MY Reflection Feedback

My feedback

To be honest blogging was not my favourite event but I learnt a lot from it. From this course I learnt that ICT or technology does help children a lot. Perhaps it is my personal philosophy about blogs that was stopping me to learn from it, teaching practices and the teacher’s values doe’s effect on how ICT and creativity is viewed and used within our centre. According to Smorti (1999), technology is about helping people and solving problems.

 Then I have also learnt that there were many examples of using ICT – particularly data projectors and LCD screens –  now I know that children could share the ‘products’ of their creative work, digital stories, photographs, animations, and get feedback from each other and teachers too when they use  ICT technology (Heathery, Ham &  Evans, 2010). I as a teacher now know ICTs in ways designed to promote children’s sense of belonging in respect of wider family, whānau or iwi community groups. Sense of belonging outcomes were often evidenced in the many studies that investigated ways of connecting services with their community (Ministry of education, 1996). For example if a child goes away and seeing her online for even seeing her photos gives other children a sense of belonging.

The teachers can also benefit from computers and it technology as a valuable instructional tool. A well designed computer centre can promote almost as much interaction within the children’s life as a dramatic play would do. The use of technology can assist in the development of the undeveloped spatial figurative skills in young children (Talay-Ongan, Emily A. Ap, 2005). Use of technology I have learnt can help with fine motor skills

 Furthermore I have also learnt from my fellow group members that it is very important to check my spellings as I go along with my blog project and posting it all online. Doing a non digital creative project with the children is also very important because it is important for children’s gross motor skills. New Zealand is full of natural resources and making use of it is really good for children.

Other things I learnt from doing this blog is that not everything dealing with technology makes children’s world.  It is very important to plan according to children’s interest. Learning through creative process can help children to develop skills and confidence with the processes of learning by doing art and craft and creativity (Isenberg & Jolongo, 2010). Time management and proper planning is very important too. I know sometimes I was abit confused with doing digital and non digital entry because allowing children to do all digital technology work by them can be a bit challenging as a teacher. When I do learning stories the photo is taken by me and only photos on the computer is shown to the children. This blog actually showed me that children do not need to learn how to use technology. They come with it.

I did not realise that while doing a non technology activity somehow technology does come into it. I would have carried it on but some of my  group member made me sit back and realise that no matter how we do an activity with children ICT technology  does come into it, for example use of camera, then uploading it into your computer and finally printing it off through the printer.

Finally I would have never known about technology and a technology entry and their benefits to children in the centre. Yes this blog has taught me many valuable things that I will always value and share with my centre and you never know I may start blogging for future.

 Reference

  Hatherly, A.,Dr Vince, H., & L.,(2009). An overview of the impact of the Early Childhood Education Information and Communication Technologies Professional Learning (ECE ICT PL) programme, 2006–2009.

 Isenberg, J., & Jalongo, M. (2010). Creative thinking and art-based learning: (5th Ed). Upper Saddle River, New Jersey, United States of America: Pearson Education.

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

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

  Talay- Ongan, A., & Ap, E. A. (Eds.). (2005). Child development and teaching young children. Southbank, Victoria, Australia: Thompson social science Press.

Non Digital Entry “Dinosaur that lived in a Bottle”.

    

This morning I noticed children talking amongst themselves that there is a big dinosaur in a book next to our science corner. There is lot of dinosaurs and in there. “Dinosaur say’s J”. “There is a dinosaur eating on that tree and my mum bought it” D tells me in a low voice. “Don’t touch it”, “only use your looking eyes”.  Then I noticed S looking at the book about hungry dinosaur. According to Roberson (1989), “Visual arts is a graphic or symbolic language and is a vehicle where children express ideas, understanding, imagination, observations, and feelings” (p.154).

Strategies used in the dinosaur interest were to do activities that would increase the children’s knowledge on the life of a dinosaur.  Why it is importance to plan an activity and follow it through with the children. I also learnt that it is important to seek help from children and other teachers and their opinions are important to. 

 I recognized that  this new interest stimulated the children’s interest in dinosaur more than before; this led to a lot of questioning from the children  “What is it” “Where it came from” “What happens to the dinosaur”  and   responded by discussing about how to take care of this dinosaur. I with the help of the children and other teachers made a big volcano as it was  the interest of the children too. An egg with a baby dinosaur was placed in the volcano cone. The children were so amazed to see it come out when i added vinegar to baking soda which was inside the cone of the vocano.  I placed the dinosaur the science corner in bottle full of water. The dinosaur grew slowly and slowly and children checked it every morning to see how big it grew.

