Feedback to peer reflections

Keitha Reflection 2
http://ladycarrot3.blogspot.co.nz/2013/08/reflection-two-stereo.html?showComment=1377945230228#c1333166224842506809

Keitha I have really enjoyed reading your reflections. I was drawn to “The Stereo” reflection because I can relate to it in my centre, Every time the music is on the environment definitely sounds of laughter and joy. I like how you said “Being able to express yourself through dance listening to music is done differently by each child through body movements that are unique to them” I totally agree with this, music allows children and adults to express themselves in their own ways, while still creating a connectedness with the people around them.
 

I like that the stereo is there for the children to use whenever they want. This shows that the children are free to explore their environment, which means that they will be confident in fully engaging in music and movement, allowing them to truly express themselves; which is great. Keep up the good work. Maybe to extend the children’s experience next time you could incorporate other materials while playing the music from the stereo for example: different fabrics or musical instruments for the children to further express themselves.

 

Natalie Reflection 2

http://natsworld2013.blogspot.co.nz/2013/08/reflection-3-20082013.html?showComment=1377946662051#c8726509035226215762

Natalie your reflections have been very informative in regards to technology. I was particularly intrigued by your reflection titled “Glitter art”. It was great to know that S was able to recall on a previous experience of using the photocopier with you, to extend her learning. I agree with you that S’s “sense of belonging was being nurtured throughout this repeated experience”. This shows that she has built a strong relationship with you and is comfortable coming to you for support.

I really liked how you asked S what she needed to do next rather than just assuming. I should have used this technique with the children in my reflection “I know how to do it”. It definitely is a great way to see what S already knew and what she needed help with. It also allowed her to take responsibility for her own learning because she was able to work out for herself the process of using the photocopier without being told what to do. Keep up the good work.

Erika Reflection 3

http://erikasblog2013.blogspot.co.nz/2013/08/normal-0-false-false-false-en-nz-x-none_26.html?showComment=1377948110878#c3684717295240889470

Erika; I have really enjoyed reading your reflections; they have covered a range of technology that are all relevant to children’s learning. I was particularly drawn to the reflection “Our Office” because of the wide range of technology that the children were able to experiment with. It was great to see that the children had an ‘office’ environment set up and were able to role play what they have seen and know what happens, in their wider environments.

I agree with you that children should have the opportunity to learn alongside the technology that is now common place in all our daily lives. It is the technology that these children will be using in their daily lives in years to come, so I believe that children should be learning how to use it so that they are prepared for when they do need to use it, rather than the technology being treated as an adult’s toy.

I am assuming that the technology was not connected, so to further extend the children’s experience, you could incorporate real technology. For example; using a real computer alongside a teacher or taking photos with a real camera and then loading them onto the computer and printing them out.

 

Joanne Reflection 1 

http://joannesblog2013.blogspot.co.nz/2013/08/reflection-one-8-august-2013.html?showComment=1377950465154#c7389890231608974252

 

Jo; It has been great to see the different technology that is used in your centre. I really enjoyed reading your reflection “Technology - will we ever keep up?” Incorporating an electric typewriter into the children’s learning, what a great way to encourage reading and writing for children.  I agree with you that nothing beats a hands on experience; this typewriter experience allowed the children to truly experiment with the technology. I really liked that you have allowed children to see where technology has come from rather than placing a computer in front of them. I agree that having this knowledge of past technology will allow the children to better understand and change technology in the future.

I also really liked how the children’s learning of the typewriter was extended through collage. It was great to see that the children could use the knowledge that they had gained from the typewriter and how it works and used it to make their own typewriters. It really is amazing what children can do. To further extend the children’s knowledge of older technology you could explore other technology from the past. For example; old telephones or film cameras where the children can develop an understanding of the process of developing film.

