Reflection three:

Technology incorporating culture through weaving:

At first I didn’t know what to write for reflection three for a non-digital technology, because I didn’t have the understanding of what non- digital includes.  I thought technology was specifically focused on digital tools such as the computer, Ipads, Ipods, and cameras. I came across two readings and found these quotes Smorti (1999), states that technology is about helping people and solving problems” (Smorti, 1999, p.5).  And Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa : Early childhood curriculum (1996), states “Technology children gain experience in using communications technologies such as crayon, paintbrushes, pencils, calculators, and books” (Ministry of Education, 1996, p.97). These two quotes really made me think more deeply about what is technology, I now understand the concept of technology and how it not only relates to digital materials but also non-digital materials that involves problem solving and helping others.  I will discuss an experience that I thought was non-digital. as it involved collaboration and problem solving.

One of the teachers brought in some flax (harakeke) from her garden and wove some through our whare in our outdoor environment. This sparked an interest for the children to want to learn to weave. First we started with paper weaving, where the children chose different colours and they wove them over and under to create beautiful patterns. Child A wanted to make lots, “one for mum, his brother and dad”. Then we wove with some flax- this was a little trickery as the flax didn’t bend as easily as the paper. With some support from me, child A created a lovely woven picture. Te Whāriki states that; “Growing experience in solving problems together develops children’s understanding of how technologies can help them and others” (Ministry of Education, 1996, p. 96).

I believe weaving is a form of technology, as it allows children to experience developmental skills while offering a creative and challenging learning experience. Children learn and develop skills through weaving by contributing to a positive community of collaborative learners and it’s a unique experience that sparks curiosity and imagination (Reyner, 2011).. As the children weave, they are learning patterning, critical thinking skills, problem-solving, and to create 3-D art, or think in three dimensions (Reyner, 2011).

I believe technology should be a creative and purposeful experience aimed at meeting the children’s needs and gives them the opportunities for learning and development. Weaving is a creative process; children use their knowledge and practice about process and problem solving (technology).  The ability to represent their discoveries, using creative and expressive media, “children use a variety of technologies for different purposes as they explore their world” (Ministry of Education, 1996, p,98).

Technology is influenced by the cultures or the society in which it occurs, the weaving experience was influenced by the Māori culture that is embraced in our centre setting and practice (Smorti, 1999). 

I believe from this experience I have discovered the meaning of technology, technology is the use of practical and intellectual resources that meets children’s needs and realizing opportunities for  discoveries and problem solving (Ministry of Education, 2007). Through this experience it enhanced children’s practical skills and cognitive skills. I believe teachers need to adapt and advance non-digital and digital technology into the everyday lives of the children, as this is at the heart of technological practice. The quality outcomes of using technology results from children and teachers thinking and practices that involves the importance of critical thinking such as problem solving, collaboration and being creative (Ministry of Education, 2007).

Reference list:

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o

Aotearoa : Early childhood curriculum. Wellington, New Zealand: Learning Media.

Ministry of Education. (2007). Technology. Retrieved from: http://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-Zealand-Curriculum/Learning-areas/Technology.

Reyner, A. (2011). Art and creativity in early childhood education: weaving with young children. Retrieved from:

http://artandcreativity.blogspot.co.nz/2011/11/weaving-with-young-children.html.

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

(Image cited from google images).

Reflection two:

The importance of the technological tool of the Ipad:

I saw some children sitting at a table with an Ipad, I went over to see what they were doing and sat down next to them. They looked deeply focused on what they were doing, only one child at a time could play the game “robot lego” but each child waited patiently for their turn. I have never seen the game before and soon discovered how technological the children were! I sat back and observed the children problem-solve and collaborate together, when a child was stuck and needed help the other children would assist them. Contribution strand in Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa states that “Technology growing experience in solving problems together develops children’s understanding of how technologies can help them and others (Ministry of Education, 1996, p.96)”. I truly was amazed to see what they could do by themselves on the Ipad, as this was the first time I had seen them use it.  The game was about building your own robot and then taking it through a maze collecting stars, it was a nice short game so that it was fair on the other children waiting. They played a variety of apps on the Ipad, all the apps were intellectually challenging.

My perspective on Ipads in centres at first was that I felt they weren’t necessary, as I believe children should be interacting with their peers in the outdoors or other non digital technology. But after further research from observing the children through the interactions they had with their peers through using the Ipad and further readings, my perspective started changing on the thought of the Ipad as a technological tool.  From this experience I felt that I wasn’t very comfortable using the technology myself and I believe this was hindering me from seeing the importance of the technology for the children.  I was willing to learn about the new technology, evaluate the purpose for the children’s learning and development, and observing the children’s use of the tool (Shifflet, Toledo, Mattoon, 2012).

From my observations I found that the children using the Ipad , supported  the children’s interactions and fosters their social skills, I call these collaborative interactions. The children having discussions with one another impacted on their language skills, as they exchanged comments and suggestions were apparent through their experiences using the Ipad (Shifflet, Toledo, Mattoon, 2012).

A child’s greatest achievements are possible in play, children’s natural curiosity in the Ipad promoted their desire to use and play. Play is part of the natural learning process and one way young children construct meaning. I believe technology should not replace other forms of active exploration, and when used in moderation, appropriately and responsibly, technology is another tool for teaching and learning (Shifflet, Toledo, Mattoon, 2012). The children playing short games was useful because they knew when their turn was up they had to go play something else and return later, once all the other children had a turn. Children that hadn’t had a turn and were still waiting had discussions with the child using the Ipad.

