Individual and class blogs I have commented on!!!

Lisa smiths-http://lisasmithsblog.blogspot.com/2011/04/blog-1-capturing-weather.html?showComment=1303620992409#c5842660271934569688

Krista Richards - http://kristastechblog.blogspot.com/2011/04/air-ambulance-what-do-we-know-how-can.html

Lisa Thom http://lisastechlog.blogspot.com/2011/04/our-walk-to-see-digger.html

Julie Dallas http://farmerjules.blogspot.com/2011/04/people-places-things-and-events.html

Padma uku http://padma-technology.blogspot.com/2011/04/computer-games.html

Contributions to class blogs http://tamarwk.blogspot.com/2011/03/martin-robot-man.html
          
Contributions to class blogs http://tamarwk.blogspot.com/2011/03/fostering-adults-learning-about-and.html

Technology, technology, technology.....5th Blog: Reflection

24th April 2011

Well where do I start.....  Technology is EVERYWHERE!!!! And the possibilites are endless, where the learning oppertunites are countless.

First of all may I start with the blogging aspect of technology? I have found the concept of blogging to be very challenging and frustrating. This has been a first for me and I guess no matter how young or old you can be technology is always new and does have the benefits, risks, and challenges just like everything else I guess. My perspective on technology has changed dramatically, and I now can understand my role in this area of the curriculum.

On reflction In regards to the learning from blogging I have been very grateful and thankful as this has been a learning opportunity for me. I have found that we are all cybercitizens, and that this journey has been a learning oppertunity where we have all been able to learn and teach together and alongside each other. I guess the appropriate word to use is ako. I have watched and observed in class and online the many ways we have scaffolded each other’s learning in blogging, and also the patience and perseverance from one another. Too often we have faced challenges and ways we have overcome and faced these challenges are from others who have guided and supported one another. Vygotskys socio cultural theory can be applied to this course assessment, where we have co constructed and learnt in a social context.
I have enjoyed using the blog as a form of communication, to connect with my peers and present my work with children. I also have liked how I have had the opportunity to reflect and respond on my fellow classmates blogs. This has been a vital tool to see how others foster the use of technology within their centres and their approaches while working and identifying the different technology areas. I personally liked be able to give feedback, and comment on others work and philosiphies.

I have noticed that alot of my learning has come from the comments others have left on my blogs and this has been evident when they have left suggestions on ways I can go beyond, by extending the learning for children in the areas of technology. I also have enjoyed the literature used in comments, for example krista left a refrence for me to explore other findings and approaches to enhance my own perspective on technology. I also found that this gave my pers oppertunites to relate to my work, and give them an understanding of how i approach and foster technology with children.

I liked reading the comments where my peers have highlighted aspects and approaches that I do well, and where my own philosophy is showing through. It is important we develop and understand where we are as educators and understand our own beliefs about technology first, so we can then promote and foster the children’s use of technology in centres. Technology is important to children and is everywhere in their lives, and provides children with links to people, places, things, and events.

However, on reflection I must admit from my own practice while first working on my blog I have found it very hard to step out of my own thinking about technology. For some reason, before I started this course I asssicoated technology as ICT, and couldnt really see the bigger picture. From class discussion I was able to strengthen my understanding in this area and to extend on this I blogged about technology at the art table and also at the carpentry table.

It has been a huge eye opener for me overall, acknowledging technology is everywhere, and our world is constantly changing from past, present and future. Technology has a huge link to this aspect as technology is constantly evolving.  We as teachers play a vital role in fostering the use of technology within the curriculum and we need to support, role model, scaffold and demonstrate how to use technology and how it affects and impacts our everyday lives.

