Technology in ECE

Sunday, 7 April 2013

Marksheet

ASSESSMENT ONE MARKING SHEET

Group blog – project 50% 8^th April

STUDENT ID NO.: 11024753 NAME: Fatima Lopes.

Criteria	“A” pass (42-50 marks)	“B” pass (35-41 marks)	“C” pass (25-35 marks)	Fail (0-24 marks)
Three reflective blogs post on personal blog (21 marks)	Comprehensive evaluation of the significance of technology on children’s learning and development supported by an extensive range of relevant readings	Sound evaluation of the significance of technology on children’s learning and development supported by a range of relevant readings.	Adequate evaluation of the significance of technology on children’s learning and development supported by some relevant readings.	Poor evaluation of the significance of technology on children’s learning and development with few or no relevant references.
Comments:
Photos and/or video clips (2 marks)	Relevant photos and / or video clips are clearly linked to the posts	Relevant photos and / or video clips are linked to the posts	Some photos and / or video clips are linked to the posts	No photos and / or video clips linked to the posts
Comments:
Contribution to other students’ blogs and the course blog (12 marks)	Excellent comments and critical feedback on other group members (4) blogs	Good feedback and comments on other group members (4) blogs	Adequate feedback and/or comments on other group member’s (4) blogs	No or limited feedback and/or comments on other group members (4) blogs
Comments:
Final reflective blog post (7 marks)	Excellent reflection on the learning from feedback and overall evaluation	Good reflection on the learning from feedback and overall evaluation	Adequate reflection on the learning from feedback and overall evaluation	Poor reflection on the learning from feedback and overall evaluation
Comments:
Referencing (8 marks)	Accurately follows APA (6^th ed.) guidelines, including a reference list that shows extensive range of appropriate reading. No or few grammar and spelling errors	Follows APA (6^th ed.) guidelines with few minor errors, including a reference list that provides a range of appropriate references. Minor grammar and spelling errors	Follows APA (6^th ed.) guidelines with several errors, including a reference list that provides some appropriate references. Several minor grammar and spelling errors	Does not follow APA (6^th ed.) guidelines or provide a reference list or appropriate references. Serious grammar and spelling errors
Comments:

Marks: /50

Lecturer’s comments: Date:

Creating a blog was a challenge for me as I had very basic skills in ICT but after reading the article ‘Examining some common myths about computer use in the early years’ made me reflect and come to the conclusion of having a go with the blog without letting any myths come in my way. It also reminded me of the guest speaker from Botany Downs Kindergarten of how much influence technology has in children's world. I thought this is a good opportunity for me to be determining to complete the blog and practise my ICT skills. As a result I was able to write the reflection, give comments on the blogs and practise my ICT skills.

I wrote reflections of how I took initiatives in promoting computer technology as well as implementing baking experience in my centre. My group members gave me encouragement and praised me for being brave and determined on improving my skills by practising it in the centre. They also advised me that I should keep on practising until I get the hang of it.I thank them for their generous feedback. On the other hand they also noticed that I was kind of using the old technology such as CD player .They suggested me that I need to keep on updating the new technologies as children live in technological world. They supported their feedback saying that if teachers feel they don’t need to be familiar with the changing world of technologies then they are diminishing the value of technology. (Tsantis, Berwick &Thouvenelle, 2003).They made me aware of the new technology that could replace the CD player .They discussed that using iPod s in place of CD player can be more beneficial as it can store abundance of data solving the problem of having number of cds stacked. I had heard about the iPod s but I am not comfortable using it as I don’t know how to use it .But now I am going learn how it works from my fourteen year old son and suggest the plan of using the iPod s explaining the advantages to my Centre teachers. This will help children gain experience in using communication technologies such as books, computers, and iPod s (Ministry of Education, 1996). It was a big surprise to read that the materials such as cooking ,pen, ice- cream stick were related to technology (Smorti ,1999) .Even though after reading the article I still couldn't get head around it .Reading each other’s reflections of non-technological materials on blog promoted a better understanding of some of the non-technological materials and the reasons how they helped children develop and solve problems.

Today’s children are so advanced in using the technology. It has become their world as it provides with so many advantages .They already know how to use some of the technological devices. They use their knowledge and skills in helping their peers solve their problems in using the technology. This promotes the Vygotskian technique of using skilled peers to support children learning.(Santrock,2010).They develop communication skills as well as social skills such as turn taking ,negotiating and develop relationship and friendships with their peers. Communication technologies such as books, computers, and iPod s help them gain the information and increase their vocabulary developing their literacy. Using technologies help children develop confidence in themselves and be able to continue acquiring new knowledge and skills. (Ministry of Education, 1996) .They develops the abilities to represent their discoveries using creative and expressive media. Non- digital technologies like fixing wheels or cooking helps them develop their physical skills, scientific skills as well as learn mathematical concepts such a measurement, time and numbers. Teachers using or modelling technologies such as camera helps children to learn and imitate the skills needed to use the technological devices through pretend play.

