Final reflection

Technology teaching and learning has occurred without my awareness. However, I have missed some teaching and learning moments of technology. Feedback from my group members enables me to broaden the view of technology teaching and learning for children and to approach it more positively and actively for children’s learning and my teaching.

In particular, I learnt about integrated learning of children through technology teaching. Technology experience is not just scientific or technological learning. For example, MS Powerpoint, a computer software program, has various functions for presenting things, such as numbers, letters, shapes and images. By teaching them how to use Powerpoint through children’s interests or what they want to make, children can learn about words and numbers as well as how to manipulate the computer. Te Whāriki declares that children develop their expression by representing their ideas with words, pictures, sounds and images. Furthermore, technological and non-technological materials linked with science, arts and crafts, mathematics and language allow children to learn technology (Ministry of Education, 1996).

Moreover, I was able to think about teachers’ roles regarding technology learning and teaching. It is imperative for children to have various opportunities to experience technological resources. According to Siraj-Blatchford and Siraj-Blatchford (2006), teachers should have an individual approach for teaching technology, including interests, ways to learn, favourites and needs of each child. I believe that teachers should provide opportunities to use technology on a daily basis by discovering and understanding how it works.

Even Te Whāriki proclaims that teachers have to set up an environment that supports them to explore various technological resources with different purposes. Through this experience, children are able to be familiar with; identifying different technologies; and developing an ability to create practical solutions for problems (Ministry of Education, 1996).

Overall, through this group blog project, I can recognise the importance of learning about technology for children.

Although children live in the technological world, they do not have many opportunities to explore various technology things and equipment at home or in early childhood settings.

People live with the help of technology in a daily life. Most children should have access to play with electronic or programmable toys for their learning every day. Children build technological concepts through investigation and discovery of technology during their activities (Siraj-Blatchford & Siraj-Blatchford, 2006; Young, 2005).

I think that technology allows children to have a variety of experience of the real world. Consequently, adults working with children should not ignore technology learning and teaching. New Zealand Curriculum declares that children develop technological knowledge and skills by exploring innovative products and systems (Ministry of Education, 2007).

Hence, I think that children need the hands-on technological experience to connect with the real world. In addition, specified, practical and various activities should be provided by teachers. Te Whāriki proclaims that teachers have to set up an environment which supports them to explore various technological resources with different purposes (Ministry of Education, 1996).

First of all, I believe that teaching and learning of technology occurs effectively and actively when I think and have interest in technology as a teacher. Thus, I will try to find various ways to teach technology.  For example, decorating children’s learning stories on their own through use of computers; the activity of sucking up colourful plastic balls by using vacuum machines; dissembling broken technological equipment; and quilt activity using sewing machines. Moreover, whenever I have a moment to share any ideas of technology with the children, I will try to guide the children to think about it and find out how it works.

Reference lists

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. (2007). The New Zealand Curriculum for English-medium teaching and learning in years 1-13. Wellington, New Zealand: Learning Media.

Siraj-Blatchford, I., & Siraj-Blatchford, J. (2006). A guide to developing the ICT curriculum for early childhood education. Staffordshire, England: Trentham Books.

Young, T. (2005). How do things work?: Problem solving with technology. In T. Young & S. Elliott (Eds.), Just investigate!: Science and technology experiences for young children (3^rd ed., pp. 29-42). Victoria, Australia: Tertiary Press.

Hyperlinks of my comments

Comments on Hannah's Blog
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Comments on Kathryn's Blog
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Comments on Youri's Blog
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Comments on Larissa's Blog
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Comments on Lucky's Blog
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Reflection 3

It was time to learn how to write the children’s own name and the letter ‘J’ which is the weekly study. A teacher handed a photocopied worksheet out to each child and we helped them to write their names and follow the directions on the paper. In the meantime, I thought about the technology learning in this group. Without my awareness, this group were helped by technology. It was the photocopied paper. The children might not recognise the paper they were writing on is already technologically affected unless teachers told or children had an experience involving the process of photocopying paper. I am sure that children are already exposed in the technological world and might have knowledge of the technology, but in my home centre, we did not have many opportunities to communicate or discuss about it.