Who knows where technology may take us or our children, who are the future Einstein’s....we aren’t driving around in flying cars yet...in another 50 years we maybe...or maybe not

Technology at the Carpentry table...hammer, hammer! 4th Blog

18th April 2011
Here I was outside working alongside the children at the carpentry table, when I realised this was a good opportunity to take photos for my final blog.  The children were using a variety of tools and we were having alot of discussions about what they were using and what the tools did. I asked A “What are you making there”? He replied and said he was making a rocket ship and was using the bottle lids as the windows on the rocket ship. I then asked L if he was building something. “He then looked at me, and shook his head and said ‘No I am just being the builder”. G was also standing at the table with her wood sitting in the vice, and I asked her what she was trying to do as I could see she was getting frustrated because it wouldn’t stay in.  She asked if I could help her put her wood in the vice. So I adjusted it and held the wood while she tightened the vice, she started sawing away.

The children here were working with a variety of tools and resources to create and build. I set up the carpentry table and they had hand drills, saws, hammers, nails, bottle tops, wood, measuring tapes, glue guns and a vice attached to the table. They were busy creating and I enjoyed watching the way they used these tools and fostering the technology associated with carpentry by scaffolding their learning, and using language as a tool, by extending on conversations at the table (Talay & Ap, 2004) .

It was then while I was assisting and helping I was able to see this was a form of technology and how this area of technology had changed over time. It is important that as teachers we have the ability to step foot out of our comfort zones and encourage children to explore actively with a variety of technologies for different purposes as they explore the world. This reflects and promotes children’s problem solving skills and the way they develop skills and associate the technological world around them (Ministry of Education, 1996).

I was really amazed because I don’t think I would have been able to associate carpentry tools as a form of technology previously, but it is. I am able to recognise that technology goes beyond ICT, this is where teachers need to step out of our own thinking and associating technology as being limited to ICT and acknowledge that when children are exploring and being creative through meaningful activities, they are in fact using items associated with technology.  Smorti (1999) highlights technology is about helping people and the process involved in creating directly links to common practices of technology. This is how carpentry is a form of technology as the children are creating and here the process is with the tools and resources involved.

Smorti  (1999), also acknowledges that technology involves problem solving, thinking about process and beyond, successful products and the ability for children to develop research for practical purposes and consider what they already know. This all directly links to the use of tools here at the carpentry table, and

At the carpentry table many creative processes and products happen associated with technology. Reggio Emilia approaches currently highlight technology being able to assist and bringing creative knowledge, products and projects to life. Children need and use technology in order to bring their projects or creations to life. Without technology children are in limited to what they can do and how they can explore (Mitchell, 2007).

Hong, S. & Trepanier-Street, M. (2004). Technology: A tool for knowledge construction in a Reggio Emilia inspired teacher education program. Early Childhood Education Journal, 32 (2), pp. 87-94.

Ministry of Education (1996). Te Wha-riki. He whaariki matauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington: Learning Media.

  

Mitchell, L. M. (2007). Using Technology in Reggio Emilia-Inspired Programs. Theory Into Practice, 46 (1), pp. 32-39.

Taylay-Ongan, A., A.Ap, E. (2005). Child development and teaching young children.          Australia: Thompson/Social science press.

 

Technology in Early Childhood

Lava, Lava, Exploding LAVA!!!

Date: 12 April 2011

From observation I have noticed that W has a keen interest in this area of science and nature, which has been for the last 4 weeks. Today W arrived with mum, and informed me that he had a brochure about Volcanoes in his bag he got from the museum. Mitchell, (2007) suggests that through the daily communication that takes place between parents and educators we are able to extend on childrens current interest here in the centre with the uses of technology. In order to have meaningful experiences with children we must have open communication and effective realationships with parents (Arthur, Beecher, Death, Docket & Farmer, 2008).

I had a suggestion that perhaps we can go on the computer and look at volcanoes. First we sat down and read his brochure and looked at the pictures and read about volcanoes. We discussed many aspects about volcanoes in which. we discussed how they sleep, about ash before they explode, and how hot the lava can be. W mentioned his dad also told him that as well. So after a while we went to the computer into the office and I could tell that W was very eager and keen to see volcanoes erupting as he said he hadn’t seen one before. I explained to him that we are going on youtube, he then asked me what youtube is.  I described youtube is a place on the computer where we are able to see lots of videos and also find lots of information about lots of things. He sat down, and I typed in volcanoes.