 

 

Reflection 3: 19/08/13

“We just need a ramp”

 

 

Today when I was in the outdoor area I noticed that G (aged 3), F (aged 4) and J (aged 4) were working hard in the sandpit. G said “Clear the way” as he scooped up some sand with the digger and dumped it in F’s dump truck. F replied “Thanks bro, I’ll be back” and he drove his dump truck over to J, who was patting a large mound of sand with a spade. F “Here’s some more, where do you want it?” J replied “Here bro” pointing to the mound of sand. F dumps the sand and then gives J a hand shake and says “latters” and heads back to G who has been waiting patiently for F to arrive back. The boys repeat this process a few more times before F’s dump truck cannot make it up the large mound. All three boys came together around the mound and talked about how the dump truck, which was too heavy to push up the mound, and wondered how it could get to the top. F said “we could pull it up with something” and J replied “Nah, we just need a ramp … my dad has a ramp to put his digger on the truck”. The boys look around and J finds a long plank of wood. They place it on the side of the mound and push the truck to the top.

From observing these children, I was amazed at how their imaginative play transformed with little effort because of the technology that was available to them. The digger, dump truck, spade and piece of wood are all technological devices (Mawson, 2011), which allowed the boys to role play and act out a scenario that they were familiar with. When the boys discovered a problem with the dump truck, they used their knowledge, skills and the technological devices available to them, to work together to find a positive solution. When children are recreating their experiences through imaginative play, they are planning, making choices, evaluating, extending and modifying, which is all part of the technology process; a process which arises from children’s imaginative interpretation of technological devices (Mawson, 2011).

Through imaginative play and the use of technological devices, the children were able to express what they have seen in their community and wider world. As Te Whāriki he whāriki mātauranga mō ngā mokopuna o Aotearoa: early childhood curriculum says “children develop awareness of connections between events and experiences within and beyond the early childhood education setting” (Ministry of Education, 1996, p.56). J was able to make a connection with his dads work as a digger driver and the way that he gets his digger onto the truck. He was able to link this knowledge to his play and share it with his peers to problem solve and find a technology that is similar to enhance, not only his play but his peers as well. 

Reflecting on this experience; I have been able to see how effective technological devices are to children’s learning and development. My understanding of technology has increased, as I am now aware that technology includes “activity aimed at meeting needs and opportunities through the development of products, systems and environments” (Smorti, 1999, p.5). With this knowledge, I am better able to support children in the early childhood setting, as they carry out tasks and activities.

References

Mawson, B. (2011). Technological funds of knowledge in children's play: implications for early childhood educators. Australasian Journal of Early Childhood, 36(1), 30-35.

Ministry of Education. (1996). Te whāriki he whāriki mātauranga mō ngā mokopuna o Aotearoa: early childhood curriculum. Wellington, NZ: Learning Media Limited.

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

 

Reflection 2: 13/08/13

“I know how to do it”!

 

Today I was relieving in the Future Fern room (3-4 year olds) and was put in charge of monitoring the computers. T (aged 4) asked me if he could use the computer to show P (aged 3) the difference between a beetle and a cicada. I said “yes” and began to turn the computer on for him, when he told me “Racheal, I know how to do it, I was just asking if I could use it”. He then went on to turn on the computer and show P the insect program.

This was a significant moment for me because I had not seen the children interacting with this type of technology (computer) before, since it is not available in the 0-3 year olds room where I usually work. From this I realised how beneficial computers can be for children, in the early childhood environment. I was able to see how T’s understanding of a programme on the computer, allowed him to extend his knowledge and then share it with P. This moment also showed me how capable the children are at using technology like the computer, and I am glad that T was able to put me in my place, when I automatically went to start the computer for him.

I believe that it is important that children get to experience and learn the skills, that are required for the technology that they are going to be facing in their everyday lives. Parette, Quesenberry & Blum say that “The explosion of powerful technology…demands a drastically different set of skills” (2009, p.337) and I believe that the early childhood environment is the ideal place to begin to prepare and teach children these new skills. I was amazed at the skills that T has already developed for the computer. He showed concentration and control as he moved the mouse and clicked on the appropriate icons to get to his desired programme. While he was doing this, he was sharing the process with P, using appropriate technological language, which included “mouse” “click” and “icon”. The insect project has been an on-going project for the older children, so it was great to see that T has developed “the ability to identify and use information from a range of sources” (Ministry of Education, 1996, p.88) to extend, not only his learning but his peers learning to.

