Final reflection

Digital cameras

I have found getting feedback from the other people in my group has been very helpful. I find getting other peoples perspective and ideas enables me to think more about what I have done and why I did it that way. It also helps me see things in a new and different way.  It is always nice to hear positive comments about the reflections that I have written. This makes me feel good about what I am doing, and how I am fostering children's use of digital and non-digital technologies in my centre. This leads me to want to continue what I am doing and also find new ways I can do this.

One comment I was particularly challenged by was from Beth, relating to my second reflection on children making paper planes. She challenged me to think about why I was encouraging N to make his plane the same as the other children's and thus conform to what others were doing.  I hadn’t thought about this experience in this way. Reflecting on this I can see that I was helping N to develop his problem solving skills, but I could have done this differently. Perhaps encouraging him to think more himself about why his plane was not working would have led to him trying out different ideas. This has led me to think about how I will help children problem solve in the future. I will encourage children to try out their ideas and provide resources to help them do this. For example, perhaps we could go on the internet and look up different ways of making paper planes and then go from there.

Making paper planes

From the feedback I was given on my first post about children using digital cameras I learnt that many people have the same thoughts as I do. I also learnt that even though there is a risk that the camera might get broken children learn so much, and it is important to give children the opportunity to use them. This has helped me realise that it is ok to give children my camera, and I will continue to do this more. I will also continue to teach the children about ethics. Ragina suggested that it would be a good idea to revisit the experience. I agree with this, and this has helped me think about different ways I can do this. I have been thinking about having a wall display of just children's photos and their thoughts and ideas. I think it would be good to do this as it is a fun way of revisiting what they have done. I also think it would be good for parents to be able to see their children's photos and thoughts.

I have come to see that the children in my centre use technology on a daily basis. I can now see that it is important that we continue to provide these opportunities for children. It is through these experiences with both digital and non-digital technologies that children learn and develop their problem solving skills. They also help children gain new knowledge about the world and how it works (Ministry of Education, 1996; Fleer & Jane, 2001). If I didn't give the children the opportunity to use my camera then they would be missing out on significant learning opportunities about ethics (Ministry of Education, 2007). I think it would be a real shame for children to miss out on valuable learning opportunities like the ones I have reflected on. However it is also important to remember that there are also negatives to technologies, and we need to help children see these and find ways to use technology appropriately (Fleer & Jane, 2001). For example, it is not appropriate to use our knowledge of blocks and building to hurt others.

Ramp made from blocks

References
Fleer, M. & Jane, B. (2001). Design and technology for children. (3rd ed.). Australia: pearson Australia.
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
 Ministry of Education. (2007). The New Zealand curriculum. Retrieved from http://nzcurriculum.tki.org.nz/

Building a ramp

Here L and a friend are putting the
finishing touches on their
ramp.

Today I noticed something interesting going on in our block corner. I noticed L was constructing something with blocks. He had used lots of blocks and made a ramp that went down from one of the shelves. This ramp then had another ramp built into it. When I moved into the block area L was testing out his creation by rolling a ‘wheel down it’. He was very interested and told me all about what he had done and why. For example, he said “look Aunty, it goes like this. I show you”, he then showed me how it worked.  He also said “push really hard” to me when I tried to make my wheel go down and it didn't get over the second ramp.

From reflecting and thinking about this I can see that this is another example of a child using Non-digital technology in my centre. To be honest when I moved into the block corner I was not looking with my technological lens. I was just moving around the indoors environment and saw L playing with his creation. It wasn’t until I actually sat down and talked to him about what he was doing and why that I noticed I could look at this through a technological lens. This was eye opening to me.

L is now trying it out.

Through using the blocks to construct this ramp L was gaining new knowledge (Fleer & Jane, 2001). I think he was doing this through trial and error. I think this because I asked him why he used a triangle block. He replied “because I can jump over and make it jump right to the end”. From this I assume that at some point he must have tried using other shaped blocks and seen that the triangle was the best shape to use there. I assume this is because when there were no more triangle blocks available I suggested (Macnaughton & Williams, 2009) that he try a square block. He said “when that was there it went crash”.  

The New Zealand Curriculum states “in Technology, students learn to be innovative developers of products and systems” (Ministry of Education, 2007, p. 17). I believe that through this experience L was doing this. Using this technology and his increasing knowledge L was able to think about what he wanted to achieve, and then develop something that would do that. I think adding the ramp to the ramp was very innovative.

