Ipad- Digital Technology

In the advance world, technologies play very important role in day to day life. In early childhood settings, teachers should provide new technology to children and encourage them to explore these technologies. “Technology makes enterprising use of its own particular knowledge and skills, together with those of other disciplines. Graphics and other forms of visual representation offer important tools for exploration and communication” (Ministry of Education, 2007, p.32).

2013 will be an exciting time at my centre. The laptops are gone and have been replaced with new learning tools, ipads. On Monday morning when I went to the centre, child ‘B’ came to me and said “Bina guess what we got in centre.” “I said I don’t know”. “He asked me to gonad see our room”. “I said give me some hints”. “He said ok, I give you clue”. “He said it has flat screen and you can use your fingers only”. “I was thinking and I was observing him. He was so excited and finally he said to me “we got new ipad Yha”. “We are not using computer any more hurray…….” “Children use a variety of technologies for different purposes as they explore their world” (Ministry of Education, 1996, p.98).

                                             

Child ‘D’ was busy playing outside with his friend. I saw ‘D’ and his friend looking for something. When I asked him “what u guys doing behind the tree” and he replied to me “we were finding ‘lady bug’”. Child ‘E’ said “Bina look I found a lady bug”. Listening to children is important to teachers as its providing information about children’s social relationship. By listening to his comments and ideas, teachers can plan what action should be next (MacNaughton & Williams, 2009). I asked and offered them if they wanted to find some pictures of lady bug on ipad through the internet. They all said ‘yes’ and then we went inside so they can use ipad and find pictures of lady bug and get all the information about lady bug.

We got six new ipads which is enough while we share. ‘D and his friends’ went and sat at the table and I directed him through the process of turning on the ipad first and clicking  on search web by typing Google and  then typing lady bug. “Educators can support children’s learning by being available to give assistance when needed and to provide physical or verbal support” (Arthur, Beecher, Death, Dockett, & Farmer, 2008, p.329).  Looking at lady bug pictures he was so happy. Te Whāriki suggests 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).

This touch technology suits a wide variety of learning styles. Using an ipad is a fun, tactile, hands-on experience and is very engaging for children. The children are encouraged to explore and discover with their fingers- tapping, dragging, rotating, swiping and pinching to manipulate images on the screen. They are motivated to stay focused, take risks, explore and discover. Ipad can be used anywhere. Learning experiences that were previously inconceivable are now possible.

The children will still work alongside different partners to develop important social and communication skills and also emotional competencies, i.e taking turns, discussing ideas, getting confidence also learn how to be organised, listen carefully to instructions and respect other people. Through this process the children were developing self –esteem and also developed their fine motor skills and hand-eye coordination.

http://www.youtube.com/watch?v=MGMsT4qNA-c

References

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2012). Programming and planning in early childhood settings (5th ed.). Melbourne, Victoria: Cengage Learning.

Images: Retrieved 31/3/2013 from Google Images www.google.co.nz

        McNaughton, G., & Williams, G.  (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.).Melbourne,Vic.: Addison Wesley Longman.

        Ministry of Education. (1996). Te Whāriki, He whārikimatauranga mo ngamokopuna o Āotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

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

Cameras - Digital Technology

                                      

Presently one of the digital technologies that everyone can use in their day to day life and are more used in schools and early childhood centres are cameras. “Technology is intervention by design: the use of practical and intellectual resources to develop products and systems that expand human possibilities by addressing needs and realising opportunities. Adaptation and innovation are at the heart of technological practice.” (Ministry of Education, 2007, p. 32).

On a Tuesday morning when I went to the centre, some children greeted me and I saw some children sitting nearby my head teacher. They said that we were looking at pictures on the camera. They all looked very excited. I noticed that head teacher was scaffolding children with some photos in camera. Scaffolding allows teachers to support children to complete their task with their guidance (MacNaughton& Williams, 2009). 

“Educators can support children’s learning by being available to give assistance when needed and to provide physical or verbal support” (Arthur, Beecher, Death, Dockett, & Farmer, 2008, p.329). They teach children about screens and how to look at the pictures.  They teach about pressing different buttons to take pictures. Child ‘D’ was very excited to hold the camera. I asked ‘D’ to wait and she could hold after teacher has finished taking the photos. Te Whariki states that “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).

                                                                                                                 

I gave the camera to child ‘D’. I thought that it would be a good inspiration to let the children explore this technology. She looked at her friends in the camera’s screen and she told ‘F’ to say cheese. I told ‘D’ to press the top button and she took the photo. Children were very happy and ‘D’ looked comfortable now. I felt that children feel that they are belonged when we listen to them and give priority to their interests and needs.Te Whariki states that “Children and their families experience an environment where they know that they have a place” (Ministry of Education, 1996, p.58).

