Children using computer technology

I have noticed that some of the children were interested in Indian cooking. The children wanted to cook pranthas (kind of Indian roti). Child B and S were confused and asked me what that is and how it looks like? I told them it is Indian food. However, I reminded them the internet would be a great place to discover their needs. I helped the children to turn on the computers. The children were excited to go to the internet. I supported them to find out on the Google image search. I showed them the pictures of the Indian Roties and the recipe to cook them.  I showed them how to save the picture and print them off. Child S asked if he could take a picture home. I printed a picture and gave it to him. I showed the image of potatoes, spinach, spices and dough. The children learned the ingredient and cooking method. Te Whāriki states that children use range of technologies for different purposes as they explore their world (Ministry of Education, 1996).

                    

I thought we become even more dependent on technology day by day and children learn quickly to new technology as well. It is my responsibility as a teacher to introduce technology to children. I saw the children were very excited to see the images of different things and enjoyed it. The children learned how to use computer and new healthy recipes. Iram and Siraj-Blatchford (2006) suggested that pre-school children should be finding out about and recognizing the uses of technology in their everyday lives. They should also be using computers to support their learning. I offer the opportunities to the children to develop their knowledge about ICT skills. I realize that some children were very confident to use the computers. It was interesting to see the children-using mouse very confidently. They were curious clicking various options to see what would happen. I observed that the children could turn the computer on and off, replace diskettes and follow instructions from picture menu. Children develop understanding specific to technological enterprises and environment and understanding of how and why things works (Ministry of Education, 2007).

During this project working with children I feel technology can support and extend children’s learning in many ways such as problem solving, planning, and thinking. The children develop skills such as imagination, literacy, and motor skills. They enhanced mathematic thinking by computer.  As a teacher, I try to enhance and expand children’s computer experiences. For example, I let them to hold the mouse and click on different options.  According to  Te Whāriki,  children develop confidence in using a variety of strategies for exploring and making sense of the world, such as in setting and solving problems, thinking logically making comparisons and participating in reflective discussion (Ministry of Education,  1996).                     

thought computers have made valuable contribution in early childhood education. The children love to explore and figure things out. However, we need to provide the best opportunities for children to incorporate their new ideas and make choices. I realise that as teachers I need to set the activities and programmes based on children’s interests. Iram and Siraj-Blatchford (2006), mentions that educators must match the technology to each child’s unique specials needs, learning styles and individual preferences. In the beginning, I did everything for the children. I realise the children enough confident to use the computer, I allowed them to do themselves. To look at the importance of computer, I want to improve my computer skills.

References

Images: Retrieved 18/03/12 from Google Images www.google.co.nz

Iram and Siraj-blatchford,J. (2006). Guide to developing the ICT curriculum for early childhood education. Great Britain: Cromwell Press Ltd.

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

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

Final blog

Final reflection

I have learnt the importance of technology in early childhood setting through this assessment. I get positive feedback from my group members on my reflections. It is very useful for me and it made me able to extend children’s learning through digital and non-digital technology. I recognize the value of technology in children’s daily life. Technology is about “helping people and solving problems” (Smorti, 1999, p.5). I believe that the feedback from my group is encouraging me to extend my own knowledge about technology and use in practice. Group member’s comment on reflections suggested me how I can further enhance children’s learning with computers such as download and print photos. According to Te whāriki the curriculum provides an educational foundation that assists the full range of skills that children will need as a lifelong learners (Ministry of education, 1996).

I found this assessment very interesting and creative. It was challenging for me to create a blog. But with the support of my group member and class lecture, I created my blog.  I acknowledge the appropriate use of technology. Through responses and reading by my team’s blogs, I acknowledge children can draw and dictate or write their thoughts and ideas by using the digital technology. By using the digital camera, computer and magnifying glass children can enlarge view of plants, insects and bugs. Buckleitner (2003) defines that with technology; teacher along with children can find more information and view pictures of any topic.