Through using the techniques of questioning and listening (MacNaughton & Williams, 2009) I was able to gain a deeper understanding of what L was doing and begin to see why he was doing it. I was also able to see this experience through a technological lens, which I am beginning to use more and more.

Other children are now becoming interesting.
L is showing them how it works.

According to Gibbson, (2006) technology is everywhere, and it is the teacher’s role to plan for it. I agree with this. But I think before we can plan for ways to extend children's learning we need to observe children and see where they are at. From observing L I can see that he has an interest in constructing, and he enjoys rolling things and seeing what happens. Looking at this through a technological lenes I can see that he is interested in gaining new knowledge through trial and error. Knowing this I can now think about how I can extend on this learning. For example, we have some tyres sitting in the shed. I could ask if he wants to use them when we are outside.

I really enjoyed this experience with L and finding out more about what he was creating. I will continue to use these techniques as I found them effective. I will also continue to use my technological lens and see what other exciting things I can see in the centre.

This is the ramp. it is very long, it goes all the way across the block area.

References

Fleer, M. & Jane, B. (2001). Design and technology for children. (3^rd ed.). Australia: pearson Australia.

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. (2007). The New Zealand curriculum. Retrieved from http://nzcurriculum.tki.org.nz/

Gibbson, A.N. (2006). The politics of technology in early childhood in Aoteaora New Zealand: fitting early childhood educators in the ITC grid. Australian journal of early childhood 31 (4) 7-14

Making paper planes

To be honest when we were told we had to reflect on an experience of children using non- digital technology I was a little confused. But through doing some research I discovered that technology is all around us. It is not only computers or cameras. Technology is about gaining new knowledge, and through this problems can be solved (Fleer & Jane, 2011; Gibbson, 2006). It is with this thinking that I went into the centre to see if I could see children exploring and experiencing non digital technologies.

Here is N folding his airoplane

I had an experience with non-digital technology with one child N. There is a big interest in paper planes at the moment. Through discussions with the other staff and reflecting on this I decided to teach children how to make their own paper planes, instead of making them for the children.  To do this I role modelled (Macnaughton & Williams, 2009) what to do, I was surprised at how quickly the children began to pick it up.

N saw me showing some children how to make their planes, but I was already half way through showing them. This meant that he had to wait so I could show him from the beginning. By the time I was ready to show him all his friends were off playing with their planes they had created. I think seeing his friends playing with their planes caused him to feel like he had to rush, because he wanted to join in and have fun too. I noticed that he was quickly doing the folding. He finished and went to try it out. Soon he came running back to me, all upset. He said “Aunty, it’s not working, it’s broken!”I said to him “Hmm, N what do you mean it’s broken?” he then proceeded to show me.  I suggested that together we could see if we could make it work better. Together we used the paper and our combined knowledge to solve his problem (it took three or four goes at it, but he did get there).

Folding the paper meant he was using it in a different way than the most obvious, which to me is drawing or creating art on it. He was able to solve a problem that he had, which was that his plane didn't work properly. Through this experience N was also following a technological process. He made the paper plane, tested it out, and when it didn't work like he thought it would he (with a little help and encouragement from me) made some improvements. He kept following this process until he achieved what he wanted (Fleer & Jane, 2011), which was a paper plane that would fly straight and high ‘just like your one Aunty’.

According to Te Whariki through technology and solving problems children can gain a sense of self-confidence (Ministry of Education, 1996).   I think by using his new found knowledge to solve the problem N was beginning to achieve this. When he finally had his plane I think he felt very pleased with himself, and confident that he could find a way to solve this problem. I think this because he had a huge smile on this face.

Smorti (1999) believes that children learn about technology the same way the do with everything, which is through doing it themselves. I agree with this, and to be honest this is also how I learn. I was taught the skills and knowledge that I have about making a paper plane from my dad, but it was through actually doing it and trying it out that I learnt exactly how to do it.

This is the first airoplane N made

I will continue to put what I have learnt into practice when I am working with young children and non-digital technologies. I am beginning to see this every day I am at the centre.

References

Fleer, M. & Jane, B. (2001). Design and technology for children. (3^rd ed.). Australia: pearson Australia.

Gibbson, A.N. (2006). The politics of technology in early childhood in Aoteaora New Zealand: fitting early childhood educators in the ITC grid. Australian journal of early childhood 31 (4) 7-14

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

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, 19, 5-10.