WHAT COMES NEXT

Furthermore   children playing on the deck made dinosaur out of dough.  Recognizing this interest in children I made more play dough and children responded by making more baby dinosaur. Where to now I guess?? “Aunty we want to make dinosaur that dance said J”. Among the obvious, like creativity and such, has list of other important educational values of play dough: Development of fine motor skills (important for handwriting which is educational (Robertson 1989).

WHERE IT LEAD TO FOR CHILDREN.

 Finally Dance (Ti Kanikani) is seen as “a highly personal exploration and expression of self, or feelings and our evolving of the world.  I notice children wanted to do dinosaur dance. “We want to do dinosaur dance,” The children said I recognized this interest in children and responded by turning the tape recorder on teacher helped me put dinosaur costumes on children. I asked the children “what the dinosaur does?” and the children respond by swaying from side to side.  The children were dancing and I was dancing with them, as a “facilitator and role model, both in terms of demonstration and enjoyment and creativity” (Dunn, 2004 p. 30).  Through dance children gain body awareness and experience relationship to thing or other people: the dance, they could gain awareness of the body part and also develop spatial awareness skills (Robertson, 1989).

Doing a non digital creative project with the children the evaluation of effectiveness I learnt that is very important to plan according to children’s interest. Learning through creative process can help children to develop skills and confidence with the processes of learning by doing in art and craft and creativity (Isenberg & Jolongo, 2010). Time management and proper planning is very important too.

Reference List

Dunn, J. (2003). Linking drama education and dramatic play in the early childhood years. In S. Wrights (Ed.) Children, meaning-making and the arts: Australian: Person Education.

Isenberg, J., & Jalongo, M. (2010). Creative thinking and art-based learning: (5th Ed). Upper Saddle River, New Jersey, United States of America: Pearson Education.

    Robertson, J. (2000). Drawing: making thinking visible. In W. Schiller (Ed.), Thinking through the arts: Amsterdam: Harwood Academic Press.

Entry two Digital One

(2). The use of Computer. “Is M in There”

  

A girl from my centre recently moved to England with her parents. Children miss her a lot and every time her name is mentioned the children get so excited and just want the teachers to tell a story about her.  We usually get emails from her mum telling us how she is coping in England and how she misses all of us. Her mum emailed our centre a photo of her and how she was doing in England.  Our head teachers showed the photo to the children on her lap top during our mat time. The children were so amazed to see S on computer that they thought S lived inside it.  Lots of communication was happening as to where S is and how she looked. “ She look happy” one child said.

This related to the children’s sense of belonging, and for some, enhanced social interactions. Some services used ICTs in ways that fostered children’s social connection with other children or adults at the service. Seeing M on line gave the children that sense of belonging that she was in their computer and if any child wanted to see her teachers would show M to them.  

Teachers in this services used ICTs in ways designed to promote children’s sense of belonging in respect of wider family, whānau or iwi community groups. Sense of belonging outcomes were often evidenced in the many studies that investigated ways of connecting services with their community (Ministry of education, 1996).

WHAT  TEACHERS LEARN FROM THE USE OF ICT.

The teachers can also benefit from computers and it technology as a valuable instructional tool.  A well designed computer centre can promote almost as much interaction within the children’s life as a dramatic play would do. The use of technology can assist in the development of the undeveloped spatial figurative skills in young children (Talay-Ongan, Emily A. Ap, 2005).

WHAT LEARNING HAPPENED HERE.

In young children the ability to appropriate and supervised excess to internet from teachers as a medium for play and exploration can promote effective learning and develop mathematical and scientific literacy. Under competent supervisor and adult supervision, the use of the Internet as a technology tool to support mathematics and science learning can begin in the preschool years yet should be assisted to explore websites dealing with their interest in their environment (Talay-Ongan, Emily A. Ap, 2005).  Finally I suggested to my fellow workmates that a little kid’s computer would be an advantage for children’s use and also to the centre. The children could play kids pix on the computer and learn their maths, counting, colour games and many more.

 Finally the centre has decided to buy a kids pix computer for the children to play with. My centre has decided to give children time to use ict skills like using supervised computers from time to time for educational purpose only. A well designed computer centre can promote almost as much interaction as dramatic play and have collaborative play with their peers (Tsantis, Bewick, & Thornton, 2003). The literacy-focused studies found that, provided the appropriate general pedagogical strategies were also in place, ICT-based activities resulted in observable literacy learning by the children. The main literacy learning outcomes identified in the studies involved the use of ICTs: as a stimulus for talk and conversation for making meaning in a variety of language modes as an opportunity for sharing, telling, retelling and revisiting experiences.