Consequently, I thought about having an excursion to the office in the centre for technology teaching. I believe that without expenses of a typical excursion, learning about technology can be implemented effectively. I can start with a question like, “How can I make a copy of this book?” After I get some answers from the children, I could suggest to them to choose a book that they want to photocopy. I would then take them to the office and encourage them to take turns using the photocopier.

New Zealand Curriculum declares that learning about technology empowers children to broaden technological literacy (Ministry of Education, 2007). When the children go to the office, I can explain about what kind of digital tools we use in the office; how to manipulate the machines; and how they work. The interaction with children can expand their technological literacy, including language skills.

Te Whāriki pronounces that children develop self-confidence and a sense of well-being by having practical experience in solving technological problems. Furthermore, through experience of technological resources, children acquire technology as a communication tool (Ministry of Education, 1996). According to Young (2005), through experience of real work using tools and simple machines, children get to know about the technology and explore different perspectives of lifestyle.

When the children try to use the photocopier by themselves, they can have first-hand experience by watching what is going on. In the meantime, I will help the children manipulate it. The exploration allows children to understand how their chosen book is copied by the machine. Further, we can share each real work after the excursion during mat time.

Bowman and Beyer (1994, as cited in Gimbert & Cristol, 2004) underline that by using technology actively, children have an ability to make decisions, solve problems, create and direct software. Moreover, children’s attention span is developed more highly through use of technology tools. Because the process starts with children choosing their favourite book, I believe that motivation and interest would be high and that the children would pay more attention to their photocopying work and the exploration of the manipulating machine.

The excursion to the office can offer the children opportunities to explore a real telephone by calling their parents and the use of a fax as a communication device. In addition, attempt to follow old-fashioned style compared with technological learning can arouse children to experience convenience with technology and inconvenience without technology. For example, in order to reproduce one page of the children’s favourite story, they draw or write the content instead of the use of photocopier. This work allows the children to experience inconvenience when the photocopier does not work. Furthermore, we can discuss about past, present and future technology and create their own inventions linked with technology.

Reference lists

Gimbert, B., & Cristol, D. (2004). Teaching curriculum with technology: Enhancing Children’s technological competence during early childhood. Early Childhood Education Journal, 31(3), 207-216.

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. (2007). The New Zealand Curriculum for English-medium teaching and learning in years 1-13. Wellington, New Zealand: Learning Media.

Young, T. (2005). How do things work?: Problem solving with technology. In T. Young & S. Elliott (Eds.), Just investigate!: Science and technology experiences for young children (3^rd ed., pp. 29-42). Victoria, Australia: Tertiary Press.

Reference lists of photos

Google Image. (n.d.). Photocopy machine. Retrieved from http://www.google.co.nz/imgres?start=322&hl=ko&biw=1366&bih=600&addh=36&tbm=isch&tbnid=gDIihgl1_g1UzM:&imgrefurl=http://www.liss-triangle-centre.org.uk/office-services/13&docid=DqRPseCYfCncpM&imgurl=http://www.liss-triangle-centre.org.uk/images/uploads/officeservices/office.jpg&w=300&h=225&ei=FBVoT7q2De-cmQXZve2DCQ&zoom=1&iact=rc&dur=366&sig=111314593459443114584&page=13&tbnh=133&tbnw=175&ndsp=27&ved=1t:429,r:11,s:322&tx=77&ty=33

Reflection 2

After mat time, one child picked up a magnetic resource that had fallen on the ground. The child played with it by putting it on a whiteboard and taking it off again. When I observed the child, I thought about the use of the whiteboard in my centre. My home centre provides magnetic blocks for the children’s own play.

However, the teachers did not facilitate the use of the whiteboard. Usually teachers use the whiteboard for mat time. Teachers have given the children a couple of opportunities to use marker pens on the whiteboard during mat time. Presumably the teachers think that the whiteboard should be for mat time. If the children start playing with the whiteboard during free time, they may think they can play with it all the time and mat time may be disturbed.

In my opinion, the whiteboard should be used in various ways for children’s technological learning while interacting with them. If the whiteboard in my centre was an interactive whiteboard, it would be more useful for the children’s learning. Unluckily, it is just a whiteboard, so I would like to discover new ideas linked with technology for the children’s learning and my teaching about it.

Te Whāriki emphasises that children have a right to explore technology resources, such as magnets (Ministry of Education, 1996). O’Hara (2004) insists that without interaction with people, technology learning or progress does not occur.

