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.