Children simply exploring and experimenting with what they could do and see how it works on the Ipad, is an integral learning tool for promoting social, problem-solving, linguistic, and cognitive development (Couse & Chen, 2010). I believe the role of the teachers in supporting children’s learning of new technology is crucial and that responsive scaffolding strategies adapted to the specific needs of the situation are important. In my case the children scaffold me through the process of using the Ipad. Children working with their peers offered an opportunity for pair modeling and pair teaching, along with opportunities for less dependence on the teachers (Couse & Chen, 2010).

From this experience I believe the Ipad appears to be a viable and valuable tool for use with the children, it provides teachers with another tool for implementing technology standards and curriculum to prepare children to be digital citizens who are technologically literate (Couse & Chen, 2010). I have learnt a lot about the important qualities of the technology tool of the Ipad, I believe it is not about the technology itself but about how we need to use it appropriately in the early childhood setting. The Ipad is about expanding children’s learning experiences, sharing knowledge and information, collaborating, problem-solving, curiosity, and building a learning community of children and teachers (Ginapolis, 2012).

(cited from google images).

Reference List:

Couse, L. J. & Chen, D. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal  of research on technology in education, 43 (1), 75-98.

Ginapolis, M.(2012). Ten educational technology quotes. Retrieved from:                      http://teachbytes.com/2012/03/01/10-educational-technology-quotes/

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o

Aotearoa : Early childhood curriculum. Wellington, New Zealand: Learning Media.

Shifflet, R., Toledo,C., Mattoon, C. ( 2012). Touch tablet surprises: a preschool teacher’s       story. Young children, 67 (3), 36-41.

Reflection One:

Reflection One:

Children discovering creativity and imagination, through the eye of a digital camera.

Previously the children did a project with the teachers on how to use the camera and take photos of what they can see through the eye of the camera. This project was very successful and the children really appreciated and learnt a lot about being competent and capable individuals, we displayed the photos on a wall and the children re-visited it quite often. I believe from their previous experience it still has an impact on the children today, as the other day I came outside and sat down on the step to take photos of some children playing a game. As I was taking photos our youngest child of one year’s old came over and sat on my lap and he grabbed the camera. I was going to show him which button to press but to my surprise he started pressing the capture button! Was awesome seeing him so capable and knowledgeable of which button on the camera it was to take the photos, I assisted him with holding the camera as it was slightly big and hard for him to hold.

From this experience I believe that the digital camera sparked learning qualities such as thought, vision and imagination. On the LCD screen you could see the photo instantly after taking the photo, I believe that child A when looking through the digital camera he could see the world from a different view point (his own view of the world). A digital camera can be a passage for the child’s creativity (Perry, n.d.). Initially he took snaps of just about everything in the environment, a few of the photographs ended up blurry and not focusing on a specific image but to me I believe this is his form of creativity and imagination. With time he will learn the skills of how to use the camera including zooming and other more advanced skills, but for now he can learn and experiment for himself. He will be learning the concept of a photo by seeing the technological process of the different lights, shadows, colours and backgrounds that creates the visual image (Perry, n.d.). I appreciated his every effort and printed the pictures he took and displayed them on a wall so he could come and revisit his experience at anytime.

Children’s photos are a form of art, so it is important that this artwork was displayed. Displaying their work gives them a sense of belonging in their work and environment. I believe when children can see their spaces defined with photos of themselves they can immediately sense that they have a sense of belonging, that contributes to their inclusion in a community of learners (Good, 2009). They can take pride and joy in the photos they accomplished in their technological journey using the camera.

When children use cameras they are called “young ethnographers” meaning they use cameras to record their visions and imagination, share and extend their learning experiences with their peers (The Australian association of mathematics teachers, 2011).  Children become collaborative learners as they have discussions and questions from the photos been taken among their peers (Good, 2009). When child A took the photos another child enthusiastically asked to see the photos.  

Technology cannot reach its full potential without an education component. In an early childhood setting, I believe the educational component is the support of the teachers in supporting children’s learning. When I helped child A with handling the camera I was supporting his learning, by showing him how to correctly hold the camera and making sure he uses the strap around his wrist (you can adjust the strap) for the cameras safety (McManis,& Gunnewig, 2012). I believe once the teacher has modeled the behavior of holding the camera, children should have the opportunity to be able to proceed with minimal assistance. Still provide support when needed as it is important for children to feel comfortable as we wouldn’t want to discourage positive attitudes towards technology. Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa : Early childhood curriculum states “ that in order to participate in this world, our children will need the confidence to develop their own perspectives as well as the capacity to continue acquiring new knowledge and skills” (Smorti, 1999, p.5).

As teachers, we can provide guidance towards children’s learning by showing them how to use the technological tools such as a digital camera, but I believe more importantly we need to help inspire a child to be competent and capable in their own learning. We need to plant a seed of inspiration in a young learner so they are able to grow through exploration, challenges, problem-solving, curiosity, and meaningful learning experiences to become a passionate learner towards technology as it becomes a vital part of their lives (Weisbrot, 2011).

Reference list:

Good ,L. (2009). Teaching and learning with digital photography: tips and tools for early childhood  classrooms. United States of America: Corwin Press.

McManis, L., & Gunnewig, S.B. (2012). Finding the education in educational technology with early learners.Young Children, 67 (3), 14-24.

Perry, M.(n.d.). Kids learning through digital cameras. Retrieved from:             http://www.healthguidance.org/entry/11532/1/Kids-Learning-Through-Digital-Cameras.html

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

The Australian association of mathematics teachers. (2011). Step back and hand over the cameras! Retrieved from: http://www.thefreelibrary.com/Step+back+and+hand+over+the+cameras!+U            sing+digital+cameras+to...-a0266942910

Weisbrot,M. (2011). Shaping the future: Teaching kids to use digital cameras. Retrieved from: http://www.ultimatephotoguide.com/articles/tips-techniques/shaping-the-future-            teaching-kids-to-use-digital-cameras/