Final reflection

When we first got given this assignment I was unsure how it would pan out and how it would all work. To me technology is things that run with power and that are gadget type things like, iPads, iPods, computers, cell phones, radios, interactive whiteboards, and interactive toys. I would have not considered blocks and construction to be technology but after reading one of the reflecting that one of my group members wrote I can see how blocks could be technology. Through reading everyone’s responses and looking at my own posts I have found that there are some main themes that are coming through. Social interaction, scaffolding, investigation and questioning. 

All of these themes I found linked into each other and is what I do every day. I interact with the children and help them to move up to the next stage in their growth all while questioning them about what is going to happen next and giving them the tools to investigate their interests further.

Technology in centres is all about items that make life better or easier. ‘A pen or a peg is considered technology purely because they make our lives easier’ (Smorti, 1999) By looking at things within my centre from a different angle at what they might do to make our lives better or how and what a child can learn from engaging with that item, I have been able to see that technology is all around us.

Through my readings I have also found that the New Zealand Curriculum and Te Whāriki are similar but very different and as much as a feel that Te Whāriki is easier to read and understand the New Zealand Curriculum has some good points that should be linked into what we as early childhood teachers currently do. 

One of the many things that I learnt through doing this assignment is that I need to be more open to how the other teachers and parents at my centre think and feel about technology being in full access to the children. I know that some of my co-teachers do not want or like the children to have access to computers during the day, as they can have it at home and preschool is about learning to read, write and enjoying the outside world. I need to dig deeper into their thought process and find out more about this reasoning, maybe I as a teacher need to think about non-technology type moments during the day and introduce to the children a life before all these fancy gadgets and show how life has changed and growing just like they are growing and changing each day.

I also feel that we need to have a computer available to parents to use to check there child‘s online portfolio if they do not have access to a computer at work or home, printing the learning stories once a month to have available for parents to take home is not a bad idea either.

I’m happy with the way this assignment has made me think about technology within a centre and within everyday life and reading other peoples thoughts and ideas have spurred me on to try some new things at my centre.

Reference List

Google. (2012). Children using ipads, children using computers, typewriters. Retrieved from Gooogle Images: http://www.google.co.nz/images

Ministry of Education. (1996). Te Whariki, he whariki matauranga mo nga mokopuna a Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media Ltd.

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

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

Links to comments on blogs

Jessica's

http://technology-for-children.blogspot.co.nz/2012/08/reflection-3-230812-cameras-today-at.html?showComment=1346633708143

http://technology-for-children.blogspot.co.nz/2012/08/reflection-2.html?showComment=1346633808856

http://technology-for-children.blogspot.co.nz/2012/08/reflection-one-computers-in-my-centre.html

Jaclyn’s

http://jaclynduffield.blogspot.co.nz/2012/08/the-first-time-using-data-projector.html?showComment=1346633953953

http://jaclynduffield.blogspot.co.nz/2012/08/using-technology-as-form-of.html

http://jaclynduffield.blogspot.co.nz/2012/08/construction-playtechnologyreally.html?showComment=1346634044163

Amanda’s

http://amandag702.blogspot.co.nz/2012/08/learning-with-outdoor-xylophone.html?showComment=1346634130196

http://amandag702.blogspot.co.nz/2012/08/computer-fun.html

Chloe’s

http://chloe-fryed-rice.blogspot.co.nz/2012/08/the-hot-glue-gun.html?showComment=1346634350329

http://chloe-fryed-rice.blogspot.co.nz/2012/08/digital-microscope.html?showComment=1346634403314

http://chloe-fryed-rice.blogspot.co.nz/2012/08/the-mimio-board.html

Chanelle ‘s

http://chanellelaker.blogspot.co.nz/2012/08/ipads.html?showComment=1346634262919

Blog 3 - Computers for children or not.

In my centre we do not have a computer that the children can access and there is only my iPad and the teacher’s iPhones that can be used but even those have restrictions.

The teachers in my centre had a discussion about the use of computers in the centre and some of didn’t believe that they should be available to the children as they will get to experience that type of technology at school and also at home so why should it be our job as teachers to give them that experience. Preschool is about experiencing the outdoor world and finding out new things with your whole being not sitting in front of a computer watching a screen.

