Technology: March 2012

Thursday, 29 March 2012

Technology and Me :)

First of all I like to thank everyone in my group for the positive feedback and the positive suggestions. I like all your feedback and some threw questions my way and suggestions which made me stepped back and reflect on my activity with the children. Thank you Rachel for the suggestions because it was relevant for children's learning and it provided an interesting activity for the children, not only that but your suggestions extended the children's learning. Your feedback meant a lot to me because we were able to help support one another through technology as for some of us we find technology scary but when we contribute to each others blog it helps put our mind at ease.

This group project brought us together where we worked collaboratively and respected each others work. It was really important for us to provide a rich environment for the children's learning; I love this group project because children got to experience and learn how olden day’s resources and modern day’s resources worked. These experiments with technology allow the children to compare, and experiment to what make sense to the world around them. Children were able to get a sense of their grandparents’ days, which it can be something for the children to share with their grandparents. I believe this will be a memorable moment for the children as they share with their grandparents, children will also carry this special moment with them forever.

The New Zealand Curriculum states exposing children to technological activities helps children to develop a broad technological literacy that will equip them to participate in society as informed citizens and give them access to technology related careers. They learn practical skills as they develop models, products, and systems. They also learn about technology as a field of human activity, experiencing and/or exploring historical and contemporary examples of technology from a variety of contexts. Technology is associated with the transformation of energy, information, and materials. Technological areas include structural, control, food, and information and communications technology and biotechnology. Relevant contexts can be as varied as computer game software, food products, worm farming, security systems, costumes and stage props, signage, and taonga (Ministry of Education, 2007, p. 34).

Participating in this blog about technology has opened my eyes to a lot of different kind of technologies. Learning about technology I told myself "oh it’s about computers, camera and resources that relates to electricity but I was wrong". I have learnt that technology is much more than just electricity, it is about making things in a process and it’s about seeing the process of your work and comparing. Ministry of Education (2996) states "technology using many materials for different purposes enables children to recognize that different technologies may be used in various places and settings (p.95). Blogging is a good way for teacher's to reflect on their practices and the children's learning. Yang (2009) states "blogging motivates learning and blogging also helps community building. Technology keeps us connected with our families overseas. Technology is a very useful tool for busy parents and teachers, because they can share learning stories online and email each other regarding the child's learning. For example Glass & Ellis (2009) states “technology enable children, parents and staff to share daily events, milestones and activities. This has proved to be highly effective in promoting oracy and literacy. Emailing learning stories from school to parents has promoted a reciprocal process where parents are now emailing stories from home to kindergarten accompanied by digital photos” (para.5). Due to booming growth of technology blogs have become another learning platform for language teaching (Yang, 2009, p.13).

Reference:

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

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

Bronwyn Glass & Raelene Ellis - Botany Downs Kindergarten: Retrieved 30/03/2012 from http://www.ptengland.school.nz/index.php?mid=15,420,10656,11026-

Yang, S.-H. (2009). Using Blogs to Enhance Critical Reflection and Community of Practice. Educational Technology & Society, 12 (2), 11-12. Department of Applied Foreign Languages, National Formosa University, Yunlin, Taiwan

Thursday, 22 March 2012

Digital Camera

At the centre we have 3 cameras, one for the infants and toddler’s area, one for the young children’s area and one belongs to the supervisor. All the children at the centre are allowed to use it with the teacher’s supervision. From what I witness at my centre once the children sees a teacher taking photos of a child, they all run to the scene and put on their expression faces. While participating in the scene the children are able to name their facial expressions, for example a child will call out “do a funny face, do a sad face” all the other children follows with their facials. Therefore I also see this as another learning opportunity for the children where they learn new vocabulary, the children also teaches each other by mimicking or role modelling as the children contribute into to their own learning. This is one of the funniest moments for the children and the children also recalled poses they saw on the television and magazines and use it as well.