The feedback from my group members is very helpful for me because I will be aware the use of technology to foster children’s knowledge in my practice. Smorti (1999) defines that teaching is a tool that can provide another way for children to learn and make sense of their world. The use of technology engages children more actively in learning such as using camera and taking photos. I believe that the use of technology support children to enhance their language, literacy, communication and cognitive skills.

 I believe that technology enables children to explore their creative actions. I noticed young children latch on quickly to new technology. Because they already using technology at home environment such as remote controls, TV, CD’s and play station game. As an educator we need to consider the appropriate uses of technology because best program and activities provide opportunities for children to incorporate their idea. I think, when children use technological equipment we should guide and support them. By the use of technology children gain a lot of skills such as problem solving, taking turn. The adult role in computer based activities is to provide intellectual support and guidance to act as a partner to the children in the process of discovery and investigation (Iram and Siraj-blatchford, 2006).

As an educator we should provide opportunity to children where they can have technology experience and be able to familiar with modern technology. Technology experiences assist children to promote their curiosity, Creativity and independent skills.  Te whāriki states that “children develop the ability to represent their discoveries, using creative and expressive media and the technology associated with them” (Ministry of Education, 1999, p. 88). I recognise we could explore children‘s technology through wide range of activities such as art, music, ICT skills and family corner. On the other hand children have opportunity to choose the program based on their own interests. For example when they use computer they could select the program, songs, poems, and literacy, mathematics and science activities.

References:

Buckleitner, W. (2003) Turning collections in to curriculum-Technically speaking! Scholastic Early Childhood Today, 17(6), 6-7.

Iram and Siraj-blatchford,J. (2006). Guide to developing the ICT curriculum for early childhood education. Great Britain: Cromwell Press Ltd.

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

Smorti, S. (1999, Autumn) Technology in early childhood. Early Education, 19.

Hyperlinks

Hyperlinks

Karamjit

http://karamjitsblog.blogspot.co.nz/2012/03/children-with-mobile-phone-date.html?showComment=1332312134975

http://karamjitsblog.blogspot.co.nz/2012/03/reflection-3-usingdigital-cameras-this.html?

showComment=1333068736905http://karamjitsblog.blogspot.co.nz/2012/03/reflection-2-magnifying-glass-all.html

Gloria

http://glorialandsberg.blogspot.co.nz/2012/03/digital-cameras.html

http://glorialandsberg.blogspot.co.nz/2012/03/blog-post_15.html

Shahbeeha

http://shabz-techinece.blogspot.co.nz/2012/03/camera-digital-technology.html?showComment=1332901079886

 http://shabz-techinece.blogspot.co.nz/2012/03/chalk-art-non-digital-technology.html?showComment=1333075738552

http://shabz-techinece.blogspot.co.nz/2012/03/computer-digital-technology.html?showComment=1333076258710

Monita

http://moni-tech.blogspot.co.nz/2012/03/computer.html?showComment=1332312279471

 http://moni-tech.blogspot.co.nz/2012/03/calculators.html?showComment=1333080031194

Sharon

http://sharonchand08.blogspot.co.nz/2012/03/drawing-with-crayons-non-digital.html?
showComment=1333075250075

http://sharonchand08.blogspot.co.nz/2012/03/coloured-pop-sticks-non-digital.html?showComment=1333228896042

Reflection three

Children with music instruments

Music is one of the favourite activities for the toddlers in my centre. Yesterday I was with the infants and toddlers. I observed a toddler start beating a drum and another boy picked the rattle and start shaking.  It was interesting to see that a six months old baby start moving and seemed joyful to listen to the music. I gave her a musical toy. She started playing with that toy and felt happy. To look at children’s interest I gave them a little electrical piano toy to them. They started playing the toy with their little fingers. I encouraged singing songs with the music. “Children experience an environment where they discover and develop different ways to be creative and expressive”  (Ministry of education 1996, p. 80).

