references

References:

Kin Wai Michael, S., & Mei Seung, L. (2005). Early Childhood Technology Education: A Sociocultural Perspective. Early Childhood Education Journal, 32(6), 353-358. doi:10.1007/s10643-005-0003-9

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 ngā mokopuna  o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

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

"I will show you how to use your phone"

Today was I big eye opener for me I had forgotten my camera and so I got permission from my head teacher to use my cell phone.  I have only had this phone for less than a week and was still learning how to use it.  I notice one of our new children and was trying to take a photo for her portfolio it was taking a while (as I said the phone was new) I was trying to work out how to zoom in when the child came up to me and said do you want some help.  She asked for my phone and I said “ohh no sorry I can do it” (looking back I think I was scared she may break it) she took the phone and assured me she knew how to use it.  She took my phone and slide her fingers across the screen and said “ see you slide your finger this way to make it bigger and slide it this way to make it smaller” she navigated her way through the applications on my phone and took a photo of me and then found the photo and place it as my background picture. She then gave it back to me and said there do you know how to do it now and then walked back and waited for me to take her picture.  I spoke to this child’s mother when she came to collect her and told her about this interaction.  She then told me that she has the same phone and her daughter plays with the phone all the time.
 

Kin Wai and Mei Sung (2005) suggests that when implementing technology with a child we need to understand their background and in this case I feel I did give enough credit to this child.  I was reluctant to give her my phone as I was scared that she may break it and it was new but it turns out the she knew how to work my phone better that I did.  I know we are living in a fast paced technological world but never did I think that this little 3 and a half-year-old would know how to use my phone better than myself.  Te Whariki (1996) states that children should have an understanding of how technology (Ministry of Education) works and in this case this children as an extensive knowledge of how cell phones work.

 The biggest thing that I learnt from this experience is not only that technology is important but also teachers need to know about the child background and that the interaction between child and adult while using technology should be the main focus.  The child in this scenario is new to our Centre and I noticed that when she was able to show my how to work the phone her confidence grew and the bond between her and I also grew.  I feel that it was me and not the child that learnt the most from this interaction and I now look at technology as not only a learning experience on it own, but it can also (and should also) be used as a level to build relationships.
    

Laptop FUN

At our centre we are lucky enough to have been given a laptop for each staff member this has been a great experience as before we only had one laptop (For the head teacher ) and one main computer.  This became very frustrating as a lot of the time the main computer was being used by our admin staff and our head teacher was usually using her so documentation became very difficult and by the time we did get a chance to get on the computer we teacher had either forgot the learning experience or had accumulated so much learning stories that we rushed through them and the end product was not as great.

Smorti (1999) explains technology as something that make life easier and in this regard our laptops have greatly made our lives at the centre easier.  Now during our non contact time we are able to get the learning stories and documentation down easier with no rush because we no longer have to wait for computer time. 

Another great aspect that I did not realise about the laptops is that we can use them with the children.  I would never have thought this before because I always thought that laptops were too expensive and there was no way I would allow the children to use it the other teachers in my centre also had the same feeling.  However we have a new head teacher who is changing our perspective she often uses her laptop with the children she notices what the children are interested in and looks up videos on you tube to help extend that interest.  For example a few of our boys in the centre have developed a big interest in dinosaurs so daily she asked them open ended questions about dinosaurs and then uses the laptop to extend their answers.   

Thanks to this teacher lead all us teacher in the centre now feel very comfortable letting the children use the laptops. We talked to them about if proper use of the laptop for example making sure it stays on the table and the children know they must not walk around with it.  Williams and McNaughton (2009) stress that technology is very much a part of the children lives and I now realise that by making assumptions that the children may break the laptop therefore it’s out of the question to let them use it id hindering the children learning.  The children have taking responsibility with the laptops and constantly recite the rules to new children who are using the laptops.  I have also been amazed and how well the children know how to use the laptop they need little or no assistance from us teacher anymore to use the laptop as they have learnt to solve problems for themselves.  The children now have a great understand of how the laptops work and in turn have started to develop the knowledge of how technology can help them (Ministry of Education 1996) as they are constantly searching for answers to question they may have and us teachers encourage this rather than just giving them a answer.  However there is always a teacher nearby watching for safety to make sure the child does not go into something inappropriate however this hardly happens and when it does it is dealt with in a quick but calm manner so that it doesn’t defer that children from wanting to use the computer.

This experience has really made me rethink how I view children I have always thought that I viewed them as capable individual however I now realise that I tend to think otherwise in some cases.  However I feel this experience has helped me to push thought my perception that children should not have laptop because they are too expensive and I am glad I have because the positives of the laptop use with children far outweighs the negatives.

Non digital (Poi)

Maori Culture and Technology

Due to the wet weather we have had lately the children have been indoors a lot and as a result I have noticed that the Poi has become a popular activity.

The teachers at our centre have encouraged this by playing music for the children to dance too while using their poi.  We have also been teching them simple Maori actions they can do with the Poi and showing them videos of Maori Kapahaka groups preforming the Poi.

I have enjoyed this activity as I come from a Kapahaka Background myself and I am loving passing on skills that I have to the children. 

I have been looking at this activity as a way I can incorporate more Maori culture into the Centre however with my growing awareness of technology and how it is everywhere I now realise that technology also plays an important part.   Smorti (1999) states that technology is something that helps people and the Poi was originally made to help Men (Maori Warriors) make their wrists supple so that they would be able to use the Taiaha and Patu in war with more ease. 

      

Smorti (1999) also states that technology development is highly influenced by the culture and society at the time.  In the case of the Poi it was developed as stated above to help Maori at the time however in todays society it is mainly used for dance.  But I feel that the original objective that the poi was made for over a thousand years ago (to make wrist supple) is still applicable today although the children may not grow up to be warriors they will still gain the skill of moving their wrists in different ways. This new skill can be applied in many different ways such as the child’s writing and drawing skills.

I have grown up in a world of digital technology and I have always assumed that technology had to be something digital. However now my perception has changed and I now know that children learn from all different kinds of technology such as the Poi. It is just as important for children to learn about non digital technology as it is for them to learn about digital technology.  Te Whariki (1996) states that children should be exposed to a wide range of technology and I feel that now that I have a better understanding of what technology is I am better capable of provide the children at my Centre with a wide range of technology. 

I also feel that as a teacher I need to not just expose children to a wide range of technology but explain to them about each technology.  I feel this is important because like me the children I care for are growing up in a very digital world and as a teacher I feel I need to educate the children so that they grow up knowing that technology is more than a computer of a Television. 

Balance is the word that comes to mind when I think about the different technology. We have computers and I Pads at our Centre that the children love however I now need to find a way to encourage children’s interest in other non digital technologies.  The Poi has worked well and now I look around my Centre and I think do we have enough non-digital technology and if so how can I utilize it and spark the children interest so they become just as excited about these technologies as they do with the Ipad.  Something for me to think about and work on.