At times the staff allows the children to use the camera where they can take photos of what makes sense to them and what they find unique in their own way (Ministry of Education, 1996). “This opportunity give the children the chance to own the object and take control of the camera. By trusting the children, allowing them to control their own use of cameras, children are able to build a sense of worth and pride about themselves. They see that they are trusted and respected enough to use ICT equipment” (Eastbourne Barnados Early Learning Centre, n.d. as cited in Ministry of Education, 2011, para. 148). Children also got to learn how to work the camera and also learn how to view their own photos as they go along with their project. Children will not only learnt about taking photos but also how to record special moments using the video recorder on the camera.

Today technology has upgrated to the latest and fastest technology, for example we explained to the children how it use to be Kodak camera where we print the photos but we wont be able to look at the photos because the films has to be printed first. Today it has upgrated from a kodak camera to a digital camera where we can view the photos, video and most importantly we can print the photost straight away. After we took the children to the resource room where taught them how to print the photos, and also upload the photos and videos on to the computer. The children were excited when we told them to choose the photos they wanted to print. Once again this activity didn’t only teach the children how to use the camera but they also learnt how to use the printer and computer. At mat time we gave the children a chance to get up and show their picture they printed to the class and share their story with them. “Photo Story is a way of acknowledging an interest that was important to the children. Children were able to share their experience with others, gaining their interest and enthusiasm – thus enhancing their own self-esteem. The story became an outlet for the encouragement of the chidlren’s developing language base” (Rototuna Early Education Centre, n.d., p. 22 as cited in Ministry of Education, 2011, para. 128). Digital cameras also helps the children to revists their experiences by sharing it with families and friends. “Spontaneous images taken by digital cameras and digital microscopes were found to be useful stimulus to ‘get children speaking’ and conversing more, either with each other or with the teacher. Such talk seems to have often taken the form of explanation or providing a running commentary on their work, or by way of verbalising their personal narratives or their activity planning (as when the child went home and talked over his plans with parents to collect things from the garden to explore with the digital microscope the next day)" (Ministry of Education, 2011, para. 115).

Digital camera is a very useful tool in the centre, because it captures the children’s development, physically, mentally and emotionally. The teacher shares the children photos with the parents, when the photos are shared with the parents it gives the parents a fair idea of the children’s stages of development but most importantly it makes the parents feel included and not miss out on their children’s learning and development. Teacher’s also use the camera to print photos for learnings stories, which helps them identify the children’s development and also how they can extend the child’s learning or development. “Encouraging staff to use cameras and write learning story, helps the staff identify and reflect on the children’s learning and development” (Glass, Baker, Bernstone & Hagan, 2010, p.79).

References:

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

Ministry of Education. (2011). Effective learning in early childhood education? The impact of the ece ict pl programme: a synthesis report. Retrieved from 3 March, 2012 from http://www.educationcounts.govt.nz/publications/ece/79138/1.- childrens-learning

Glass, B., Baker, K., Ellis, R., Bernstone, H., & Hagan, D. B. (2010). Inclusion at Botany Downs Kindergarten Centre of Innovation 2006-2008. Wellington, New Zealand: Minstry of Education.

Pictures:

Retrieved from 21 March, 2012 from https://www.google.co.nz/search hl=en&q=children+using+the+camera&bav=on.2,or.r_gc.r_pw.r_qf.,cf.osb&biw=1366&bih=667&um=1&ie=UTF-8&tbm=isch&source=og&sa=N&tab=wi&ei=y7NrT83jI4HRrQeG7emEAg

Monday, 19 March 2012

Hyperlinks

Wednesday, 14 March 2012

NON-TECHNOLOGY: COOKING

TARO LEAVES

TONGAN DISH (LU)

COOKING: TONGAN DISH (LŪ / TARO LEAVES)