My comments on posts from people in my group

Comments on Beth's posts
http://bethhdr.blogspot.co.nz/2012/08/contructing-path.html?showComment=1344755530667#c7850703144057463554

http://bethhdr.blogspot.co.nz/2012/08/children-using-cameras.html

http://bethhdr.blogspot.co.nz/2012/08/using-technology-to-gain-knowledge.html#comment-form

comments on Ragina's posts
http://10821206.blogspot.co.nz/2012/08/young-photographer.html?showComment=1345008725834#c7244169780408359973

http://10821206.blogspot.co.nz/2012/08/my-comments-on-my-groups-blogs.html?showComment=1345586321770#c8136040426015393962

http://10821206.blogspot.co.nz/2012/08/computers.html#comment-form

comments on Kate's posts
http://liuy50.blogspot.co.nz/2012/08/4-year-old-it-experts-bill-gates.html?showComment=1345073475362#c4703142012402805364

http://liuy50.blogspot.co.nz/2012/08/screen-painting_24.html?showComment=1345862141035#c2639677932583245191

http://liuy50.blogspot.co.nz/2012/08/the-value-of-cameras-in-childrens.html?showComment=1346288839321#c5491791292961412596

comments on Camellia's posts
http://badteethgirlcamellia.blogspot.co.nz/2012/08/digital-camera-and-childrens-development.html#comment-form

http://badteethgirlcamellia.blogspot.co.nz/2012/08/computer-and-young-children.html?showComment=1345863252182#c4693149721037489144

http://badteethgirlcamellia.blogspot.co.nz/2012/08/exploring-magnifying-glass-non-digital.html#comment-form

Exploring a camera

On Monday I had my camera out and asked a girl B if I could take her photo. She agreed, so I did. When I was done she asked if she could see it. I showed her the button you push to see the photos. When we had finished looking at the photo she said “Aunty, can I have a turn?” To begin with I was a little hesitant to give B my camera. This was because we don't usually do that at my centre. But I thought to myself, ‘it’s my camera, so I can give it to her’. I showed her how to put her hand through the string so she didn't drop the camera. I also reminded her to ask her friends before taking their photos.

I am constantly taking photos of the children throughout the day. I think that cameras are a great piece of digital technology for us as educators to use in centres. They allow us to capture those special moments children have and then share them with other staff, children and their whanau. Te Whariki states “children's development occurs through active participation in activities” (Ministry of Education, 1996, p. 64). Knowing that this is one of the ways that children learn, I thought to myself why not involve B (and other children) in learning appropriate ways to use technology by letting them try it out themselves.

According to the New Zealand Curriculum it is important for children to learn about how different forms of technology work and the ethics that surround that piece of technology (Ministry of Education, 2007). Fleer & Jane (2001) believe it is important to show children there is are both positives and negatives of technology, and to try and keep it balanced so children learn to make appropriate decisions about using technology. I agree with both of these authors. In this case I think the negative or ethical issue of a camera is we can take photos of anyone and anything. I think we need to be aware of this, and act in appropriate ways. For example, asking the children if it is ok to take their photos, and not taking photos if they say no. I hope by role modelling (Macnaughton & Williams, 2009) asking children if I can take their photos, and reminding B to do this she was learning to use the camera in an appropriate and ethical way.

This is a photo  B took of me after
asking me if it was ok.

Next time I was at the centre B asked me if she could use my camera, I agreed. Soon other children noticed her doing this and wanted to have a turn too.  In the Maori culture it is believed that children learn through Tuakanna teina which is a sort of buddy system, where an older or more experienced child is buddied up with a younger or less experienced child. The aim is for the older child to help the younger child learn and develop (Tamati, 2005).  I think this is one way children learn. In this case B was the more experienced child, and with some encouragement she was able to help the other children learn. She did this by showing them what to do, and sharing her knowledge about the camera and how it worked.

I think the strategies I used worked well in this experience. I was able to help the children learn about a piece of technology that is used daily in our centre. Cameras are becoming very popular, and children will no doubt use cameras themselves sometime. I hope I was able to help children understand that although cameras are great we need to use them in ethical ways, which to me is very important. I will continue to let the children use my camera, and remind them about the rules.

References

Fleer, M. & Jane, B. (2001). Design and technology for children. (3rd ed.). Australia: pearson Australia. 

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 whāriki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

 Ministry of Education. (2007). The New Zealand curriculum. Retrieved from http://nzcurriculum.tki.org.nz/

Tamati, A. (2005). The concept of AKO: Co-construction of knowledge from Kaupapa Maori perspective, (pp. 23-31).