Hyperlinks to the comments 

Ruby 
26 August http://jiayinhong.blogspot.co.nz/2012/08/technologies-in-library-computers.html#comment-form

Ash
26 August http://ash-khan44.blogspot.co.nz/2012/08/blog-post.html#comment-form

Ruby
26 August http://jiayinhong.blogspot.co.nz/2012/08/blog-post.html#comment-form

Ash
26 August http://ash-khan44.blogspot.co.nz/2012/08/paint-technology-is-about-helping.html#comment-form


Rachel
26 August http://rachelsun-in-nz.blogspot.co.nz/2012/08/cherrybytes.html#comment-form


Jasmeet
21 August  http://jasmeetgrewal.blogspot.co.nz/2012/08/ipad-cellphones-technologyis-vital-tool_1460.html#comment-form

 Fostering the use of technology in my center.

Through my readings about technology, I have learnt that technology can be not only digital devices but simple everyday objects that make life easier. Last week I was helping my AT set up the outdoor environment. In our outdoor area we have a deck where we set up our dramatic play and family corner. I had two children helping me set it up; when I asked them what they wanted me to set up in this area they suggested a café. This was no surprise to me as this had been their interest for the past two weeks. On our visit to the resource cupboard I was amazed at what resources they chose to use for their café.  As you can see by the photos we had key boards, cordless eftpos machines so customers could pay by eftpos or visa, as well as a cordless telephone to take orders from. This was all fairly new digital equipment. Other resources included a microwave along the back wall, an oven, a washing machine and some cupboards, all of which were made out of wood. As I observed the children role playing cafes I noticed that they all knew how to use the different types of technology that was in the environment without teachers having to teach or role play to them. An “ITC practice includes watching adults and other children using ICT for a range of purposes” (Ministry of Education, 2004, .p.5).  In one of my photos there is a piece of card that represents an eftpos card ready to be swiped. They knew how to use these items because they were born into this generation of technology, and had also observed other adults and children using these items. I could see a number of aspects of development unfolding as I observed the children playing and acting out their views on how a café should run. Fine and gross motor skills, expressing their creativity, for example using milk bottle tops as food and language development, however, the thing that stood out to me the most was the skills of socializing with each other and using the correct language terminology while role playing with the different types of technology, for example ‘the phone is ringing can you answer it’. “Children use a variety of technologies for different purposes as they explore their world” (Ministry of Education, 1996, p.98). These children were exploring café worlds and one particular child was particularly familiar to this scene as her parents own a café therefore that was a big part of her world, and she was exploring it through dramatic play at the centre. Additionally it was great to see that she was also demonstrating to others how and when to use an eftpos machine, children were learning through their peers.

It is important that teachers include technology in their dramatic play area so that children can learn more about it and how it works and explore how to communicate through it. The New Zealand Curriculum states that children must “confidently use ICT to assess and provide information and to communicate with others” (Ministry of Education, 2007, .p12).  If, in fact that is what is required of children when they reach primary school, an early childhood teacher must then be responsible for furthering their own knowledge on digital technology and introducing different forms of technology in child friendly, play environment where they are able to developing those skills of communicating and developing further knowledge about it how technology works in the right context.

Photos of the cafe 

References

Ministry of Education. (2004). Kei tua o te pae assessment for learning: Early childhood exemplars. Wellington, New Zealand: Learning Media.

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

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

                                                           

Our computer 

Using the computer in my centre.

In my centre we are fortunate to have an apple computer in our room that teachers and children can access. Through my observations and discussions with my AT about new digital technology I have learnt that the role of the computer in the centre is used mostly by teachers to support children’s learning development and keeping parents updated via email during the course of the day. Children may have access to the computer in the morning; however this is available only if they have trouble settling in. Even still, teachers won’t necessarily always take a child there to the computer if the child’s interests are elsewhere. I agree with the balance of new and old technology at the centre and personally, I have found the computer to be very helpful in supporting children’s curiosity, for example when a child is interested in a certain topic in which I’m unfamiliar, we google it together for answers. The teachers also used the internet to explore new and exciting Art activities. I have observed this a number of times where teachers would gather the transition children (4year olds) around the computer to watch a YouTube clip on an Art experience. In contrast, when it comes to what the children are learning and how the computer is helping them with their development, I struggle to see how the use of our computer is helping the children develop their skills. If the children were participating in literacy and numeracy activity on the computer then one would be able to say they were extending their knowledge in that department, but it is obvious to me that this is not the case. For the duration of my time at the centre, I’m yet to see any pre-school computer software available or utilised.