The fact that technology has a vast influence on children learning scares me as I have not much skills and knowledge of technology. I guess I just have to embrace it , research and keep up date of the new technology and their use .This knowledge will help me scaffold children's learning in technology.

References

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

Santrock, J.W. (2010). Lifespan development: International student edition (12th ed.). Boston McGraw Hill.

Smorti, S. (1999) Technology in early childhood. Early Education, 1, 5-10.

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.

Saturday, 6 April 2013

comments

Sunday, 31 March 2013

Reflection 3

Compact Disc Player

Technology has gained acceptance in education of young children as being ‘a tool’, a medium for providing possibilities and opportunities for children and is viewed as a resource for encouraging children to make meaning and to engage in life enhancing relationships. (Talay-Ongan, 2005) Children's use of computer, Television, Video, Camera’s and CD players enables them to access a world of animation and imagination, story, music and movement in enriched and engaging ways. Out of these electronic devices, CD players are one of the most commonly found devices in today’s world. A compact disc player is a very sophisticated piece of electronic equipment. The simple exterior contains complex interior mechanism to read and process audio signals into very clear and crisp music.

There are many advantages of using CD players in Early Childhood settings. I realised its importance when I saw how the use of CD player helped a new child transitioning in the settings. When the child started his first week at the centre he cried. He pointed his finger to the door telling us that he wants to go home. At his first visit to the centre the teachers had discussed with his parents about his likes and dislikes. The teachers knew from the parents that he likes to listen to the music of the Wiggles when he is upset. So when the child was upset the teachers would take him to the music corner, put the Wiggles song on the CD player and sing and dance along with him. They had to do this many times but finally it helped the child to settle. This helped the child developed “an understanding of the links between early childhood settings and the known and the familiar wider world through sounds are same as at home” (Ministry of Education, 1996, p.56). I have also experienced that when teachers put tidy up songs or the music used for sleeping time on the CD player, children without any hassle, confusion start to tidy up the areas all together or get the message that it’s sleeping time now. I think this saves so much time, energy and it helps in smooth transition from one activity to another. There is no stress for the child or the teacher. It promotes a calm and peaceful atmosphere and gives a good understanding of what they are expected to do.

Besides transition, it has other advantages too. It increases children’s vocabulary by listening to the songs or stories played on the CD player. It also encourages children's ability to listen and thus to concentrate. Children naturally respond to music by moving and being active. Large group of children can participate in the activity developing their social skills. It helps in relaxing their minds and stress levels as they listen to the music or songs played on the CD players. CD player can also be used to hear an audio book read aloud. CD players can increase a child’s confidence level by letting them listen to the stories while turning pages of the book themselves. It also develops their leadership skills and gain confidence to interact with their peers. Using the CD player with the children helps their growing experiences in solving problems together and develops understanding of how technologies can help them and others (Ministry of Education, 2007).

I personally think that compact disc player is a good technological device that can be used at early childhood centres because it not only enhances children’s physical, social, emotional, intellectual development but also helps in making teaching fun, effective and live. I believe that my role as a teacher is to provide and make use of this technological device and let children explore them because this is their world.

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. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media.

Talay-Ongan, A., & Ap, E. A. (Eds.). (2005). Child development and teaching young children. Southbank, Australia: Thomson Social Science Press.

Reflection Two

Use of Internet

Internet is a part of many children’s social world. Using websites as a medium for play and exploration can promote effective learning for children (Talay-Ongan, 2005). Computers can provide solutions to any problem encountered in education. I totally agree to this as, a computer was a great help to me in the following situation. As a part of my assignment I had planned an excursion to visit the nearby bus station, but the rainy weather did not permit me to do so. Two weeks passed and I was not able to move further with my assignment. So I decided to implement my plan B to get my assignment in time. I decided to use my laptop and access the information about the bus station using internet. I thought it would be an effective strategy to enhance children’s learning as it reduces the time children needed to wait.

Although I did not have high knowledge and skill in using computers I first assured to myself that using computer with the children is a right thing to do. I also had to be personally comfortable with using the laptop. My overriding concern was that if I press a key, it will result in losing all my important work. I also believed that it is the teacher’s knowledge and skill about how to use the technology that makes the difference, not the technology itself (Tsantis, Bewick, Thouvenelle, 2003, p. 4). So I decided to do a little bit of homework by finding the websites about the bus station and picked an appropriate video that had information about bus station. I practised the steps that I had to follow in order to find the website and the video. Then the next day I presented the video to the children at mat time. I followed the step confidently as I was modelling children how to use the computer. Children watched each and every step that I did in order to get to the video.