For me a have to disagree with this thought idea, I believe that technology in centres is fantastic for children to learn new and exciting things. For example one of the boys in my centre is totally into robots, robots of all types. Myself and the other teacher I work with do not have any knowledge of robots and the only way for us to find out was to get on the internet and search for robots. I took the boy into the office and we sat at the computer and searched for robots to find out what we could, we found out lots of information about what types of companies use robots and even found some robots games to play and colouring-in pictures that he could do. Without a computer I wouldn’t have been able to find out any information during the day to fulfil this boys desire to learn more about robots.

The next day he came into preschool with a book about robots and some pictures of robots that help build cars. Te Whāriki’s strand of exploration says that “children experience an environment where their play is valued as meaningful learning and the importance of spontaneous play is recognised” (Ministry of Education, 2007, pg.84) By having a computer available to the children this boy could have looked at robots with this friends and not have to go into the office away from his friends and his play could have been extended in his area not an office.

Blog 2 - Typewriter Interest

Since we have no computer available for the children to use freely we often use my iPad for looking at things on the internet and if a child wants to have some quiet time or if they are sick and wanting to be picked up they watch a cartoon while they wait. Our children are a very up-to-date bunch and all have the finer things in life so I thought it would be interesting to bring in my typewriter.

I purchased a typewriter a last year while on practicum and found the children that used it last really enjoyed being able to see what they where typing while they typed not waiting for it to print.

I explained what it was and then left them to explore it. One of the children asked me “where is the screen?” And another asked “how do you turn it on?” Ahhh the youth of today! They don’t know how good they have it. I found these comments totally gorgeous and had to have a giggle to myself.  With the growth of technology in homes, schools and life the old objects used to create typed documents have vanished with the introduction of computers and tablets and typewriters are the thing of the past.

We all sat down and had a look at different parts of the typewriter and them I showed them how to put the paper in and slide the barrel across and start typing.

Some of the children got bored because there was “no games to play” But one boy sat with me and went through pressing each letter and sliding the barrel across when it reached the end, and kept going until he had filled his page. Once he had typed his letter he went round to each teach proudly showing them his typewriter letter. For the rest of the day all he wanted to do was explore the typewriter and find out how it worked. The next day his mum came in and told me how he had gone home and talked non-stop about the typewriter he has at preschool.

By exploring something that isn’t run by power is giving the children an insight to the past and allowing them to appreciate what they have now.  The technology strand of the New Zealand curriculum says that “students develop knowledge particular to technological enterprises and environment and understandings of how and why things work” (Ministry of Education, 2007, pg 32) by talking and introducing technology to children we are increasing their awareness of it and further expanding their interesting in figuring out how things work.

The typewriter is now a new piece of technology in our room without being actual technology.

Blog 1 - iPads in centre

WOW Mt Tonagriro erupted on Monday night! Some of our preschoolers where talking about it and even creating volcanoes in the sandpit and in the block corner. One of the boys came and asked me if they could use my iPad to look at volcanoes. So I got it out and we googled volcanoes and looked at volcanoes erupting and even found some online interactive games that let the children touch and learn about different parts of the volcano.

I had 6 children sitting around me while we were doing is and everyone was having a go touching some and finding out something new about a volcano.
On a normal computer it can be a struggle to get 6 children around a computer screen as certain screens have anti glare cover built in that stops you from seeing what is on the screen unless your are sitting right in front of it, you also have the problem that only one person at a time can work the mouse to click on an item.
With an iPad  6 children can be sitting around it in a circle and all can see what is going on and they can all touch the screen and have a go.

From a professional side of things I find that an iPad increases a child's participation as it is something new for then to play with and look at. Some children may have an iPad at home but they still want to play and join in as they can relate this item to home and the home to centre connection is established or further cemented.

Te Whaariki strand communication says that " children experience an environment where they develop non-verbal communication skills for a range of purposes" (Ministry of education, 1996) while using an iPad I child uses there fine motor skills and hand-eye co-ordination to point things out and touch things on the screen. There is no need to talk as body language comes into play.




Even though children might be playing a game there are certain things that can be learnt when playing with an iPad. Fine motor skills in pinching the screen to enlarge and shrink, muscle development in swiping and hand and eye coordination in following and looking for the correct items to touch.

I believe that technology in a centre is vital to help the child connect with the outside world and learn the different ways that they can source new knowledge.

I love how the children all want to know what I have on my iPad and if they can use it. There is rules that they normally have to stick to and I don't bring it out for anything and everything. During project time we use it to look at videos about what we are learning to give the children a different format to take in new knowledge. Some children learn better through watching and listening not just listening and sitting on the mat listening to a teacher talk can be boring and some children can tune out so a video helps to give those children a connection to what we are talking about.