During this activity I noticed that some of the children are talking about camera. One said “my mom has a pink one”. Another child said “my daddy has black one”. During free play time I noticed that some of the children used the camera, taking a friends photo saying cheese. “if educators in early childhood are to scaffold children’s learning in this area we need to broaden our understanding of technology and continue to extend our own knowledge and skills base” (Smorti, 1999, p.5). The challenges that I faced was that when child ‘D’ was using camera that time child ‘F’ and ‘T’ came over to me.  They also wanted to use the camera so I explained to them there were not enough cameras for everyone and they have to take turns and share with each other.

                                                                            

              

Technology encourages communication and improves children’s learning and development. Appropriate use of technology uses balance and enhances the use of essential materials, activities and interactions, becoming part of the daily routine” (NAEYC, n.d., p. 5).By allowing children to use the camera, it helps children to develop the confidence to express their ideas and get more knowledge about camera. The New Zealand Curriculum states “the aim is for students to 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). Through this learning experience children develop social skills as I observed them shearing a camera each other, helping each other, and waiting for they turn. 

http://www.youtube.com/watch?v=llfmXfbaSto

References :-

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2012). Programming and planning in   early childhood settings (5th ed.). Melbourne, Victoria: Cengage Learning.

Images: Retrieved 28/3/2013 from Google Images www.google.co.nz

McNaughton, G., & Williams, G.  (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.).Melbourne,Vic.: Addison Wesley Longman.

Ministry of Education. (1996). Te Whāriki, He whārikimatauranga mo ngamokopuna o Āotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

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

NAEYC,(n.d.).Technology and Young Children. Retrieved from http://www.naeyc.org/content/technology-and-young-children

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

Painting non –digital technology

In my early childhood centre children explore different types of non- digital technologies.  Technology is about helping people and solving problems (Smorti, 19990). Technology helps children to develop creative and critical thinking skills (Ministry of Education, 1996). One of the technologies that children develop to experience every day in the early child hood centre is painting. Painting comes under creative play. Through creative play or painting children express their hidden feelings and expressions. Te Whariki states “children gain experience in using communication technologies such as paint, brushes, crayons chalks, pencils, books, and computer” (Ministry of Education, 1996, p.97).

It was a nice sunny day and my head teacher had said to me that the babies are learning about painting so I decided to do a learning experience with using painting today so that the babies can explore through this non- digital technology. I went into the cupboard where we keep the different paints, paper and brushes and I chose four different colours to put in to the clean paint tray. I found paper, brushes and feathers. I put the colours in the paint tray and then put it onto the table with the papers, brushes and babies. Essentially anything that could be dipped in to the paint and be printed on to paper to form different pictures.

I put some feathers for the children to pick up and dip into the paint. While observing the children using the equipment on the table to make colour pictures, I noticed a couple of babies were dipping the brush i to the paint and then onto their fingers and faces, they also dragged the brush down the paper to make some designs. I also coloured the baby‘s fingers and we did finger painting. “Educators can support children’s learning by being available to give assistance when needed and to provide physical or verbal support” (Arthur, Beecher, Death, Dockett, & Farmer, 2008, p.329). Through this experience of painting children develop numerous skills and also express their hidden feelings and expressions. Children experience an environment where they develop verbal and non- verbal communication skills. Children develop ability to express their feelings and emotions in a range of purpose (Ministry of Education, 1996, p.74).

Through this children can explore their knowledge through painting. “Children develop the confidence to choose and experiment with material, to play around with ideas, and to explore actively with all the senses” (Ministry of Education, 1996, p.88). Through this experience children can be more creative in many ways such as colour texture, experiment with colours, test of colour, and colour of the brush. “Technology makes enterprising use of its own specific knowledge and skills, together with those of other disciplines. Graphics and other methods of visual representation offer important tools for communication and exploration” (The New Zealand Curriculum, 2007, p.32).

It was great fun for the children. I also enjoyed these experiences with the children. As a student teacher I felt we should provide different learning opportunities for them and observe them further to see what they do. As a teacher facilitating children’s learning, I used support by observing the way children approach a specific task and how they pay attention to the resources that are made to them to take the next step up from the previous task and take on a few challenges (MacNaughton & Williams, 2009). Reflective practice helps challenge and change your thinking and gain new skills for teaching and your practice becomes more fulfilling as you realise you are providing more appropriate learning opportunities for the children (O’ Connor & Diggins, 2002).

To see a video on children doing painting, click on the link below

http://www.youtube.com/watch?v=6vREA24Rn8I

References:-

Images: Retrieved 15/04/12 from Google Images www.google.co.nz

McNaughton, G., & Williams, G.  (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). Melbourne,Vic.: Addison Wesley Longman.

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

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

O’Connor, A., & Diggins, C. (2002). On reflection: Reflective practice for early childhood educators. Lower Hutt, New Zealand: Open Mind Publishing.

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