Thus, I believe that not only whiteboards but also accompanied resources, including magnetic pictures or photos and marker pens should be provided together. With those technological tools, I can communicate with the children by asking how it works, suggesting manipulation and experimenting. Moreover, I should respond to children’s activities linked with ICT by communicating with children so that they can learn and understand the use and progress of technology.

New Zealand Curriculum declares that stage props can be used as part of technology teaching. Those can be connected with information and communication technology (Ministry of Education, 2007). Siraj-Blatchford and Siraj-Blatchford (2006) assert that teachers should continually ask questions to children by using “what if…?” so that they identify technological functions hidden in applications; experiment potential possibility and solve problems.

The children in my centre can explore the role of magnet on the whiteboard while comparing what happens when things are magnetic and when they are not. This ensures that the teaching moment of magnetic technology is smoothly continued through communication with the children.

Alexander (2004, as cited in Siraj-Blatchford & Siraj-Blatchford, 2006) also emphasises on teachers’ technology teaching strategies. Discussion and seeking for answers through scaffolding are important for children to develop potential cognition. Wood (1998, as cited in O’Hara, 2004) states that children’s thinking is further widened and children meet a challenge when teachers support their learning through scaffolding during their play and hands-on exploration.

Through this, I could have an idea about how to use the whiteboard for teaching technology. I could set up a table for making props of the children’s favourite stories. One of the materials would include magnets for sticking on a whiteboard. During the activity, I can talk about the functions of the craft tools, such as scissors and the use of technology. 

After making the props, I would encourage them to share the story with their friends by using the whiteboard. In the meantime, if they do not have any props, they can use drawings they have made with marker pens for their favourite stories. 

Then, I encourage them to think about convenience and inconvenience when using and not using technology. In addition, when the children share their story, I or the children can record the story a friend tells with a digital camera. Then, we can explore the process of how recorded video gets from the camera to the computer and how we can watch it.

Reference lists

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. (2007). The New Zealand Curriculum for English-medium teaching and learning in years 1-13. Wellington, New Zealand: Learning Media.

O’Hara, M. (2004). ICT in the early years. New York, NY: Continuum.

Siraj-Blatchford, I., & Siraj-Blatchford, J. (2006). A guide to developing the ICT curriculum for early childhood education. Staffordshire, England: Trentham Books.


Reference lists of photos

Google Image. (n.d.). Making crafts. Retrieved from http://www.ehow.co.uk/info_8355306_prek-lesson-plans-activities.html

  

Google Image. (n.d.). Drawings on a whiteboard. Retrieved from http://www.google.co.nz/imgres?start=352&hl=ko&biw=1366&bih=643&tbm=isch&tbnid=VACYH3SWffzEdM:&imgrefurl=http://www.tri-board.com/Photo-Gallery.html&docid=LZhKgT0XZRY-GM&imgurl=http://www.tri-board.com/Magnetic_whiteboard_and_easel_092.jpg&w=784&h=588&ei=egRkT8CyH8PxmAWmztGlCA&zoom=1&iact=rc&dur=285&sig=111314593459443114584&page=15&tbnh=140&tbnw=221&ndsp=25&ved=1t:429,r:10,s:352&tx=135&ty=68

Reflection 1

Since I have been learning about technology for children in early childhood settings, I have recognised that it is hard to find technological materials in my home centre. Even though I am in over three-years-old group, computers or even televisions for DVDs are not available. I was embarrassed that I could not support the children’s technology learning in my centre.

Young (2005) maintains that technology in early childhood settings encompasses more than just electronic tools or gadgets, such as computers. Te Whāriki states that technology resources are linked with creative arts and crafts for children’s activities (Ministry of Education, 1996). Moreover, children should acquire technological concepts through investigation and discovery of technology during their activities (Siraj-Blatchford & Siraj-Blatchford, 2006; Young, 2005).

Thus, I observed the children’s activities and what their teacher was doing. One day, the children were drawing a draft for their LEGO constructions and the teacher was taking photos of their works for their learning stories. The teacher said that through this the children could have a chance to think about what they wanted to build and the draft allowed them to identify whether their plan could be accomplished or not. The teacher’s teaching about construction was helpful for the children to understand the process of construction. From this activity, I would like to figure out how I could connect this with technology learning for the children. Then, I found the digital camera the teacher used.

