Final Reflective Blog

Well we have finally come to the end of this blogging project and what a journey it has been. I know that for me personally I have really enjoyed completing this task which enabled me to experience a new form of technology. Although I consider myself quiet computer literate this project was challenging and tested my skills in many ways.

This course gave us a student’s an opportunity to work with and alongside one another as we role modelled and supported each other (Ministry of Education, 1996). In the beginning I was confident that I knew the basics of blogging and so I was able to help others. Further on when it came time to post the blogs however I had trouble in adding photos to my reflections, I was given lots of tips on how to overcome this problem, thanks to Rachel, Leanne and Cathy for their help.

Although I found this task most enjoyable I did however find it difficult with the time given to ensure that I had posted four of my own blogs, taken the time to read five other peoples blogs and responded to those as well as ensuring that I had contributed to at least two of the course blogs.

One of my favourite parts of this assignment was reading and responding to other students reflections. Every blog I read was completely different and unique yet all related to technology. In reading other student’s reflections it occurred to me just how much technology is out there, and that we as teachers should be promoting and enhancing children’s skills in technology, such as how to use it.     

As a result of the feedback I received from my class mates it has allowed me to re think things that I may not have considered before when implementing technology with children.

Emily stated that “In reply to your question as to what children can learn with computers, may I suggest that you teach them typing skills – by placing their fingers correctly on the keyboard and get them to practise typing the line: The quick brown fox jumps over the lazy dog . You would note that all the 26 letters in the alphabet are present in this sentence. With hands-on practice, children would eventually learn to be more adept at using the keyboard and will improve their typing skills” I found this suggestion to be very helpful not only for my work with the children but also for myself as I tend to still look occasionally when I type.

I am currently researching the use of computers in the classroom and thought this idea of promoting children’s keyboard skills is a great way to enhance their skills and justify the computer as a valuable tool in young children’s learning. Lai and McMillian (1992) agree stating that “Unlike many technologies used in education in the past such as television my prediction is that the computer will stay in education for a long time to come. As time passes there is no doubt that more and more teachers and students will use it. If this prediction is correct it is essential for educators to reflect the present use of computers in classrooms and their value in learning” (p.9). The opponents of computers in classrooms contend this stating that using a computer requires abstractions beyond the cognitive capabilities of young children” (Barnes and Hill, 1983; Cuffaro, 1984) as cited in Lai and McMillan (1992).

Rachel replied to one of my blogs that discussed carpentry as technology, she stated that “I absolutely agree with your opening comment, that as teachers, we are caught up in the facade that ‘technology’ is, expensive devices that primarily require power to operate. I wonder if you do not already do so, if you could extend the materials available at your carpentry area. Within my own practice, our carpentry table contains the glue gun and containers that hold various other items such as PVA glue, hinges, tape, paint and screw in hooks. This increases our children’s awareness of technology while assisting them to create their masterpieces” I feel that Rachel’s suggestion to provide more materials so as to increase the children’s knowledge of technology was brilliant. The idea that children could extend their creative technological processes through the use of different materials such as PVA glue and paint I would not have thought of by myself. It is inspiring to hear from a fellow student that the activities you are implementing do promote children’s knowledge of technology and it is ok to be apprehensive as long as you still give things a go.

Hester and Leanne both commented on my reflection ‘Super Hero Fridge Magnets’. Hester stated that “at our centre our Manager was very reluctant to purchase a laminator. I think it is a wonderful piece of technology. She felt that laminating wasn't environmental friendly. Do we laminate too much? In response to Hester’s question yes sometimes I do feel that we use electrical forms of technology to much. I am sure that the children’s parents would have loved their children’s art work regardless of whether it was laminated or not, although it does provide a plastic cover that allows them to preserve it for longer.

Finally Cathy responded to my post that discussed a food technology experience I implemented with a group of children, my question to my fellow students was should I be promoting healthier cooking options rather than following the children’s wishes to make cupcakes. Cathy responded “wow, what a question Nicole! Certainly a dilemma for us as early educators! I believe that we have many opportunities for discussing healthy foods and making healthy foods with the help of technological tools and processes. However, If we are truly tuned into the child’s interests, do we not have to follow those interests if meaningful learning is to take place? I 100% believe that you did the right thing Nicole as if you think about the child’s cultural context; she understands that birthdays are celebrated with birthday cakes and cupcakes. You are supporting her need to celebrate her special day with her friends so well done! By offering this experience, children were able to see technological processes in action as well as using different technological tools which were needed to achieve the desired result - the yummy cupcakes” As Cathy stated food technology with children is a dilemma in that choosing which foods are appropriate for children can be difficult. In this case I chose to follow the child’s wishes to cook cupcakes for her birthday as this was a special occasion. In this experience the children developed knowledge of technological processes related to cooking such as weight and measurement as well as the tools involved in making cupcakes such as beater, oven etc.

