References

Gonzalez-Mena, J. (2011). Foundations of early childhood education: Teaching children in a diverse society (5^th ed.). Boston, United States of America : McGraw Hill

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). Frenchs Forrest, NSW, Australia: Pearson Prentice Hall.

Ministry of Education. (1996). Te Whāriki, he whaariki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Ministry of Education. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media.

Smorti, S. (1999) Technology in early childhood. Early Education, 1, 5-10.

Final Reflection

Over the past few weeks I have developed a lot in terms of my knowledge of technology and the uses it has within all early childhood settings. When questioned in the beginning of the course I was sure that I knew what technology was and could easily name quite a few things around me that were referred to as technology. Never did I put thought to the fact that pens, tables, chairs and hammers were technology, is this because I only regarded technology as being something digital? I think so and this experience has showed me what technology really is, it is something which is both non-digital and digital which has arised because of the growing needs of people (Smorti, 1999).

Through reading the blogs of my group members I was able to understand how technology was used in their settings and compare to what was available at my setting. It was quite evident that digital technology is not something that is always used in the centre environment but may be something that needs to be looked into because of the benefits it provides for the children. I believe that a variety of both non-digital and digital technology should be available for children in all settings as this will contribute towards their exploration of the setting (Ministry of Education, 1996).

Through the feedback I received on my blog posts I have gained more knowledge as well as attained ideas of how I can further develop children’s learning through the pieces of technologies that I talked about. I have learned that other group members have mutual feelings towards a certain type of technology and also how my beliefs relate to that of a group member when talking about the importance of water. The questions asked by group members made me think about my practice within the centre; how was I sure that children were washing their hands when going to the toilet without the assistance of a teacher? I wasn’t sure and this is something that may need to be looked into through discussion with other teachers at my centre. Also there was a question regarding the access of the digital camera to the children whenever they liked it. This isn’t always accessible to the children at my setting therefore maybe the teachers need to look into buying a cheaper, child-friendly camera that the children can have access to at all times.

Overall I believe that children should be given the opportunity to experience different materials and resources and develop an understanding of how one thing can be used in many different ways. Such as an iPad, theres music they can listen to, play games which are both fun and also educational, take pictures and use it to create art (Ministry of Education, 1996). I think it will be through multiple experiences with the different types of technology available to them that children can become capable and confident participants in today’s developing society (Ministry of Education, 2007).

Blog feedback hyperlinks

Shika's Blog

http://shikaprasad1.blogspot.co.nz/2013/08/coloured-pencils.html?showComment=1378021640594#c6064724494082148865

Sarah's Blog

http://saraahjoan.blogspot.co.nz/2013/08/the-ipad-computer-at-my-centre-is-one.html

Rachel's Blog

http://cook294.blogspot.co.nz/2013/08/music-through-ipod-cd-player-and.html

Kristina's Blog

http://mztina.blogspot.co.nz/2013/08/as-discussed-in-other-blogs.html

The Water Tap, Is It Technology?

Gone are the days of walking to the river to collect buckets full of water to bring back home that would only last families 1 day or two. There is no more hurrying down to the village water pump waiting in line with your brothers and sisters until it is your turn to collect clean water to run your day. Now families can enjoy clean water which comes straight to their households, schools and businesses all thanks to the introduction of indoor plumbing in the developed world. It was because of the growing needs of people and the development of various areas of technology that we can now wash our hands; brush our teeth and shower practically anytime of the day we like.

Although lately everything is turning digital even when it comes to household taps where you can choose the temperature of your water and the speed/intensity it flows at. Many households, schools and businesses have kept to the regular one spout, two handle water taps. At my day care, children have access to the taps whenever they need them and they are also easy to use (Ministry of Education, 1996). With the push of a lever, water streams out for about a minute before they have to push the lever again if needing more water.  This has made things easier for the teachers and also sometimes forgetful children as water won’t be left running for hours before someone slips in a water puddle inside the room realising that the tap had been left on (Smorti, 1999).

I feel that a lot of learning can occur around a water tap or even just water for that instance. Children can learn about hygiene and self help skills which will benefit them not only now but also in the future. Gonalez-Mena (2011) states the importance children and adults regularly washing their hands as dirty hands are the cause of bacteria growth and sickness. Children can be taught to understand that it is essential that they wash their hands after toileting and playing so that dirt can be washed away and they don’t become sick.

