Ivetinamomo: 2013

Monday, 9 September 2013

Final Reflection

Final Reflection

This journey from the start of People places things and events was a challenge for myself because I don't like Technology just because of my lack of technology skills. I just don't have time or spare time to sit down and get along with it because of too much responsibilities. After all the reading each one comment and feedback about how to improve and taking in advice from critic some of the points to make Technology interesting. I never thought this could be fun and also a learning experience for me.
I enjoyed how my group people explain connect and break it down the non- technology compare to Technology. For example cooking is non-technology when Smorti stated that Technology is helping people and problem solving like the bowl and spoon or tray they help people to make something to eat instead of electric stove. What I believe that what makes Technology work result from the non-technology. I thank you for my group in sharing and critic my point so that I can think of all the things that is non-technology is in fact a technology. Another technology that we most talk and share is digital camera. It was interesting because most of us work in centers they not allowed children use real camera so as my centre. How can children explore their ideas and experience the digital camera if our role is to extend and enhance children's knowledge. My concern is how can we provide an opportunities to confront about the use of Technology in early childhood classroom.
Research confirms that the computers are more likely to be valuable instructional tools when teacher are personally comfortable using them ( Mc Carty 2000).Helping teacher reach their comfort and skills levels require continuing staff development and support. When professional development opportunities for teachers Technology can meet the promise of it's potential to enhance the teaching process.
Technology is influenced by the culture or the society in which I used cooking for non-technology and the experience was using different culture cooking that we end up as Technology. When children use their knowledge about processes and problem solving it is technology, science, reading, mathematics. When we use physical skill for example, holding bowls and spoons, mixing, social and emotional skills and language. Technology is important the 'doing rather than product'
From one of my group questions that help me to think of the future. What we can do for the children preparing for their future? We recognize that they need to gain new knowledge, they should learn ore about to do things understand and reasoning. What activity we need to provide for children to explore and a variety of ICT tools (Selwyn,1999). This really makes me understand the important of technology tomorrow so we need to challenge ourselves for our children.
ICT can be defined as anything which allow us to get information to communicate with each other or to have an effect on the environment, using electronic or digital equipment. These Technologies offer new opportunities to strengthen many aspect of ece.(Siraj-Blatchford 7Siraj - Blatchford, 2003, p.47).
Children today live in a communication rich environment. The communication they encounter in their everyday lives include a whole of electronic and digital methods of communication in outdoors, streets, supermarket and more(Siraj-Blatchford,2003).
I have to say thank you to my group for your contribution in feedback to my reflection. It really open my eyes and understand more about ICT devices and the use and benefit of Technology.

References

McCarty, W.2000, Computers and Children. Humanist, Discussion Group. Vo/14.No285. London: Centre for Computing in the Humanist, King's College. Online: www.princeton.edu/-mccarty/humanist/

Smori,S.(1999)Technology in Early Childhood. Early Education, 19,5-10.

Hyperlink

Sunday, 25 August 2013

Reflection 3 Non - Technology Painting

Painting is one of the children's interest especially messy play. Most children

love to feel the paint and later on it covers the clothes, hair color, face painting,

and if they free from supervising they will explore and experiment on any object close by.

I do believe that painting is a Technology even though is non- technology.

Technology is also a creative and a purposeful activity aimed at

meeting needs and opportunities through the development of products,

systems or environment (Cousins, Judith. 1998).

At our centre we had a round white trough we put water half way and ask children to choose their own color and let them pour into the trough. They were exciting and can't wait to feel the paint. We just leave it and see what will be their idea next, and this boy with a bottle of water tipped into his own color. The other friend pointed to the water and said, " it's gone" the other girl said, it's moving away" but one child just came over and splash the water. Now the color spread and mixed with water, I asked them what happen to the color and where does it gone" one child said "no more color and the water is blue now." Te whariki stated that children use a variety of technologies for different purposes as they explore their world. Children develop confidence working with others to explore the environment and make sense of the social and physical world."(Ministry of Education, 1996).