In conclusion I really enjoyed this project as I had the opportunity to develop knowledge of different forms of technology and how to implement these with children. The feedback I received from my classmates was both informative and thought provoking and I will use their suggestions to improve my own teaching strategies in relation to technology with young children.

Contribution to course blog and other student’s blogs:

Course blog,

http://tamarwk.blogspot.com/2011/03/martin-robot-man.html#comments

Course blog,

http://tamarwk.blogspot.com/2011/03/fostering-adults-learning-about-and.html#comments

Leanne,

http://www.leannecouper.blogspot.com// Technology in the sandpit

Rachel,

http://creativechildren-mit.blogspot.com/ new knowledge and dancing pictures.

Emily,

http://3mi1yngmh.blogspot.com/2011/03/ring-ringhelloclick-click.html

Cathy,

http://cathyyoung2011.blogspot.com/2011/04/technology-as-tools-for-creativity.html#comments

Padma,

http://padma-technology.blogspot.com/2011/04/technology-of-making-cup-cakes-16-march.html#comments 

Reference List:

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

Wing Lai, K., & McMillan, B. (1992). Learning with Computers, issues and applications in New Zealand. Dunmore Press, Palmerston North: New Zealand.

Making Cupcakes

Making cupcakes

This week it was one of the older children’s birthday and she asked if she could make some cupcakes with her friends to eat for lunch. This particular child asked if she could have vanilla cupcakes so we organised to buy some. On the morning of her birthday she couldn’t wait to start making them. First we sourced the ingredients from the store room and the utensils we needed from the kitchen.

A group of children organised the cupcake holders into tins while another group helped gather the oil/water and measure it into jugs. After setting up the table the children and I then washed our hands and sat around the table. First I read allowed the instructions on the back of the packet to all the children so they each knew what we needed to do. Next the children took turns placing the mixture into the bowl and stirring it with the wooden spoon. One of the older children cracked one egg into the bowl whilst another stirred it. The children who measured the oil and water then added theirs to the mix and combined it with a wooden spoon. Once finished the children then took turns in spooning the mixture into the cupcake holder, we then placed them in the oven and waited 25 minutes. When the cupcakes were cooked we took them out of the oven and left them on the stove to cool down. The child whose birthday it was asked if she could decorate the cupcakes with sprinkles and marsh mellows, they looked awesome and the children said they were “yummy” 

Through this activity the children developed skills in maths and science as they measured, calculated, and problem solved. The children were able to create cupcakes and then decorate them to share at one of the children’s birthday lunch, this promotes a sense of pride and accomplishment as well as knowledge of ingredients, and utensils related to cooking. Consistent Parenting Advice, (2009) agrees stating that “cooking with children encourages creativity, an understanding of food, responsibility and involvement. It requires hands on use of maths concepts, planning, thinking, and time management. Cooking with children also provides opportunities for teachers and peers to bond and master new skills.

Consistent Parenting Advice, (2009) also lists the benefits/skills children can derive from food technology, these are: Cooking skills, presentation, responsibility, hygiene, math and science, weight and measurement, and creativity and imagination.

Ministry of Education, (1996) suggests that children should experience an environment where there are opportunities to develop skills in relation to maths and science. I believe that cooking is a great activity that integrates both those curriculum areas in a fun and creative way.

A question to think about:

Do you feel that I should be promoting healthier cooking options rather than following the children’s suggestion to make cupcakes?  

Reference List:

Consistent Parenting Advice, (2009). Children Cooking, Retrieved on 19^th of April 2011 from http://www.consistent-parenting-advice.com/children-cooking.html

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

Super Hero Fridge Magnets

Lately I have noticed that the children at my centre have a real interest in all things super hero. The children love to dress up as super heroes, act like super heroes, and colour in cartoons of super heroes.

