Final Personal Reflective Blog

Personal Reflection

 I get a great opportunity to improve my technical skills in this blogging assignment.  Basically, this assignment highlights how blog usage improves children’s learning. Prior to this assignment, I do not have any idea about the blog. I was a little bit worried to fulfill this assignment.  Now I felt much more confident after discussing about blogs with my classmates.

            It’s a great pleasure to appreciate my classmates as well as my lecturer for sharing their knowledge about the blogs in an easy understandable manner which made my life easier to start my first blog. Teachers can use blog-space to post homework assignments or communicate with parents about the developments that are taking place in the class. I learnt that the values of using technology is for children and especially parents who are working.  For example, some parents do not have time to talk to the teachers when they drop their children at the centre but they can always go through emails and some of the centres do blogging. We can involve the children mainly in the usage of blogs such as verifying their homework and some class events. Children definitely show interest in posting their comments in blog rather than writing on paper. Children can experience the technology in fulfilling their daily activities in a much easier and comfortable manner.

   Another advantage of blogs for children is to get into the habit of writing and improving their writing skills without mistakes. Blog sites used as online class forums enable children with various personalities, especially shy children, to participate in a discussion far more effectively. Since a blog post is exposed to the public, children can read others blogs which helps them in gaining knowledge and in improving their writing skills. As I mentioned above, a blog post is exposed to the public; I came to know some new thoughts by reading various persons’ blogs about extending children’s learning with the help of technology.  I benefited from observing other students ideas of how technology plays a key role for children to improve their learning and writing skills. I got positive feedback from my classmates about my blog. Due to this feedback I felt fairly comfortable in writing my future blogs.

  My group member’s feedback on my blog posts was very useful. I agree with Harpreet, She recognized that vacuum technology is good to create a familiarity between home and centre through the use of technology. Lovely also agreed that vacuum technology is an interesting and fun aspect of the curriculum where the children could learn about the processes and ways of hygienic awareness to enrich their learning, as well as language and social skills. Children using more materials for different purposes enable them to recognise that different technologies may be used in different and settings (Ministry of Education, 2004).

In response to Deep, I like the comment she assumed that It is not just I extend the children’s interest but I actually get involved with the children and make links to their home life as well.  I recognize and value the non-digital technology in my practice. In reply to Karki, that it is appropriate for children to use digital cameras which I provided to respond their needs and shower them how to preview the photos and they were able to do this either by themselves or with a teacher. She suggested that I can use these photos as a helpful resource in children's future learning when they revisit and refresh their memories. As educators we should be constantly aware of the ethical surrounding the use of technology in the centre and constantly look for teachable moments in spontaneous active interaction and help children construct related knowledge (Dunkin & Hanna, 2001; Ministry of Education, 1996).

    With this assignment I strongly believe that we can surely change children’s mode of learning in an easy and comfortable manner with the help of technology. As a childhood teacher, it is my responsibility to verify how far children learn by using technology. Technology allows teachers to educate the children well in an effective manner for a wide range of intelligence. We, as teachers, need to encourage children to utilise technology in an efficient way to achieve their goals. It is the responsibility of parents and teachers to create an interest for children in technology usage.  Technology helps children to develop skills such as hand–eye coordination, memory, reflexes. It also encourages self-esteem, confidence and it supports independence. Technology also has potential for promoting pleasure in learning by enhancing engagement, motivation and the desire to learn.

Reference List:

Dunkin, D., & Hanna P. (2001). Thinking together: Quality adult child interactions. Wellington, New Zealand: NZCER.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa .Wellington: Learning Media.

Ministry of Education. (2004). Kei tua o te pae assessment for learning: Early childhood exemplars.

Links to my comments

Comments on Lovely's Blog
First Comment on Lovely's Blog
Second comment on Lovely's Blog
Third Comment on Lovely's Blog

Comments on Harpreet's Blog
First Comment on Harpreet's Blog
Second Comment on Harpreet's Blog
Third Comment on Harpreet's Blog

Comments on Hui's Blog
First Comment on Hui's Blog
Second Comment on Hui's Blog
Third Comment on Hui's Blog

Comments on Deep's Blog
First Comment on Deep's Blog
Second Comment on Deep's Blog
Third Comment on Deep's Blog

Curiosity towards Vacuum Cleaner

Curiosity towards Vacuum Cleaner

During my class discussions I learnt that technology is about electronic and digital equipment, but I learnt many other ways of teaching children. There are other means and techniques which people are not conscious about. For example: pencils, paint, crayons, pens, scissors, erasers, and clay are a form of technology. Technology has taken an imperative role to change today’s life style. As an early childhood teacher I need to make sure children have the ability to tune into today’s modern age.

