as painting, drawing, play dough, reading, drama or outdoor play.

Apart from learning from feedbacks, I have also gained a lot of knowledge about both digital and non-digital technologies and their significant roles in children’s learning and development. Ministry of Education (1996) explains, “To cope with such changes, children need both the confidence to develop their own perspectives and the capacity to continue acquiring new knowledge and skills” (p.18). I think both digital and non-digital technologies are equally important and they enhance children’s development in all domains. Technology improves children’s social development. For example, children share technical tools with others and they talk, take turns and help each other. During this time, children build peer relationships and develop their communication skills. Additionally, they also learn collaboration and pro-social behaviours (Brooker & Siraj-Blatchford, 2002). Technology can also promote children’s emotional development. The technical experiences can build up their self-confidence. For example, children feel confident and joyful after completing a painting or computer games. Technological activities contribute to the development of fine motor skills and hand-eye co-ordination as well, e.g. practicing using scissors and mouse. Moreover, technology provides children with various ways to explore the world. The value and benefits of using technology in children’s learning and development are a lot more, e.g. promoting children’s letter recognition, mathematics, listening following instructions and problem solving skills. In a word, technology is very important in children’s learning. Through technology, children will learn to control, explore and understand their environment and the vast fields of knowledge they will be encountering throughout their schooling (Brooker, 2003).

References

Brooker, L., & Siraj-Blatchford, J. (2002). “Click on Miaow!”: How children of three and four years experience the nursery computer. Contemporary Issues in Early Childhood, 3(2), 251-273.

Brooker, L. (2003). Integrating new technologies in UK classrooms: Lessons for teachers from early years practitioners. Childhood education, 79(5), 261-267.

Chatel, R. G. (2005). Computers use in preschool: Trixie gets a screen name. New England Reading Association Journal, 41(2), 49-52.

MacNaughton, G., & Williams, G. (2004). Techniques for teaching young children: Choices in theory and practice (2nd ed.). Frenchs Forrest, Australia: Pearson Prentice Hall.

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

Saturday, 25 August 2012

Taking photos!

This Thursday, I was watching photos in my camera. A boy H. approached me and asked, “What are you doing?” I replied, “I am watching photos”. Then he asked, “Can I see?” I showed him, and he said, “Can I take a photo?” I said “Ok”, and then showed him the on and off button and the shutter button. I reminded him to put his hand through the cord first, and explained that the camera won’t drop or break in this way. I also told him that he needed to ask permissions before shooting photos of someone. He asked why. I explained to him, “that is because some people may not like you to take photos of them, and we have to respect them and their decisions”. He asked a girl S. next to us first, “Can I take a photo?” The girl refused him by shaking her head. H. got the cue and looked at me. I encouraged him, “why don’t you ask me?” He asked me and I agreed and H. took a photo of me. Then we viewed the picture together. That was not a nice one, so we decided to take another one. I suggested to him, “Maybe you should point the camera up this time”. He did it and showed me and I said, “Wah, H. That is nice photo. I like it. Thank you”. He giggled and started to walk around the room to take pictures of people and inanimate objects that he was interested in.

A picture is taken by H.

I used demonstrating and instructing teaching strategies suggested by Macnaughton & Williams (2009) to teach children the ethical and respectful way of using cameras. That aligns with one of the NZ Curriculum’s criteria, which is “Through their learning experiences, students will develop their ability to make ethical decisions and act on them” (Ministry of Educaiton, 2007, p.10). I believe it is crucial to teach children ethics of technology, as not only to protect other people’s rights, but also introduce to children the concept of think and act ethically.

When H. took photos of me at the first time, I didn’t tell him to point the camera upward. Considering his size and the weight of the camera I decided it was unimportant. He was enjoying the experience and the process more than the result. Smorti (1999) stated that “doing that is important rather than the product” (p.6). Later, I used encouraging, suggesting and praising teaching strategies to empower the boy.