During mat time today we gave children the opportunity to share any stories about their weekend with the rest of the class and staff. The majority of the children got up and shared their stories, they talked about their Sunday main dish (lū-taro leaves). After morning tea we talked more about lū-taro leaves by using books with pictures, stories about taro leaves, and also pictures we printed off the internet. Then we took the children out the backyard to their plantation, where they planted taro, vegetables and onions. We got them to pick some taro leaves, cut some onions and also picked some tomatoes as we were going to include these ingredients in our cooking. As children were picking the vegetables they worked together as a group, shared ideas and stories relating to a similar story they done with their family members. Children and the staff exchanged a lot of conversation as they listened to our instruction. We took the ingredients inside washed them, got all the utensils and other ingredients that we needed. While participating and observing the children they learnt a lot through cooking the lu. All the children in the centre from 2-5 years old were allowed to observe and participate.

Lu wrapped in foil modern day

Lu wrapped in banana leaves (back in the days)

making coconut cream

Modern day: buying coconut cream from the shop

The significance of allowing cooking to be in the routine of the centre is because it gives children opportunity to explore with their sensory motor skills and also make a mess. In the Tongan culture children are not to be seen or be near a food preparation because they are too young and it is the adult’s responsibility to cook. Allowing cooking in the centre gives children ownership to their body and learning as they use their sensory motors to taste and touch to what make sense to the world around them (Ministry of Education, 1996). Through cooking children can learn measurement, learn new language, see and learn the process of cooking, according to Gayle Mindes cooking offers a rich content and process which leads to a multiple learning (2006). Children can also learn the names of the kitchen utensils, identify different kinds of ingredients, follow instruction and work together as a team with their class mates and the staff. Not only that but from my observation children got to learnt 2 ways of cooking a lu, back in the days ways and the modern days ways.

Modern days: Lu cooked in the oven

Lu cooked on the ground (back in the days)

For example, the staff explained to children howtheirgrandparents use to dig a hole on the ground as hangi for their food, but today their parents use the oven to cook the lū. Their grandparents also use banana leaves to wrap the lū but today their parents use the foil to wrap the lu. As the teacher was explaining how technology has improved, one girl mentioned how she went to Tonga and watched her poppa use the hangi to cook the food not the oven. Children also learnt that back in the days their grandparents use to make the coconut cream with their own hands but today they buy the coconut cream from the shop. Through cooking children can also learn about time and patient as they wait for a specific time for the lu to cook. Children and pairs were given their ingredients and they made the choice of what ingredients goes in first, and decided what meat they wanted, therefore the pairs got to work together and share knowledge. Gayle Mindes (2006) states “young children begin to understand the larger world through their understanding of themselves and their individual experiences” (p.104). The children enjoyed making the lu and they couldn’t wait for the lu to be ready so they can look at their own cooking. Through cooking children can learn about health and safety rules and they can take that with them home, and help out their parents and siblings but with their supervision. Through cooking we are allowing children to develop confident and competent in what they are doing, we are also showing the children we respect and value their learning. And also “through these group experiences, class members routinely engage in active learning- gaining knowledge and skills that build on prior knowledge and skills that build on prior knowledge, resulting in new knowledge” (Gayle Mindes, 2006, p.145). Therefore cooking really exposed children to how the world has been changed and improved incredibly.

cooked Lu

children enjoying the lu

References:

Mindes, G. (2006). Social studies in kindergarten. In D. F. Gullo (Ed.), K today teaching and learning in the kindergarten year (pp.107-115). Washington, DC: National Association for the Education of Young Children.