I believe that toddlers have lots of gain from listening and playing musical toys. These days children have variety of electronic toys. These toys have many functions to explore children’s learning. I remember my time, when I was little I had a few wooden toys with little functions. Wright (2003) defines that music has deep biological and neurological roots.  Babies have a disposition to process, respond and create new musical ideas. Musical instruments help children to enhance their musicianship and cognitive development.

Through this music activity children develop important social skills which benefits them taking turn, making friends, and sharing. Playing music with others gives children a wonderful feeling of belonging to the group. I believe that Children, who have difficulty joining in activities with others, because they might shy, have language problem, or special needs can easily participate when it comes to music activity. According to Te Whāriki “Children experience an environment where they are encouraged to learn with and alongside others”  (Ministry of Education, 1996, p.80).

 The babies explore different musical sounds and rhythms by this activity. Toddlers develop fine motor skills by moving fingers and turn objects in hands. The toddler really enjoyed and had fun to participate in the music activity. Music also provides children rich and stimulating environment involving all senses including auditory sense and support children’s healthy growth and development. “Through the nature of technology strand, student develops an understanding of technology as a discipline and of how it differ from other discipline” (Ministry of Education, 1996, p.30).

As an early childhood educator we need a lot of awareness about technology. We should familiarise technology to children to foster their learning. I believe children start using technology from their early age. For example their toys made with technology. Pratt Prairie (2005) defines that technology can be integrated into the curriculum using a selected application to enhance the goal of learning. The technology application shall follow the curriculum.

 I provide the opportunities to the children to sing songs with music. These type of daily musical experiences help to extend children’s language capabilities, communication skills and creative thinking. We have some bilingual children in our centre. It’s easy for them to learn new words by repeating songs with music. Instrumental music is wonderful way to enhance children’s listening skills and awareness of different words. I think that new technology makes it easy for the children to learn new things and explore in their world. Smorti (1999), states that technology is a tool that can provide many way for children to learn and make sense of their world.

References:

Images: Retrieved 18/03/12 from Google Images www.google.co.nz

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

Pratt Prairie, A. (2005). Inquiry into math, science and technology for teaching young children. United States: Thomas Delmar Learning

Smorti, S. (1999, Autumn) Technology in early childhood. Early Education, 19.

Wright, S (2003). The arts, young children and learning. Boston, United States of America: Pearson Education

Technology in the family corner

Children can view things in their world from different purposes with technology (Pratt Prairie, 2005). The children were in the family corner. Child A was lying down on the mattress. Child S who was holding a toy stethoscope said that he is a doctor and is checking the patient. We have a medical kit for the children in our centre. I gave that kit to the children. In this kit we have a real stethoscope, bandages, some mask, rubber gloves, and thermometer.

The children were excited to use the real stethoscope. I gave the stethoscope to child D who was pretending as a doctor. He said that oh I can listen to his heartbeat. Another child pick the thermometer and looking at the numbers carefully. I observed them how they use the technology. I realised that the new technology is important for the children. For example the children learn about new technical tools and how technology saves people’s lives. “Children develop the ability to represent their discoveries, using creative and expressive media and the technology associated with them” (Ministry of Education, 1996,p. 88).

Haugland (1999), states that teachers can use technology to support children’s learning. When technology is used in developmentally appropriate ways, it can have dramatic influence on learning. I provide opportunities to the children to feel real technology experiences. When I gave them real stethoscope they listened to the sound of each other’s heartbeat. Some toddlers were watching the medical kit very carefully and pick the tools.

As an educator, I believe that I scaffold the children’s learning and interests to use technology tools. I engage the children in group to use these tools .By doing this the children share their knowledge with other children. The children develop their communication skills. While the children were playing with the tools, they explore new ideas and concepts to use technology. The children recognize the important role of doctors and nurses in our community. Such as one of the child, who wore doctors long coat said that I am helping E because she is sick. “In the technology practice strand the children develop a range of outcomes, including concepts, plans, briefs technological model and products” (Ministry of Education, 2007, p.30)

I provided opportunities to the children to discover and learn about technology and its uses. They learn the names of technology tools and uses of these tools. The children develop their gross and fine motor skills by manipulating the tools. I gave them freedom to use and explore the tools. Te Whāriki states that developing experience in solving problems together grows children’s understanding of how technologies can help them and others (Ministry of Education, 1996).