Cameras are portable a technological device. It provided H. another approach to explore the world. It is proposed that children’s use of cameras and other ICT devices enables them to access a world of animation and imagination, story, music and movement in enriched and engaging ways” (Talay-Ongan & Ap, 2005, p. 226). For children cameras can be an eye into their opinions, their interests and over all into their very own world (Blagojevic & Thomes, 2008). This activity also promoted children’s “ability to represent their discoveries, using creative and expressive media and the technology associated with them” (Ministry of Education, 1996, p.88). Moreover, I believe teaching and allowing H. and other children to use cameras regularly on a daily basis will help me learn more about them and their perspectives.

In addition, using cameras increased H’s social interaction with me, his peers and other teachers and helped him to develop his technological vocabularies (Clements & Sarama, 2003). The benefits of implementing cameras into the curriculum are a lot more. For instance, Good (2005/2006) pointed out that using cameras and photos may foster children’s self-esteem and promote their feelings of security, promote a sense of community and belonging and so on.

Overall, I believe cameras play an important role in children’s learning and development.

References:

Blagojevic, B., & Thomes, K. (2008) Young photographers: Can 4-year-olds use a digital camera as a tool for learning? An investigation in progress. Young Children. 63(5), 66-70.

Clements, D. H., & Sarama, J. (2003). Young children and technology: What does the research say? Young Children, November, pp.34-40.

Good, L. (2005/2006). Snap it up! Using digital photography in early childhood. Childhood education, 82(2), 79-85.

Google. (n.d.). Image. Retrieved from https://www.google.co.nz/search?hl=en&q=why+teaching+children+ethics+of+using+ICT&bav=on.2,or.r_gc.r_pw.r_qf.&biw=1280&bih=579&um=1&ie=UTF-8&tbm=isch&source=og&sa=N&tab=wi&ei=nVw4UMbdE-fUigeJmYHoBQ#um=1&hl=en&tbm=isch&sa=1&q=children+using+cameras&oq=children+using+cameras&gs_l=img.3...6416.6920.2.7065.6.5.0.0.0.2.221.425.2-2.2.0...0.0...1c.-dWygQN03r0&pbx=1&bav=on.2,or.r_gc.r_pw.r_qf.&fp=f607866dd22a0f44&biw=1280&bih=579

MacNaughton, G., & Williams, G. (2004). Techniques for teaching young children: Choices in theory and practice (2nd ed.). Frenchs Forrest, Australia: Pearson Prentice Hall.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo ngā mokopuna ö 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, No. 19 Autumn 1999.

Talay-Ongan, A., & Ap, E. A. (Eds.). (2005). Child development and teaching young children. Southbank, Victoria, Australia: Thompson Social Science Press.

Friday, 24 August 2012

Screen Painting

According to Te Whaariki, it is stated that “children gain experience in using communication technologies such as crayons, paintbrushes, pencils…” (Ministry of Education, 1996, p.97). To align with this, in my centre, a variety of communication technological materials are provided, including crayons, paints, brushes, palette and many more. Besides, the teachers always set up different art activities for children to explore and express their thinking and creativity, including marble painting, sponge painting and so on. One of the recent popular art activities is screen painting.

Last Thursday, teacher P. set up the screen painting table, and several children were attracted to play over there. Most of them seemed very confident and competent at that table as they were quite familiar with that art technique. However, some still needed help either from the teacher or their peers. Most children could remember and follow the steps. They cut the paper into their favourite shapes, placed the shape on another piece of paper, covered them with the screen printer, poured the paint on top of the screen, and then moved the roller to print. After children finished their work, they all knew and put their paintings on the rack to dry. Beautiful paintings! ~~