When I spoke to my AT about this the next time I was at the centre, she said that they do have pre-school software, in the form of a drawing activity that extends on the child’s creativity as well teaching them the components of the computer. For example dragging the mouse and typing .The reason why I hadn’t seen it was because my volunteering is limited to twice a week for duration of four hours per visit. While speaking to my AT she mentioned that it has taken her a while to get use to looking at the computer as a resource, however teachers should read though the types of software and identify the right sort of software for children. “To identify the real value of a software program, teachers need to ask a basic question, “Does this software program help create learning opportunities that did not exist without it?” (Tsantis, Bewick, & Thornton, 2003, p.5) Personally I don’t like the idea of pre-school software as I’m a firm believer that children should be outside exploring the outdoors at this age developing core skills. An example of these core skills might be gross motor skills such as - jumping, skipping and running. When children progress into primary school they will get every opportunity to develop their digital technology skill, not like Te Whāriki which is broader and includes old technology. “Children gain experience in using communication technologies such as crayons, paintbrushes, pencils, calculators, books and computers”(Ministry of Education, 1996, p.97).  The New Zealand curriculum on the other hand has a more in-depth approach to developing skills in this area, it states that students develop “a broad technological literacy that will equip them to participate in society as informed citizens and give them access to technology related careers.”(Ministry of Education, 2007, p.32). A key component of early childhood is to prepare children for the future as much as we can and exposing technology in the appropriate manner will help equip children with the knowledge and skills to succeed in their future employment or careers.

References

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

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

Tsantis, L., Bewick, C., & Thornton, S. (2003). Examining some common myths about computers in the early years. Young Children on the Web, November 2003, 1-9.

Photo of old technology , that I have mentioned in my reflection.  

Recognizing what technology is in my centre 

In my centre I have noticed the types of technology that are available; computers, cameras and a CD player. It is my point of view all of these are mostly used by the teachers and student teachers. They use them to help support and record children’s development. The children are only seen using the computer is in the morning when certain children get to watch the wiggles on YouTube as this helps them to settles in for the day. It was very hard for me to see the significance of using technology as a way of supporting children’s learning and development in this particular manner, Instead the children are encouraged to explore other areas such as construction with different types of materials, storytelling, dramatic play, cooking and drawing which are more tangible and interactive exercises.  It wasn’t until I read ‘Technology in Early Childhood’ by Smorti (1999) that one realises that there is more to technology than just computers and cameras. In her article she explains what technology is and the different types of technology in early childhood settings. Technology is designed to solve problems, make life easier and save time; technology is also influenced by culture, society and by the surroundings (Smorti, 1999). In our centre you may only see a single computer and a couple of cameras but technology can be the pens at the writing table, hammers and the carpentry table , spades in the sand pit or a cooking activity . I have learnt that in technology lies every day tools and activity that helps us develop skills and supports us in getting a job done. An example of a technology activity that I have noticed at my centre that happens often is baking, since reading the Smorti article I have noticed that the cooking process is part of implementing technology and at the same time very effective at developing a wide range of holistic development in children. For example one of my baking experiences I recall was while I was on practicum, when I decided to bake a banana cake. As I reflect back on this process I can identify a number technology tools that we used; for example the oven, wooden spoon, clock, bowls and measuring cups. All of these tools were supporting children’s fine motor skills, mathematics skills, reading skills and physical skills. Personally I have always thought cooking was a science activity however looking back and reflecting on my own cooking experience with the children I realise that technology is all around us. This quote has helped me understand the differences between technology and science.

“Technology is different from science, in that it emphasises creative and productive aspect of solving problems and answers questions such as ‘How can we design/ make something that will...’ Where science is about exploring the physical world and finding out about ‘How it behaves’ and ‘Why something happens’. (Smorti, 1999, p.6-7).

I believe that it is important as teachers to know the different types of technology and the significance that it plays in children’s learning and development. I also believe that teachers need to educate parents on this topic as some parent’s views may not line up with what the centre practices. Children themselves also need to know the types of technology that they are using, as most children will probably only associate technology with their iphone, computer, and ipad. “Using many materials for different purposes enables children to recognize that different technologies may be used in various places and settings” (Ministry of Education 1996, p.95).   When I now look at my centre I can see that they are implementing technology into their curriculum and supporting children in their development by using technology.

References

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

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