Through this experience children are able to extend their math and science skills. The children recognised how the doctor uses technology to find out the problems and treat people. The children use their own imagination and creativity to act out the role of the doctor, nurse and patients. During the play the children shared their experiences with their peers. Child M Said that I had a fever last week. I went to see my doctor. He checked my temperature with a thermometer. As an educator we could introduce the technology to the children through their daily life experiences.  I believe that the technological experiences allowed children to develop their curiosity, independent thinking and problem solving skills.

References:

Images: Retrieved 18/03/12 from Google Images www.google.co.nz

 Haugland, S. W. (2000). Early childhood classrooms in the 21st century: Using computers to maximize learning. Young Children, 55 (1), 12-18.

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

Pratt Prairie, A. (2005). Inquiry into math, science and technology for teaching young children. United States: Thomas Delmar Learning.

Blog 1st

 Children using computer technology

I have noticed that some of the children were interested in Indian cooking. The children wanted to cook pranthas (kind of Indian roti). Child B and S were confused and asked me what that is and how it looks like? I told them it is Indian food. However, I reminded them the internet would be a great place to discover their needs. I helped the children to turn on the computers. The children were excited to go to the internet. I supported them to find out on the Google image search. I showed them the pictures of the Indian Roties and the recipe to cook them.  I showed them how to save the picture and print them off. Child S asked if he could take a picture home. I printed a picture and gave it to him. I showed the image of potatoes, spinach, spices and dough. The children learned the ingredient and cooking method. Te Whāriki states that children use range of technologies for different purposes as they explore their world (Ministry of Education, 1996).

                    

I thought we become even more dependent on technology day by day and children learn quickly to new technology as well. It is my responsibility as a teacher to introduce technology to children. I saw the children were very excited to see the images of different things and enjoyed it. The children learned how to use computer and new healthy recipes. Iram and Siraj-Blatchford (2006) suggested that pre-school children should be finding out about and recognizing the uses of technology in their everyday lives. They should also be using computers to support their learning. I offer the opportunities to the children to develop their knowledge about ICT skills. I realize that some children were very confident to use the computers. It was interesting to see the children-using mouse very confidently. They were curious clicking various options to see what would happen. I observed that the children could turn the computer on and off, replace diskettes and follow instructions from picture menu. Children develop understanding specific to technological enterprises and environment and understanding of how and why things works (Ministry of Education, 2007).

During this project working with children I feel technology can support and extend children’s learning in many ways such as problem solving, planning, and thinking. The children develop skills such as imagination, literacy, and motor skills. They enhanced mathematic thinking by computer.  As a teacher, I try to enhance and expand children’s computer experiences. For example, I let them to hold the mouse and click on different options.  According to  Te Whāriki,  children develop confidence in using a variety of strategies for exploring and making sense of the world, such as in setting and solving problems, thinking logically making comparisons and participating in reflective discussion (Ministry of Education,  1996).      

              

 I thought computers have made valuable contribution in early childhood education. The children love to explore and figure things out. However, we need to provide the best opportunities for children to incorporate their new ideas and make choices. I realise that as teachers I need to set the activities and programmes based on children’s interests. Iram and Siraj-Blatchford (2006), mentions that educators must match the technology to each child’s unique specials needs, learning styles and individual preferences. In the beginning, I did everything for the children. I realise the children enough confident to use the computer, I allowed them to do themselves. To look at the importance of computer, I want to improve my computer skills.

References

Images: Retrieved 18/03/12 from Google Images www.google.co.nz

Iram and Siraj-blatchford,J. (2006). Guide to developing the ICT curriculum for early childhood education. Great Britain: Cromwell Press Ltd.

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

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