Referring to Smorti (1999), technology is “a creative and purposeful activity aimed at meeting needs and opportunities through the development of products, systems or environments” (p.5). This hands-on art experience is a technological activity provided by the teacher to extend children’s learning based on their interests in painting. It is a creative process as the final work all turned different. Children use their prior knowledge, provided materials and skills to express their ideas and make their desired paintings. This experience could also help children develop “familiarity with the properties and character of the materials and technology used in the creative and expressive arts” (Ministry of Education, 1996, p.80). In addition, it stimulated children to think technologically about the space in which they were learning and living (Talay-Ongan & Ap, 2005)

Smorti (1999) also said that technology is about “solving problems” (p.5). This activity allowed an opportunity for children to recognize problems and find solutions. For example, children had to plan what shapes to cut and to decide what tools to use and how to cut certain shapes and etc. Obviously, for children who rarely use this technological tool, at first they had to find out how this screen printer works. Children used their physical skills, communication skills, their imagination and the resources to seek for solutions. That met the NZ Curriculum’s goal that “students develop knowledge particular to technological enterprises and environments and understandings of how and why things work” (Ministry of Education, 2007, p.32). Understanding of technology gives children the strength and skills to generate and explore ideas in creative ways (Ministry of Education, 1996). Moreover, by solving the problem, children not only took a big step extending their learning towards new knowledge and skills and understandings, but also gained confidence and self-esteem (Lancaster, 2003).

Furthermore, studies also showed that as our hands touch and play upon surfaces of outer reality, we internalize and inwardly fabricate a personalized tapestry in our mind (Auer, 2001). In other words, engaging in this hands-on experience with different technical tools and materials enhanced children’s brain/intellectual development.

NZ Curriculum declared that “The aim is for students to develop a broad technological literacy that will equip them to participate in society as informed citizens and give them access to technology related careers” (Ministry of Education, 2007, p.32). Therefore, I think teachers should promote the effective use of technology.

References

Auer, A. (2001). Hand Movements Sculpt Intelligence. New Hampshire, America: Research Institute for Waldorf Education.

Google. (n.d.). Image. Retrieved from: https://www.google.co.nz/search?num=10&hl=en&site=imghp&tbm=isch&source=hp&biw=1280&bih=622&q=screen+printing&oq=screen+printing&gs_l=img.3..0l10.798.3429.0.3572.15.10.0.2.2.0.320.1184.2-4j1.5.0...0.0...1ac.lrx2-UEVk-k

Lancaster, Y.P. (2003). Listening to young children. Glasgow, Britain: Open University Press.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo ngā mokopuna ö 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, No. 19 Autumn 1999.

Talay-Ongan, A., & Ap, E. A. (Eds.). (2005). Child development and teaching young children. Southbank, Victoria, Australia: Thompson Social Science Press.

Wednesday, 15 August 2012

4-year-old IT Experts

"Bill" Gates declared that “digitization is the biggest force that will transform our world in the next 10-20 years”. New Zealand Ministry of Education has already realized that and proposed that “ensuring all students have the opportunity to become confident and capable users of ICT is an important goal” (Ministry of Education, 2008, p.1). Therefore, my center provides children with an ICT-rich environment for them to learn and acquire new technology and skills. Children have free access to a variety of digital devices, including stereo radios, second-hand mobile phones/ telephones/cameras, walkie-talkies and computers. From my observations, I have found that children are quite confident and competent in exploring and using these resources.

Children are using computers in different ways in my center.

When I came to my centre this morning, I saw three children playing at our computer lab (corner). On one computer, a boy A. concentrated on listening to the three-little-piglets story. On the other computer, a boy F. was busy exploring and trying different fun effects of the webcam and a girl N. stood next to him observing. N. also expressed her ideas and gave suggestions to F. sometimes. From time to time, I overheard a few giggles and person-to-person conversations: )

It is said that “used effectively ICT has the potential to bring about improvements in educational outcomes for all 21st century learners” (Ministry of Education, 2008, p.1). I believe information and communication technology (ICT) provides children with a new learning style. Apart from practicing their fine motors skills and eye-hand coordination skills through using computers, Boy A. also developed “experiences with some of the technology for reading” (Ministry of Education, 1996, p.78). Besides, some children are visual learners and some are auditory learners, so I believe that using computers promoted A.’s pleasure in language and literacy learning and also motivated his engagement in learning (Talay-Ongan & Ap, 2005). Moreover, A. will gradually “develop an expectation that he takes responsibility for his own learning” (Ministry of Education, 1996, p. 84).

