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 (3rd 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
Yes i agree that an excursion to the office in the centre is a great way to start looking at the different technology usages.
ReplyDeleteMany technological experiences occur there, "children develop experience with some of the technology and resources for mathematics, reading and writing', (Ministry of Education 1996 p.78).
As the children choose a book to photocopy, perhaps they could write their own book and have it photocopied- making a book from scratch is an important part of technology as well.
Te Whariki states that children need to develop familiarity with print and its uses by exploring and observing the use of print in activities that have meaning and purpose for children" (p.78).
After reading about how the teacher used a worksheet of the letter 'J' and photocopied it for everyone, i feel that children need to experience handwriting and not a worksheet. Te Whariki suggests that children experience that text and illustrations carry a story and that print conveys a message that can be revisited- such as learning to write their name.
Right, the early childhood settings are involved with technological world and both teachers and children have been experiencing technological skills and knowledge through using them during daily programs. As you mentioned above, teachers can provide children to use technological resources and tools such as photocopied papers, printers, and so on. Teachers also communicate children’s parents directly by using technological devices such as telephone and fax. It is very great idea that teachers suggest to children to manipulate machine through participating in photocopying.
ReplyDeleteThrough further exploration, children can develop their ideas and questions during learning activities. Also, children’s ideas can be documented through drawings, construction, photographs and writing. Moreover, teachers guide children into deeper experiences on the same topic through reflection and repetition (LeeKeenan & Edwards, 1992). Lastly, I would recommend teachers to make books with children by using photocopied papers or drawing and hand writing by themselves. When teachers laminate the papers, the process also includes technological device and skills.
References
LeeKeenan, D., & Edwards, C. P. (1992). Using the project approach with toddlers. In Child, Youth, and Family Studies, Department of Faculty Publications, Department of Child. Youth, and Family Studies. Retrieved from http://digitalcommons.unl.edu/famconfacpub/11
I think giving children first hand opportunities to use the photocopier is a great idea for children to experience. From using the photocopier, children develop skill regarding technology. children will get a sense of understanding how photocopier works. “Children do have strongly held views about their environment and the place of technology in their world” ( Fleer & Jane 1968, p.39). I think children should given more opportunity to use more digital technology and non digital to connect with the real world. When children were using the digital technology of photocopier, phone, and fax, teachers should be supportive and provide more similar equipments for children to use. Teachers need to be more initiative by providing children another way of thinking when they will use digital and non digital technology.
ReplyDeleteFleer, M., & Jane, B. (2011). Design and technology for children. Frenchs Forest, Australia: Pearson Australia.
I like the thoughts about using technology to maintain a child’s interest in a thing. The sense of wonder that new and magical things inspire in a child lets them learn much more. They are focused and absorbed by what interests them, and this intern allows deeper more meaningful learning. The use of a large photocopier with buttons, lights and making noises and magically producing copies of paper would keep children curious and intrigued for a long time. I think if they were taken into the office in smaller groups, they would then develop their language skills by discussing what they had seen and experienced in there. The children would develop new vocabulary to describe what they had seen, and help understanding. This would be an example of technology achieving a broader goal. “Children learn the use of language in a social context to communicate with others” (Arthur, Beecher, Death, Dockett & Farmer, 1993.
ReplyDeleteAfter I read Hyun’s reflection about using whiteboard as the technology for the young children I was thinking how I can extend this at my centre. It seems a good idea to use the magnetic props for learning the technology at my centre too, now only teachers can use the white board for the mat time. It is some part of exploration and making sense of their “technological worlds thinking logically planning, listening” (Ministry of Education, 1996, p.83, 88). When I analyzed the situating at my centre I realized that our children use the technology each mat time for writing their name under the options for discussion they have during the mat time. “Using many materials for different purposes, in various places and settings” and experience “communication technologies” in this case the children use the felt pen on white board and they do it for drawing on the paper where they (Ministry of Education, 1996, pp. 95, 97). I think that children in Hyun’s centre do it too.
ReplyDelete