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

Image Reference:

Retrieved:

http://search.mywebsearch.com/mywebsearch/AJimage.jhtml? searchfor=children+cooking+taro+leaves&tpr=sbt&st=hp&id=Z1xdm039yynz&ptnrS=Z1xdm039yynz&si=COqoj7XBla4CFUJMpgod0E2oIQ&ptb=58F657E1-96AD-4606-B728-D7EF7133ABC7&ss=sub&gcht=&n=77ed016f&ps=children+cooking+taro+leaves

Retrieved:

https://www.google.co.nz/search hl=en&gs_nf=1&pq=www.hotmail.com&cp=28&gs_id=5b&xhr=t&q=children+cooking+island+food&bav=on.2,or.r_gc.r_pw.r_qf.,cf.osb&biw=1034&bih=619&um=1&ie=UTF-8&tbm=isch&sou

Sunday, 11 March 2012

Computer:

Computer:

One of the main technological sources that attract children’s interest at my center is the computer. All the children at the center are allowed to use the computer during free play and when they have an activity that they can use the computer. When the line is long children are paired up in 2 and take turn with a teacher’s supervision. The computer is set up with appropriate programs or activities for the children’s learning. These activities help enhance the children’s language literacy, eye co-ordination, social skills, language development and knowledge. “Research has confirmed that for many children the computer is a catalyst for information sharing, language development, and decision making” (Tsantis, Bewick & Thouvenelle, 2003, p.7).

The significance and use of technology on the children’s learning and development is they are able to learn first-hand experience when young. While children aged 3-5 are using the computer they can develop confident in choosing activity, item or word they think is right. Through technology such as computer children are exposed to a reality resource, for example generation now a day depends on the computer for personal use and educational use. As Smorti (1999) states “there is an increasing awareness of technological world we live in: a world that people have created and changed through technology” (p.6). Therefore when children stepped outside of their home they know what they are doing on the computer and they are also confident. As Tē whāriki states children need to be comfortable and confident in their learning and when they stepped out in to the wider community (1996).From what I’ve witnessed while children aged 3-5 are using the computer at the center, children used their imagination to be creative and guess answers, create pictures, matches words and pictures. Children also learnt new vocabularies, shapes, sizes, volume, heights and science while engaging in an activity on the computer. Children worked together with their pairs and help each other complete a game and share knowledge. While children are using the computer they also learnt how to work the computer and know their way around it (computer literacy skills). Through my observation when children are using the computer, they have a sense of ownership to their learning; and they are also exposed to online learning.

The computer allows the children to choose their own activity that suits their interest and what makes sense to them. Children are also fascinated when accessing the computer and they tend to spend their time longer on the computer which allows them to take their time and complete an activity. As children tend to spend a long time on the computer it doesn’t necessary mean the child will become anti-social. According to Tsantis, Bewick & Thouvenelle (2003) “a well-designed computer center can promote almost as much social interaction as dramatic play and for some children it offers a unique medium that taps their ability to creatively collaborate with their peers (p.7). Computer is very important for the children’s learning and also for the teacher’s development as a teacher. Tsantis, Bewick & Thouvenelle states teacher’s computer skill can have an impact on how children’s learning can be met through technology and it can also provide teachers with effective ways on how to manage and instruct children on their activity. As for some computer applications can help teacher to develop effective strategies to assess, plan and stimulate family involvement and even link home with school (2003). Therefore when children and the teacher are working on the computer they can both help each other and also learn from each other. Through my observation while children were using the computer, is that children were able to take risks to enhance their abilities to multitask as they try to develop a deeper understanding of ideas and trying out certain concepts such as story theme, plot, and sequence (Tsantis, Bewick & Thouvenelle, 2003).

References:

Mindes, G. (2006). Social studies in kindergarten. In D. F. Gullo (Ed.), K today teaching and learning in the kindergarten year (pp.107-115). Washington, DC: National: Association for the Education of Young Children.

Ministry of Education. (1996). Te whāriki: He whāriki mātauranga ngā mokopuna Aotearoa: Early childhood curriculum. Wellington: Learning Media.

Smorti, S. (1999, Autumn) Technology in early childhood. Early Education, 19.

Tsantis, L. A., Bewick, C. J., & Thouvenelle, S. (2003). Examining some common myths about computer use in the early years. Young Children, 58(1), 1-9.

Monday, 5 March 2012

Welcome

Kiaora,

Haere mai

Thank you