I let W choose the ones he thought looked interesting on the side bar. We sat and watched a handful of different footage and these are some of the things W said:

 “The rock’s is where the lava comes from”.

“Wow, lots of black smoke”.

“Volcanoes sleep, but this one’s awake because it explodes lava”.

“The ground is rocking when they wake up”.

“It will hurt if you put your fingers in it (lava)”.

I believe I scaffolded W’s learning through his extended interest. Smorti (1999) suggests we must scaffold children’s learning in the area of technology, but first we need to broaden our own understanding of technology.

Through W’s current interest he is learning about the various uses of technology. Children today are certainly technologically oriented. Morrison (2009) describes them as the dot-com generation and that their growth, development and learning are now tied to large doses of TV, videos, and computer games in the home. This can have conflicting positives, but with positives you get negatives.  Research has indicated that computer supplemented programmes do not replace highly valued areas such as arts, books, blocks etc. So Computers must not be over used in such environments, and moderation and learning centred use of the computers is essential. Mitchell (2007) suggests that ICT technology is a great tool to extend on knowledge, and also fosters exploration.

In the society we live in today we must acknowledge we are cybercitizens and that the use of computers is widely spread throughout the world. We must consider all avenues of the use of computers, especially safety. I enjoyed the netsafe speech in class and enjoyed the discussion as educators we need to assess whether the risks outway the benefits. On review while writing this blog I definitely consider the benefits outway the risks and that their are endless learning possibilities for children in this case (Netsafe, 2008).

W is also developing working theories about planet earth and beyond. He is extending his current knowledge and building on that knowledge, through social interaction with me and the various uses of ICT technology. He is also developing an understanding of how the world works and important aspects of science and nature (Ministry of Education, 1996).

I then said to W that I am going to type a learning story for him, so he can show his mum what he did today. I called him into the office later in the day and read to him the learning story on the computer and asked him if that was ok. I asked him to go stand by the printer on the chair to collect it when it comes out. We then sat and read the printed version before putting one in his portfolio and on the wall to show his mum.

Arthur,L., Beecher, B., Death, E., Docket, S., & Farmer, S. (2008) Programming and Planning in early childhood settings. (4^th ed.) Victoria: Thompson.

Ministry of Education. (1996). Te Whariki: He Whariki mautauranga mo nga mokopuna O Aotearoa. Wellington, New Zealand: Learning Media.


NetSafe. (2008). Netsafe kit for ECE. Wellington. New Zealand: Ministry of Education

Mitchell, L. M. (2007). Using technology in Reggio Emilia-Inspired Programs. Theory Into Practice, 46 (1), pp. 32-39.

Morrison, G. (2009). Early childhood education today. 11^th (ed). New Jersey:  Pearson

Printing. Smorti, S. (1999).Technology in. EarlyChildhood EarlyEducation,    No.19 Autumn   1999, 5-1

What do you see as technology....and where???

Date 7th April 2011

I was sitting with a group of girls assisting them in their creations with a variety of tools, at the art table. As I was sitting assisting and observing I realised from class MIT discussions that they were using a variety of resources and tools associated with the concept of technology. The children were busy little bees working on making cards for their mums. To extend on this I suggested we find other tools they can use to complete their cards. I asked them what we could use and they replied with a wide range of tools. They asked for patterns that you make with hole punches, staplers, and cello tape dispensers to use for the envelopes. I observed and watched how the children used this form of technology to explore and develop their creative expressions. This furthered my thinking about technology and how technology has evolved for the use of children, not just adults.

So here they were busy in the process of creating at the art table and I was able to extend on the variety of tools they were using by finding the resources out of the cupboard, and discussing concepts of technology associated with them. Wright, (2003) acknowledges that teachers need to engage and facilitate children’s learning at the art table.

During this activity I realised from class that technology is everywhere we look and how it can be useful for children, however it all depends on our own personal interpretation of technology. Over time resources have evolved to make people’s lives easier. In today’s day and age technology has had a significant chance and opportunity to evolve and improve over time.