Through the art and messy painting children explore ideas, materials and the environment through the art. Children started to scoop water out and pour it on the trees so I asked them can you water the plant everyone look for bucket anything to transferred water to the plant. The sorting of the resources to take the water out is problem solving and everyone contributes to their self-confidence and their well-being. The paint brushes helped those girls with their painting and problems solving in doing the job for them. As a learner , my ideas about Technology are still developing, and I expect that will change as I continue to reflect on what is happening for educators and children as we explore technology in the early childhood curriculum (Ministry of Education, 1996).

Te whariki states that in order to participate in this world, our children need the confidence to develop their own perspectives to continue acquiring new knowledge and skills.(Ministry of Education, 1996).

I have found a video from You Tube about the messy play called Messy Boots - Children's Art Class.

I hope you will enjoy that piece of messy paint.

https://www.youtube.com/watch?v=kT72mloHVI4

Reference

Cousins,J.(1998). "The Technology process: Developing competency in the early years: Paper presented at the OMEP 22nd World Congress and fiftieth Anniversary. Copen hagen, Den Mark. August, 13-16th.

Ministry of Education.(1996). Te whariki He Whariki Matauranga mo nga Mokopuna o Aotearoa: Early Childhood Curriculum. Wellington: Learning Media.

Digital Technology - Cameras

One of the center's I had my teaching practicum at, the children were able to use digital camera's and computer's with the help and supervision of teachers. I noticed that children were excited and it seemed they know what there doing. I observe them on how well they plan and manage to use the camera and they all helped in downloading pictures on the computer with assistance from the teachers. I felt that these children have more knowledge than myself, I like the way they use turn taking

and feel confidence in using ICT equipment at centre. According to Dewey (1933) reflective thinking is the' kind of thinking that consists of turning a subject over in the mind and giving it serious and consecutive consideration.(p.3). At my centre we do not have the ICT technology equipment for the children to use. Digital camera's is only for the teachers use to take pictures for their portfolio. sometimes I share with the children and get them to hold and look at their pictures, it makes them feel good and encourages them to do better next time. I'm glad that I went to this centre to experienced as well as shifted my way of negative thinking of letting children use the computer and camera. Burnett and Lingam (2007) show that critical reflection help the teachers rethink the purposes of education and reshape the programs to meet children's need. My way of thinking now has transformed from none technology to digital technology so it could meet the needs of the children. This way of thinking allows me personally to talk with my supervisor to have a look at possibilities to start something that will benefit children's usage of technology.

I do believe that reflective teaching and reflective practices play an important role in teachers education. These processes prepare teachers to think critically and reflectively, enabling them to enter their careers with capabilities for continuous professional development (Lester &

Mayher;1987Mule,2006). However, I need to develop my computer skill levels so I can keep up with

the children of twenty first century. It is the teacher's knowledge and skills about how to use the technology that makes the difference, not the technology itself (Wheatly 2003). Out of all this I still believe children still need supervision because it is part of their learning. With professional development opportunities for teacher's technology can meet the promise of its potential to enhance the teaching process.

Another activities that children enjoys is when they need to complete their task of sticking the photos they took and sorting it out, which one belongs to and who. This the time they share and build relationships. Sharing the funny ways of how they perform with technology. I remember my granddaughters, when they have the chance to get to my mobile phone they quickly take pictures of everyone and especially of themselves. My mobile phone was used as a camera their only two and three years old. That is how fast the technology with these generation goes.

According to the curriculum ICT is provided by the people, places and things in the child environment ( Ministry of Education, 1996). Using ICT is a lot more than just computers. These are also other equipment such as video players, CD-Roms, DVD players/records and data projectors. Most children are familiar with all these technology tools around them everyday at school or at home. This is another way of school communicating with parents and caregivers via telephones, email, websites, electronic, newsletters, voice, and text messaging. At my center children are very creative in using whatever is available at center such as blocks as a mobile phone or computer lap top or camera with two blocks connecting them together. I questioned one girl about her camera she said, ''smile " and she came closer and showed me my picture. She gave me her camera to hold while she went and got her lap top made out of color plastic blocks. I said, "wow that is beautiful" she said, '' I made it myself for my mummy." I see that they are confidence and familiar with the technology and using ICT, this is not new for them because they were born into electronic ICT technologies world. This learning processes involve's everyone, and result in deep caring, responsive and meaningful relationships with children and a spit of diversity ( MacNaughton & Williams 2004).