Teachers can use modelling techniques to show children how to wash their hands and for the duration they should be doing it (MacNaughton & Williams, 2009). Songs can be made up to make this learning experience more fun for the children over time leading them to washing hands independently without the help of the teachers. I think that through this experience teachers can also educate children about how people accessed water a few decades ago and also how in some parts of the world it remains just as hard to obtain it. I believe that this will let children appreciate what is available to them. 

Experiences With The Laptop

The New Zealand Curriculum discusses how it is through using different types of technology that children can gain an understanding of the wide variety that is available to them and learn about how technology fits in to modern society as well as benefiting those from the past (Ministry of Education, 2007). I feel that although the children in this room are still quite young, the early years are the most crucial and build a base for the success that will follow in their future (Gonalez-Mena, 2011).

It’s not often that the children in the infant and toddler room at my day care get to have a play on the laptop which is there just for the sole purpose of their learning and enjoyment. I do not know whether this is because of how hectic the days get in the room with children running around everywhere or if it is because the teachers aren't too sure of the possible learning that could occur for children barely the age of three through the use of the laptop.

I don’t think the teachers are wrong to doubt the learning that occurs from a laptop as everyone has their own opinion on how children learn best but I feel that the best way to learn is through play. When the laptop was brought out on the day that I was at the centre, I took charge and offered to sit with the children while they explored what one called a “big iPad”. This clearly showed that the child was already exposed to digital technology at home therefore quickly made the connection between an iPad and the laptop.

  

This child was unsure of what to do with all the buttons on the keyboard and also didn't want to use the touch-pad but instead poked at the screen multiple times, waiting for something to happen. It was then that I modelled how to use the touch-pad and told her to watch the little arrow on the screen (MacNaughton & Williams, 2009). She saw what was happening and decided to give it a go too. Being so young, it would be inappropriate to bore her with details of how computers used to be and how they have evolved over time; I do think that next time she came across another laptop she would know exactly what to do to get a reaction out of it.

I feel that this experience with the laptop helps children with their fine motor skills as they use their fingers to press the buttons on the keyboard as well as navigating themselves around the screen with the help on the touch-pad. In future experiences teachers can show children how they can use this sort of technology to create artwork as well as use it as a tool for literacy and numeracy based practice.

The Digital Camera

One piece of technology that the children at my day care are exposed to is the digital camera. I believe that his is regarded as technology as over time it has changed and molded to fit today’s developing society as well as making things easier for people. It was not so long ago that everyone used cameras that needed film inserted into it in order for it to be useful. Once the film had captured however many pictures it was restricted to, it had to be taken in for developing before you could see any of the photos you had taken. It was only after the development process that you could see, not all of your photos turned out quite how you would've liked them and the memories that you thought you had captured will now only remain memories in your head.

Smorti (1999) talks about how technology is designed to meet the needs of people and I think the change from a film camera to a digital camera does just that. Now not only can we take multiple amounts of photos but we can also view them as soon as we take them and delete those not so flattering.

In the early childhood setting that I work at I think that the digital camera is quite important as there is always something happening that requires the need to be captured. Whether it’s a child reaching a milestone or a group of superhero turned children, moments that may never come again are taking place and digital cameras allow for teachers to take photos and document them straight away. I think that a digital camera is beneficial for the children at the setting as they can take photos of anything and everything in their surroundings which the teachers later print off and put up around the centre. 

It lets the children feel a sense of pride as they have taken photos which are now displayed for everyone to see. Children can converse to one another about the photos that each have taken and be the ones to tell the stories behind their individual photos. I feel that this camera experience can also help children connect with their peers as they can talk about similarities with each photo leading to discovering each other’s interests and building meaningful relationships.

The New Zealand Curriculum states that through technological experiences, students gain an understanding of how things came to be and also learn about how and why things work (Ministry of Education, 2007). I think that children using a camera within the setting give teachers an excellent opportunity to discuss with them and show them how cameras have changed over time to better accommodate to every ones needs. 

Teachers can bring in older cameras and let the children use these so that they can understand the change from what used to be to what it is now.

I think that the use of a digital camera is a good growing experience for children as they are in control of a particular part of their learning. They can play around with the buttons on the camera, see what each does and help their friends that aren’t so sure about how to use the piece of equipment (Ministry of Education, 1996).

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