What influenced my involvement in this moment? When T came to me to ask if he could use the computer to look at the insects, I automatically said yes. I was actually amazed that the computers were used for things other than games. I think that because I am not usually in this room and have not seen the children interacting with ICT, I wondered how beneficial the computers really were to children’s learning. But as Keengwe & Onchwari say “Technology is beneficial to children[s] learning if used appropriately” (2009, p.210) and from experiencing this technology with the children, I agree with them.

When I was put in charge of monitoring the computers, I was also told that the computers had just been fixed due to misuse. So when T asked to use the computers my reaction to turn it on was because I was unsure of the children’s abilities, in regards to using the computer. This made me reflect on my actions in the moment and realise that T is more than capable of turning on the computer by himself; I just needed to provide support, scaffolding and encouragement if he needed it.  

References

Keengwe, J., & Onchwari, G. (2009). Technology and early childhood education: a technology integration professional development model for practicing teachers. Early Childhood Education Journal, 37, 209-218.

Ministry of Education. (1996). Te whāriki he whāriki mātauranga mō ngā mokopuna o Aotearoa: early childhood curriculum. Wellington, NZ: Learning Media Limited.

Parette, H. P., Quesenberry, A. C., & Blum, C. (2010). Missing the boat with technology usage in early childhood settings: a 21^st century view of developmentally appropriate practice. Early Childhood Education Journal, 37, 335-343.

Reflection 1: 09/08/13

“yummy, yummy”

 

 

I have noticed that some of the children have been really interested in baking banana muffins with the play equipment in the centre. So today I asked them if they would like to make their own banana muffins for morning tea. I gathered all of the ingredients that we needed along with the recipe cards. The recipe cards have step by step, both picture and written instructions of the process of making muffins. The children set out to make their yummy muffins.  

 

When I decided to do this experience with the children, I did not think that it would link in any way to technology. But from reflecting on this experience while writing a child’s learning story and reading the literature for this course, I have begun to understand that technology is more than ICT, “technology is about helping people and solving problems” (Smorti, 1999, p.5). By using the recipe cards (technology), the children were able to problem solve each step of the cooking process and share their ideas with one another to find solutions.  

During this experience I was really surprised that the children needed little help or guidance from me. The recipe cards are new to the centre, so I did not really know how the children would react to them. I was amazed at how easy it was for the children to understand the recipe cards and work together to predict what needed to happen next. This type of technology allowed the children to experience the range of skills and concepts that cooking offers. The children were able to learn and develop skills such as stirring, sifting, measuring, pouring and mixing. They were also able to practice maths concepts and develop reading and science skills (McKenney, 2008). But most importantly; I feel this type of technology supported children in taking responsibility for their own learning. The children co-operated with one another, expanding their language, while making decisions and it was all child-led.

I also noticed that during this experience the children were oblivious to what was happening around them; they were intensively focused on the process of making the muffins. As Smorti says “using the process approach to technology … it is the ‘doing’ that is important, rather than the ‘product’ (1999, p.6). I know from previous experience of not having the recipe cards while cooking with children, the children did not seem as engaged or enthusiastic about the process of cooking. I found that they were more focused on the product and when it would be ready to eat. By “intergrating technology tools into instruction … learners [are supported] as  they construct their own knowledge through completion of creative activities that enhance meaningful learning” (Keengwe & Onchwari, 2009, p.210).

From this experience I feel that I have learnt a lot about technology and its benefits for children. I use to dread cooking with the children because I always felt that it was very directive and teacher-led, which defeated the purpose for me. By adding this new technology to the children’s cooking experiences, I feel is extending their learning and “capability in solving practical problems, [which] contributes to self-confidence and well-being” (Ministry of Education, 1996, p.94).

References

Keengwe, J., & Onchwari, G. (2009). Technology and early childhood education: a technology integration professional development model for practicing teachers. Early Childhood Education Journal, 37, 209-218.

McKenney, D. (2008). Cooking with light bulbs and gadgets. the process way of cooking. Retrieved from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=140

Ministry of Education. (1996). Te whāriki he whāriki mātauranga mō ngā mokopuna o Aotearoa: early childhood curriculum. Wellington, NZ: Learning Media Limited.

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