However, my home centre does not give the children opportunities to use the digital camera. It is only for the teachers with the purpose of learning stories. I thought about what if they could use the camera, even if it is only the once. In my opinion, the activity would be part of a more integrated curriculum for the children’s learning, including technology as well as being more interesting and involving the children.

For example, when the children draw a draft for their LEGO construction, they would build their own creative works individually. After it, I would allow them to take photos of their works for display on a wall. Then, I would offer them the experience of how to print the photos individually by downloading the photos from the camera to a computer and clicking the files to be printed. New Zealand Curriculum declares that children develop technological knowledge and skills by exploring innovative products and systems (Ministry of Education, 2007). Smorti (1999) maintains that technology learning in early childhood settings is not about the completed product but about the technology process. Consequently, I believe that the whole process of every activity enables children to get familiar with and understand technology through exploration from the start of thinking to the completed work expressed by their experiments.

Once the whole activity is completed, I would display the children’s work process from the draft to their accomplished work photos. The display on the wall might give the children an opportunity to share their work with their friends and parents. Moreover, during mat time, we can talk about the technological use and the individual work. I believe that this whole process would let the children clarify their thinking and how it is represented in their objects, such as LEGO construction and the work photos. Further, they can understand the technological process through their hands-on experience. According to Bowman and Beyer (1994), technology learning enables children to associate real objects and symbols with their thoughts; distinguish between concepts and concrete objects; and express their ideas verbally and nonverbally during play.

Through this reflection, I was able to understand how their ideas can be expressed in concrete and real objects by exploring technological resources and how effective children’s technology learning is during activities.

Reference lists of literature

Bowman, B. T., & Beyer, E. R. (1994). Thoughts on technology and early childhood education. In J. L. Wright & D. D. Shade (Eds.) Young children: Active learners in a technological age (pp. 19-30). Washington, WA: National Association for the Education of Young Children.

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. (2007). The New Zealand Curriculum for English-medium teaching and learning in years 1-13. Wellington, New Zealand: Learning Media.

Siraj-Blatchford, I., & Siraj-Blatchford, J. (2006). A guide to developing the ICT curriculum for early childhood education. Staffordshire, England: Trentham Books.

Smorti, S. (1999). Technology in Early Childhood. Early Education, 19, 5-10.

Young, T. (2005). How do things work?: Problem solving with technology. In T. Young & S. Elliott (Eds.), Just investigate!: Science and technology experiences for young children (3^rd ed., pp. 29-42). Victoria, Australia: Tertiary Press.

Reference lists of Photos

E2BN Image. (n.d.). Watching a computer. Retrieved from http://ictearlyyears.e2bn.org/resources_66.html

E2BN Image. (n.d.). Block play. Retrieved from http://ictearlyyears.e2bn.org/gallery_91.html

Google Image. (n.d.). A child drawing. Retrieved from http://www.google.co.nz/imgres?hl=ko&biw=1366&bih=643&tbm=isch&tbnid=0Eez8CweD75BFM:&imgrefurl=http://www.childrenstherapy.ca/index.php%3Fp%3Dprograms&docid=I3CmCKT_JjgGvM&imgurl=http://www.childrenstherapy.ca/ckfinder/userfiles/images/child_drawing.jpg&w=500&h=333&ei=DZ9iT7nWLsyXiAecxpjABQ&zoom=1&iact=rc&dur=250&sig=111314593459443114584&page=1&tbnh=135&tbnw=177&start=0&ndsp=22&ved=1t:429,r:3,s:0&tx=142&ty=41

Google Image. (n.d.). How to take photos. Retrieved from http://www.google.co.nz/imgres?start=284&hl=ko&biw=1366&bih=643&tbm=isch&tbnid=nzJhIe_U0djBHM:&imgrefurl=http://www.facebook.com/vietnamrelief&docid=WYqjeXBHNNO_ZM&imgurl=http://external.ak.fbcdn.net/safe_image.php%253Fd%253DAQB883B-DCxESgtF%2526url%253Dhttp%25253A%25252F%25252Fi1.ytimg.com%25252Fvi%25252FT_LnSWJd8f4%25252Fhqdefault.jpg&w=480&h=360&ei=iJ5iT5nzEsGTiQeF3oX-BQ&zoom=1

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