Technology encourages co-operative and reciprocal learning experience (MacNaughton & Williams, 2004). F. and N. communicated and exchanged opinions naturally in that experience with the computer. It provided an opportunity for them to learn alongside with each other. Obviously, integration of using the computer with their learning improved N. and F.’s communication skills and social competence. When trying out various webcam effects, they developed their symbolic representation concepts as well as individuation. When N. and F. saw their funny images after using the webcam effects, they dissolved into giggles. It was a joyful experience for them to explore the new technology together. It promoted their well-beings. It also fostered their confidence and positive attitudes towards this leading edge technology.

Furthermore, I believe gaining ICT skills through playing with the computer also helps A., F., and N. build a foundation for their future learning and helps them with transitions to primary schools. The New Zealand Curriculum specifies eight learning areas including technology and it reiterates this expectation “This new stage [transition from early childhood to school] in children’s learning builds upon and makes connections with early childhood learning and experiences” (Ministry of Education, 2007, p. 41).

However, just as everything has two sides, integrating computers with learning and teaching also has some drawbacks, e.g., safety and ethical issues with using internet, potential health issue: obesity. That is why we use it as a facilitating tool or supplement in teaching and learning. It is us educarers responsibility to keep our knowledge up to date and teach children the appropriate and safe way to use the computers and the internet.

Overall, I believe the computer is a beneficial resource for children’s learning and development. In my opinion, children need computer technology as life-long learners and to adapt to the digital age and the knowledge society (Ministry of Education, 2008).

References

Google. (n.d.). Image. Retrieved from https://www.google.co.nz/search?num=10&hl=en&site=imghp&tbm=isch&source=hp&biw=1280&bih=622&q=computer+lab&oq=computer+lab&gs_l=img.3..0l10.3088.9800.0.10014.15.14.0.1.1.0.237.1139.1j0j5.6.0...0.0...1ac.VPhrDrDBKtQ#hl=en&site=imghp&tbm=isch&sa=1&q=preschool+computer+lab&oq=preschool+computer+lab&gs_l=img.3...2829.4811.0.5020.9.9.0.0.0.6.261.1890.2-8.8.0...0.0...1c.e_KnKKgHW-A&pbx=1&bav=on.2,or.r_gc.r_pw.r_qf.&fp=62f912a2633bada3&biw=1280&bih=622

MacNaughton, G., & Williams, G. (2004). Techniques for teaching young children: Choices in theory and practice (2nd ed.). Frenchs Forrest, Australia: Pearson Prentice Hall.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo ngā mokopuna ö 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.

Ministry of Education. (2008). Review of Schools' Operational Funding: ICT Resourcing Framework - Final Report. Retrieved from http://www.minedu.govt.nz/NZEducation/EducationPolicies/Schools/Initiatives/ICTInSchools/ReviewOfSchoolsOperationalFunding.aspx

Ministry of Education. (2010). A lens focused on the symbol systems and technologies for making meaning
He tirohanga ki ngā tohu whakahaere me ngā momo hangarau hei whakamārama atu. Retrieved from http://www.educate.ece.govt.nz/learning/curriculumAndLearning/Assessmentforlearning/KeiTuaotePae/Book20/ALensFocusedOnTheSymbolSystemsAndTechnologies.aspx

Talay-Ongan, A., & Ap, E. A. (Eds.). (2005). Child development and teaching young children. Southbank, Victoria, Australia: Thompson Social Science Press.

Wednesday, 25 July 2012

Welcome to my bloggggggggg!~~

Kia ora,

WELCOME!WELCOME!

Let's have an awsome semester!