I believe technology is everywhere and it plays a vital role in children’s lives. When I was doing the vacuuming, I was so amazed that E (18 months) was so curious to know about the vacuum cleaner. She was asking me so many questions such as “How the noise is coming out, how things are going into the machine”. After explaining to her, E rushed out and called her friends to see the vacuum cleaner and she said “Look, how it is taking the things up from the floor”. They also discovered how the vacuum cleaner works by taking in everything such as jelly beans, small pieces of paper and waste materials. I loved how the children wanted to get involved and their interest in what was happening around them.

E was encouraged to play an active role in showing other children about vacuuming technology under supervision. I enhanced the children’s learning and development by using technology about adopting hygienic lifestyles (by keeping the floor clean), and at the same time developing skills for their future. I introduced a better understanding of how technology works and how we appreciate the people who created this technology. This helps them to understand how technology has made everyone’s lives better. I recommend children should explore new technologies under supervision to avoid risks.

Through this, the children developed an understanding of how technology has a real and direct impact upon everyday life. For example, vacuuming technology makes life faster and easier for everyone. As a result this technology taught children to explore and discover concepts in using different small household appliances. Furthermore, Smorti (1999), states that “Technology is about helping people and solving problems" (p.5). Te whāriki states that children experience an environment where they have:  “confidence in using a variety of strategies for exploring and making sense of the world, such as in solving problems, looking for patterns, classifying things for a purpose, guessing, making comparisons, asking questions, explaining to others and  listening to others” (Ministry of Education, 1996, p.69).

I feel very excited about their learning as they have lots of opportunities to discover and learn about technology and its uses. As well as using toy cars, bikes and other toys in their daily activities, I create an interest in them by using equipment like ironing of crayon pictures. I feel that magic can be created if I could reduce the barrier between home and centre life.  I need to extend my learning in relation to technology so I can share it with the children, to facilitate good project work (Clark, 2007).

              

As I had thoroughly enjoyed exploring the workings of the vacuum cleaner, I would definitely do many more like these as it brings so many important areas of the curriculum together; also this was a very fun activity for the children to experience and be included in the whole process. I will enlarge the children’s further knowledge on technology by providing them with a variety of other items to explore such as the telephone, computer, camera, microwave and dishwasher. Technology has also provided us with a way of learning about it, rather than just accepting it as a part of the background.

References:

Clark, A. (2007). Changing classroom practice to include the project approach. ERCP, 8 (2), 1-10.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa .Wellington: Learning Media.

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

“Click, Click”

“Click, Click”

Visual impact is an innovative way of teaching. It is based on the concept that children are able to connect the pictures more easily. For example, children are more inclined to see more cartoons or animated movies and are able to recollect the story more easily than trying to recollect a section which they read a day back.

For this reason, I have introduced digital photography into my teaching techniques. From people, places and things in class, I have learnt that technology is so important in the early years of learning to explore video/graphics based techniques. I have also understood more clearly that children will be more competent and confident when they have access to technology from their early stages. According to Smorti (1999), it is quite important that we need to enhance our technical skills so that we can help the   kids in providing better and simple ways of learning. This will lead to improve their skills in accepting new challenges and problem solving techniques.

I asked the children if they had used a camera before. They said ‘No’. I suggested that they take snaps of their surroundings by themselves. They were very excited about using the digital camera and I gave them the camera to use. I taught them how to operate and focus the camera towards an object and to press the ‘click’ button when they were ready. It was interesting to observe the children taking turns. Te Whāriki states that our children need the confidence in the fulfillment of improving their own skills and knowledge (Ministry of Education, 1996).

While D was taking the photos, his mother came to pick him up. She was surprised and said to him “what are you doing with the camera?” stating that this is not a children’s toy. I explained to her that D was using the camera under my supervision and the reasons why he is allowed to use it. By looking into D’s amazing work she was thrilled with the way he had learnt to use the technology. Te Whariki highlights that “children develop the ability to represent their discoveries using creative and expressive media and the technology associated with them” (Ministry of Education, 1996. p. 88).          

The learning that had taken place for the children was incredible. I thought about the way I had awoken the children’s interest and imagination by teaching them how to use a camera. This opportunity allows them to build a familiar contact with the technology while increasing their interest. Playing plays a key role for children in practicing the newly acquired skills, gradually builds the children’s capability to face new social roles and as well as some challenging tasks. Moreover, they can resolve complex issues which they really would not (Talay-Ongan, 2005).