The final part is the best part because children can identify what they have done with the camera and they feel proud of themselves. They can have conversation with other children about their art work, one child asked the teacher can she take a picture of her art work. When their parent pick them up they were excited in showing off what they have completed that day. This is a challenge for me to identify those need and encourages children to do better each time. This is another way of building relationship with parents and share how children use technology at home and at the centre. Te whariki stated that Technology when using many materials for different purposes enables children to recognize that different Technologies may be used in varies places and settings. Technology, capability in solving practical problems contributes to self confidence and well-being (Ministry of Education, 1996).

References

Burnett, G., & Lingam, G. 1. (2007). Reflective teachers and teacher Educators in the Pacific region. Conversation with us not about us. Review of Education, 53,308 - 321.

Dewey,J. (1993). How we think, New York: DC Health.

Lester, N. B., & Mayher, J. S. (1987). Critical Professional inquiry. English Education. 19 (4), 198 - 210

MacNaughton , G., & G. Williams. 2004. Teaching young children: choices in theory and practice. Maidenhead, Berkshire, England : Open University Press.

Wheatley, K. F. 2003. Increasing Computer use in early childhood teacher education: The case of a "Computer muddler." Contemporary Issue in Technology and Teacher Education 2 (4) : 12.

Saturday, 24 August 2013

REFLECTION ONE: Non Digital Technology - Cooking

Cooking

This non-digital activity that we normally prepared for the children

everyday. In our centre I am working with infants and toddlers from 18 months up to the ages of 3 and a half. Cooking is one of children's interests because it does not concern them if they use the sand-pit as pretend play. It is interesting to watch and observe how the children enjoyed, the real ingredients such as flour, sugar, water, spoon, pot and trays. Cooking can help children learn and practice some basic math concepts and build language skills. Smoti (1999) stated that technology is also a creative and purposeful activity aimed at meeting needs and opportunities through the development of products or environments. Technology is influenced by the culture or society in which it occurs (pg5). Technology is not just about digital technology, there is so much more in non-digital technology as well. I have always enjoyed participating and engaging with children in there activities however, I like to encourage them by asking them questions or even giving me an explanation on what they are cooking or by naming what they are cooking.

Cooking is a fantastic activity for children. During the process of the cooking children can learn a

whole rage of skills. Children use their knowledge for processing and problem solving e.g. skills like using a bowl and spoon for mixing ingredients. Its such a fun and valuable way to learn, we can cook food in many different ways as well as food from different cultures. Children can develop working theories during cooking therefore make sense of the natural world (Minitry of Education1996,p.90).

Children using spoons to crack their eggs, knowing the ingredients that are needed and measuring quantities which is a mathematical skill, also helping children to develop communication skills. Teachers role is to assist children to solve problems. Cooking is an example of technological activity or system developed and adapted by earlychildhood to meet children's learning (Smoti 1999 p.5).

Children learn to share, turn taking, listening skills. interaction when math and science involved. Cooking activity allow children to explore and express their knowledge about science which Te whariki contribution stated that growing experience in solving problems together, develop children's understanding of how technologies can help them and others (Ministry of Education 1996. p.96). Studying and reading about technolog,y I finally understood that the simplest definition of 'technology' is about helping people and solving problems (Smoti 1999).

Therefore reflective practice not only makes changes possible, but also provides information needed to develop guidelines for setting new needs, goals, and plans (Sockman and Sharma (2008).

According to Zeichner and Liston (1996), by means of community of practice teachers are able to 1) examine and resolve their teaching problems, 2) teaching beliefs and goals, 3) take responsibility for their professional through participation in the community.

REFERENCE:

Ministry of Education (1996). Te whariki : He whariki matauranga mo nga mokopuna o Aotearoa. Wellington, New Zealand and communication technology. A framework for development, Wellington: Ministry of Education

Smoti, (1999). Technology in Earlychildhood, Early Education, 1, 5-10.

Sockman, B., & Sharma P. (2008). Struggling toward a transformation model of instruction: It's not so easy Teaching and Teachers education, 24 (4), 1070 - 1082.

Zeichner, K, & Liston, D. (1996) Reflective teaching an introduction ,Mahwah, NJ: Lawrence Erbaun.