As the video started, all the children were focused on what was happening in the video. They watched and listened with full concentration. As they watched, they were able to identify the numbers, count the number of buses, colours, and names (driver, people, tickets, seats, doors, and windows) as well as the opposite words like big bus, small bus, short bus, long bus. They were very interested, excited and curious to know how the bus station works and asked questions like where is the bus going? What is this bus called? After the video ended, the teacher shared her own experience of travelling by bus and then encouraged children to share their own personal experiences which developed their thinking. They shared their experiences of travelling in a bus with their families. “Children developed the ability to represent their discovery using creative and expressive media and the technology associated with them”. (Ministry of Education, 1996, p.88). Using internet captured children’s interest, encouraged social interaction and supports their passion for learning. Using internet as a source, helped children develop social, language, maths and cognitive skills. Children gain experience in using communication technologies such as computers (Ministry of Education, 2007).

It was a quite positive experience as I was fully prepared about the possibilities which might come across during my session. This made me feel confident, competent and excited as I used the internet with the children. I know that I still have to gain much more knowledge and skill in using computers which I am already working on. This is important to me as “Teachers computer proficiency can have a direct impact on how effectively children learning needs are met through technology” (Tsantis, Bewick, Thouvenelle, 2003, p. 4).

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. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media.

Talay-Ongan, A., & Ap, E. A. (Eds.). (2005). Child development and teaching young children. Southbank, Australia: Thomson Social Science Press.

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.

Reflection One

Baking Cookies

Technology is an important area of the Early Childhood Curriculum. In order to participate in the world, our children will need the confidence to develop their own perspectives as well as the capacity to continue acquiring new knowledge and skills. (Ministry of Education, 1996). Therefore we need to explore technology in Early Childhood Curriculum. My understanding of the term technology related to digital devices such as computer, phones, camera, tablet, TV, PlayStation and IPod until I read the article ‘Technology in Early Childhood’ which describes non digital technology that are already being used in the Early Childhood settings. Few examples of non-digital technology included a ballpoint pen, hammer, glue, a paper clip, sandpit toys and many more. These were the things that were used for a purpose and solve people’s problems by using them. This is exactly what technology is about but it surprised me when I read that cooking is related to technology.
To get a better understanding I tried to relate it with the baking experience we had with the children from my centre recently. The baking experience began by the teacher talking to children about the purpose of the activity which was making pig and fish shaped cookies. Children learnt about hygiene as they washed their hands before starting to cook. They also develop mathematical concepts as they measured the ingredients such as flour, sugar, milk and butter and ginger powder. It increased their vocabulary as they learnt the names of the ingredients used to make the cookies. Children used their physical skills to hold the bowls, spoons and mix the ingredient together. They also used their physical skills in order to roll the flour dough using rollers and cut the fish and pig shaped cookies using the mould. They develop social skills as everyone participated and shared the work. They were curious and interested to follow the recipe step by step and patiently waited to see the results. Through participation children felt confidence in taking some responsibility for enquiring and testing ideas to solve problems. (Ministry of Education, 2007). They realised that the product (cookies) looked very different at the end of the session. Children had a lot of fun making the cookies and enjoyed eating the cookies they made together. The activity was supported and scaffold by the teacher .Children used their cognitive skills to answer the questions asked by the teachers in the process of making cookies. This one activity itself helped children develop physically, socially, cognitively and emotionally and thus providing all round development in children. This activity gave me a broader picture that technology is not just digital but also is ‘A creative and purposeful activity aimed at meeting needs and opportunities through the development of the products’ (Smorti, 1999, p.5).
Although the reading the ‘Technology in Early Childhood’ by Smorti has given me better understanding of non-digital technology that are used in Early Childhood settings I still struggle to recognise some of the non-digital technologies that are used at my centre. As an Early Childhood teacher if I have to scaffold children's learning in technology I need to broaden my understand of technology and continue to extend my knowledge and skill base. As a learner, my ideas about technologies are still developing and I expect they will change as I continue to research and reflect on what is happening to educators and children as well as explore technology in the Early Childhood Curriculum. I know it’s a challenge and will take time for me to get understanding about technology but rather than getting frustrated I guess I just need to embrace it as it is a technological world.

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. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media.
Smorti, S. (1999) Technology in early childhood. Early Education, 1, 5-10.

Technology in ECE

Sunday, 7 April 2013

Marksheet

Refection 4

Saturday, 6 April 2013

comments

Sunday, 31 March 2013

Reflection 3

Reflection Two

Reflection One

About Me