However we need to use the technology as weapon in shining the children’s learning which has been proved with digital camera (Gibbons, 2006). Children can view the world in their own way using digital camera. They can also capture some beautiful photographs in and around their location. By doing so, they can have a look at their photos which have been taken by them. Smorti (1999), mentioned that “Technology is a creative and essential activity aimed at meeting the needs of opportunities through the development of products systems and environments” (p.5).

References:

Gibbons, A. (2006). The politics of technology in early childhood in Aotearoa/New Zealand: fitting early childhood educators in the ICT grid. Australian Journal of Early Childhood, 31(4), 7-14.

          

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa .Wellington: Learning Media.

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

Talay- Ongan, A., Ap, E. A. (Eds.). (2005). Child development and teaching young children. Southbank, Victoria: Thompson Social Science Press.

Our Little Mechanics

  

Our Little Mechanics

On Monday morning at the playground, I saw a group of children trying to fix a ‘digger’. When I moved nearer to take a closer look, I noticed that they were using different tools such as the hammer, screw driver, measuring tape and pliers to work on it. Being curious, I sat down at a corner to watch and observe what they were doing. I was so amazed that children are using tools and technologies to solve problem at a very young age. It really indicates me that there is no age discrimination to learn technology. Soon, I realised that they were playing the role of auto mechanics, trying to fix and repair the truck and diggers. One boy lay down on the ground and tried to look underneath the truck. Another was applying the screw driver to the wheel. They were busily working on their respective tasks.

I belive introducing technology sooner than later to make children interested and learning things. I bought “Bob the builder” tool kit and start explaining the tools and how to use them. I let them to use and explore the mechanism. I also suggested them that they could repair our old bikes.  I found some old broken bikes from outside the garage. As soon as they got the tools and bikes, they started to experiment with them while pretending to be mechanics. They enjoyed screwing and unscrewing nuts and bolts, trying to fix missing wheels of the bikes. “I am a mechanic girl’ M said while trying to unscrew a bolt. “Here is your bike; your bike has been fixed”. They imagined that they were working in a ‘bicycle repair shop’, offering to fix bikes for their friends and pretending to receive payment.

I asked them an open-ended question “I wonder how you are so good with spanners?”  “My daddy’s got a spanner like this” N said to me.  Once he had got a spanner, he knew the name of the tool that he was offered. He tried with different kinds of tools to unscrew a bolt. S quickly joined in and said “It is not working”.  “Oh, I see.  So, how do you fix it?” I asked. The boys started to demonstrate to me what they were doing. N said “you can open and tighten with this spanner” by adjusting an adjustable spanner.  T tried to look underneath the truck, checking for the problem.  As they worked, the children were talking about the size of the tools; they were trying to find a suitable spanner for the different nuts and bolts. “This is too big, this is too small, and this one fits” while talking; they shared the tools with each other.  Child N even took the role of the leader (boss) and gave instructions to the rest.  They even had a trial run.  

Well done! Our little mechanics….. What an awesome experience we all had. I really enjoyed working with you very hard in our ‘bike repair shop’ while listening and participating in conversations.  It also fascinated me how you used your skills of logical thinking and reasoning while you were working very hard pretending to be mechanics. This incorporates early mathematical concepts of measuring and comparing skills. 

Our aspiration as educators is to support children to develop a sense of themselves as “competent and confident learners” (Ministry of Education, 1996, p.9).  It is clear that children’s interest and curiosity in a subject can motivate them to explore and develop fine motor skills. In working together, they learn to communicate and connect with their peers, and they develop social skills. I believe they learn to relate to each other and they also learn to connect what they do with the world and events around them (Gonzalez-Mena, 2008).

As an educator, I am empowering the children’s development by providing them with opportunities to further enhance their interest in vehicles and motor parts.  In response to their keen interest, I would like to pre plan a visit to mechanic shop with the parents. The children can listen to the mechanic about the basic parts of the care such as engine, radiator, battery, etc and their respective functions.

This people, places and things class has opened my eyes to a wide range of technology-based tools that we use in everyday life. Through all these, I will gradually increase children knowledge of the world around them.  They would also be more aware about problem-solving, asking relevant questions and acting out roles which they encounter in their everyday lives. Smorti (1999) suggests “technology is about helping people and solving problems” (p. 5). These children are exploring and finding out about their environment, people, places, things and events that have significance in their lives (Allen, 2002).

Reference List

Allen, P. (2002). Science and Technology in the early childhood setting. Christchurch, New Zealand: User Friendly Resources.

Gonzalez-Mena, J. (2008). Foundations of early childhood education: Teaching children in a diverse society. (4^th ed.). Boston, United States of America: McGraw Hill.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

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