As educators we must recognise the increasing awareness off all aspects of technology and how we foster the use of all forms of technology within centre life. We are living in a society and world where people have created the use of technology. The world has changed through the uses of technology and the impact we have had in the evolution of technology.  Our children need to develop their own perspectives while continually extending and developing their knowledge and skills in their technology experiences in art (Smorti, 1999).

Children should have the opportunity to enquire, explore, problem solve and experiment actively with a range of resources in their environment. Te Whāriki (1996) has highlighted that children should develop the familiarity with the properties and the use of materials as well as technology which can be used in creative and expressive arts. This promotes and ensures that growing experience and problem solving together develop children’s thoughts and concepts how technology can help them and others (Minsitry of Education, 1996).

 I must admit while writing this post I have had to step out of my own thinking, while developing the concept that technology is not only associated with the use of ICT. We all in some way or another have our own personal beliefs of technology, and what we associate with technology as being technology.  On review and literature I have read, Smorti (1999) simplifies that the term technology is about helping people and solving problems. She further suggests that technology can be a creative and purposeful activity aimed at meeting the needs and experiences through the use of products, resources or environments.

Ministry of Education. (1996). Te Whariki: He Whariki mautauranga mo nga mokopuna O Aotearoa. Wellington, New Zealand: Learning Media.

Smorti, S. (1999). Technology in Early Childhood. Early Education, No.19  Autumn 1999, 5-10

Wright, S. (2003). The arts, young children, and learning. Boston, MA: Pearson Education, Inc.

Say cheeesseee.....!!!

Today I had the opportunity to use ICT technology with the children in the centre. This was child initiated when I was working with a group of children during an activity on the floor. I was taking photos of the blocks they were using to construct a tower. As I was taking photos a girl asked if she could see the photo I had previously taken. On the digital camera I played the photo back and she had a look at the other photos. To extend on her interest I then suggested she can be the photographer and that she can take some photos. She happily took photos of some of her friends... as she was taking the photos each time she would say to them, ‘say cheese’! Not long after, a small group of children also want to take photos of their environment and the people in it. The children particularly liked pulling silly faces for the camera for each other and enjoyed playing back the image to review the photo they had just taken om the camera, or the photo that was taken of them.

To further extend on this with the use of ICT I said to the children ‘if we like we can download the photos onto the computer to see the images larger and play a slide show. The children were eager to use the computer and already knew where the computer cord was to plug into the camera. We loaded the photos and the children enjoyed looking at the images they had taken. I believe this allows children to use ICT as an appropriate way for themselves to self assess the learning of their own and others while using technology in a variety of ways.

Through using ICT with children Te Whāriki (1996) recognises children should have the opportunity to use creative and expressive media and the technology which can be used and associated with them. Another important aspect of using technology with children is that a variety of technologies should be used with children for a range of different purposes as they explore the environment around them and how technology can help them and others.

Morrison (2009) suggests that as educators we need to educate ourselves on the potential benefits that computers and technology have for children. He also suggests that there a number of possibilities and learning outcomes for children when they have the opportunity to use ICT. Technology is a growing part of the world for young children. Computers and other devices such as digital cameras have a significant amount of learning opportunities for children in all domains such as cognitive, social, emotional, and linguistic.

Talay- Ongan and Ap (2005) discuss the concept that children’s opportunities to use ICT enables them to access a world of animation and imagination, images, stories in enriched and engaging ways. The experiences children have with these forms of ICT devices can help children develop valuable technological skills.

Ministry of Education. (1996). Te Whariki: He Whariki mautauranga mo nga mokopuna O Aotearoa. Wellington, New Zealand: Learning Media.

Morrison, G. (2009). Early childhood education today. 11^th (ed). New Jersey:  Pearson Printing.

Taylay-Ongan, A., A.Ap, E. (2005). Child development and teaching young children.          Australia: Thompson/Social science press.

techno

What technology is avalivble to children??