WHAT CHILDREN GAINED FROM THE USE OF COMPUTER.

Finally children were learning how to use a mouse and push buttons which also lead to the developing their fine motor skills. The educators learnt how technology helped children understand can help us better meet the social, physical, and learning of young children (Tsantis, Bewick, & Thornton, 2003).

Reference List

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

    Talay- Ongan, A., & Ap, E. A. (Eds.). (2005). Child development and teaching young children. Southbank, Victoria, Australia: Thompson social science Press.

     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.

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A SNAIL THAT HID AWAY IN IT’S SHELLL.( A digital entry)

 USE OF ICT CAMERA SUPPORTING PLAYFULNESS AND EXPERIMENTATION IN YOUNG   CHILDREN.

                                        A SNAIL THAT HID AWAY IN IT’S SHELLL.

 Teachers usually discuss whether ICT kills creativity. Perhaps it is the teacher’s personal philosophy, teaching practices and the teacher’s values that have the real effect on how ICT and creativity is viewed and used within our centre. I explained to them and According to Smorti (1999), technology is about helping people and solving problems.

 Recently a live snail was capturing J’s attention for couple of days. He showed it to me and I gave him the camera where he could capture his own excitement. He experimented with enlargements by changing the wheel on the camera. Close up photographs inspired his question “Do snails hide like a turtle?”

  J used another function to return to a previous photo to show me. Within minutes the photos were downloading onto the computer screen. “How did you get these (photos) onto your computer J asked me?” The next day J photographed the worms. He practiced his close up photography. He demonstrated to R how to get a close up. While doing this he discovered how to get multiple views on the screen, – that was a surprise! And J had added difficulty to his learning. “Wow” he said in amazement. Lots of conversation was going on between J and his friends. “How the snail moves” “why is it hiding in his shell”? The children were getting very creative by expressing all sorts of ideas like “I am going to draw the snail aunty” said T. Te Whāriki (Ministry of Education, 1996), characterises the cognitive elements of ‘knowledge’ as children developing more complex and useful working theories about themselves and about the people, places, and things in their lives. It talks too, of the intellectual processes involved in this, as children develop the necessary enquiring patterns of thought or habits of mind that will enable them to effectively use information about the world to enhance their lives.

I also bought the  snail indoors and left it on a leaf  of a plant and children used magnifying glass to see how it moved and if it was sleeping or not. I asked a lot of question for example “why do you think the snail is sleeping?” T asked me “if the snail is like a turtle hiding in his home?” Robertson (2000) states that teacher learns from children by observing them, following their interest to supply resources and supporting them by making suggestions and extending their thinking by asking question through creative process.

                                 Using ICT to highlight and give value to children’s creativity

 Using camera and it’s button to ‘click and push’ sometimes  the use of this  technology is going to kill creativity, because it is about the software and its sounds and ‘clicks and whistles’ effects, not the children’s imagination as thought by some teachers (Hatherly, Ham &  Evans, 2010). We use open-ended ICT tools e.g. digital camera and software such as smart board, computers in our centre to capture children’s learning.

I believe Digital photography also provides real opportunities for experimentation for children (Claudia & Jerkins, 1999). Our preschool has increased use of digital technology within the service led to children’s confidence to experiment in order to gain the results they wanted, as is illustrated in the story of J’s “use of the camera”. Furthermore, teachers observed that as the more experienced and skilled children modelled during experimentation, the newcomers quickly learnt to use the tools in a similar way.  There were many examples of using ICT – particularly data projectors and LCD screens – so that children could share the ‘products’ of their creative work, digital stories, photographs, animations, and get feedback from each other and teachers too (Hatherly, Ham &  Evans, 2010). In my centre the use of ICT is to highlight children’s creative work and the effect of ‘spreading the word’ about that was possible and led to other children’s motivation to create and present work.

Reference List

Claudia & Jenkins, (1999). A practical guide to early childhood curriculum (sixth ed). Upper saddle river, New Jersey

Hatherly, A.,Dr Vince, H., & L.,(2009). An overview of the impact of the Early Childhood Education Information and Communication Technologies Professional Learning (ECE ICT PL) programme, 2006–2009.

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

Robertson, J. (2000). Drawing: making thinking visible. In W. Schiller (Ed.), Thinking through the arts: Amsterdam: Harwood Academic Press.

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

Hi Ann all by work is not publishing and it is going everywhere i need help plez.

can you all see my post this is just atrial and error plese do reply.

Hi everyone in my group can you.i all see my post