Today a group of older children came up and asked me if they could colour in some super hero pictures they found in a colouring in book, the pictures were of super man and bat man. The children and I photo copied the drawings and then selected the colours they wanted to use for their pictures. Whilst they were completing their pictures one of the children asked if they could cut out their picture for their parents to put on the fridge. I replied that it would be a great idea and suggested that they could make their own super hero fridge magnets to take home; the children thought this was a wonderful idea and quickly got to work on completing their pictures. Once the children had finished colouring in their picture they then helped set up the laminator and retrieve the pouches. The children watched as I explained that the laminator need to heat up before they could use it, the children watched with anticipation for the green light to appear and when it did they shouted “Aunty look the laminator is ready”

Child A was the first to laminate his picture. I demonstrated how to place his picture into the pouch and feed it into the machine; I then stood back and observed as he attempted to laminate his picture. Child A stated that he was having trouble placing the paper into the pouch and asked for assistance. After I assisted him in putting the paper into the laminator and it began to move through I showed him that if he walked around to the other side of the table he could watch his picture come out the other side. When it was finished he held it up and said “Aunty this is awesome, my Dad loves batman”

Child B and C were then next to laminate their pictures, they each took turns in placing their paper into the pouch and putting it through the laminator and then sitting on the other side of the table watching the paper roll through.

Child D, E and F also took turns at laminating their pictures. Child E found it difficult to place his into the laminator so child A offered to help.

The children were amazed that the laminator could ‘melt’ onto the paper to keep the picture safe. I explained that the laminator uses heat and lots of pressure as it rolls through the machine to effectively press and seal the picture in side the pouch. After discussing the laminator the children then added the magnets and placed them on the whiteboard for all their friends and family to see.

Through this activity the children had the opportunity to experience a new piece of technological equipment and create something tangible that they could take home and share with their families. Knowledge of a laminator and how to use it was also gained as the children posed questions and problem solved with one another in order to create their product. I feel that the experience was more meaningful for the children because it was initiated and lead by them. Ministry of Education, (1996) agrees stating that “children learn through collaboration with adults and peers through guided participation and observation of others, as well as through individual exploration and reflection” (p. 9).

I believe that the laminator is a great tool that both teachers and children can use to further enhance their creativity. This piece of technology allows children to create magnets, posters, name tags, pictures etc and seal them within a protective case so that their work won’t be destroyed. Kids love to express their creativity and a laminator provides another outlet for this” (Article Base, 2011).

Reference List:

Article Base, (2011) Fun with laminators for kids. Retrieved  14^th of April 2011 from http://www.articlesbase.com/presentation-articles/fun-with-laminators-for-kids-4334761.html#ixzz1JI2JAyzz.  

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

Carpentry.... Hammer, Hammer, Hammer.

In this second reflective blog I will discuss how a carpentry experience I implemented with a group of children promoted and enhanced the use of technology.

Technology is all around us; it is easy to get caught up in the facade that only expensive devices, models, programmes and computers are true technology, when in actual fact something as simple as a hammer and nail should be seen for its place in developing the technological world. These tools can be used to create many wonderful things that without them would be impossible. In this reflective entry I will discuss carpentry with hammers and nails to promote them as a useful tool in creative technology.

Children really enjoy carpentry experiences where they have the opportunity to develop knowledge and understanding of different tools and skills that are associated with carpentry. Children also enjoy creating a tangible product from their imagination. Isenberg and Jalongo, (2006) agree stating that “Creativity, imagination and fantasy are all interrelated” (pg. 36). Wright, (2003) also agrees stating that “Creativity is about the cultivation of curiosity & interest, that is the allocation of attention to things for their own sake” (p.206).

The children at my centre are always very keen to use the carpentry kit whenever it is placed out.  One day the children asked if they could have the hammers and nails out so that they could create a tool box like one of the part time builders that works at our centre. The children sourced materials both from the kit and the day-care which aided them in creating their tool boxes. I was weary of placing out the carpentry kit for the first time as I wondered how the children would handle using the real tools, such as the hammers and nails. I was surprised when I saw how well the children could operate the tools and one of the children even told me that he uses a hammer at home to crack open the nuts that drop down from their tree.

 Through the activity provided the children had opportunities to develop their imagination, curiosity, exploration and wonder through the use of tools such as hammers, nails, wood, material, string, cans, scissors and pencils. Children also had the opportunity to develop knowledge of different types of technology such as hammers and nails. The experience is more meaningful for the children because it was initiated and lead by them, Edwards & Springate, (1995) agree stating that “young children benefit from in-depth exploration and long-term, open-ended projects which are started either from a chance event, a problem posed by one or more children, or an experience planned and led in a flexible way by teachers. The adults act as resource persons, problem-posers, guides, and partners to the children in the process of discovery of creativity and investigation (p. 4).

Carpentry needs to be in a position where it is easily supervised by adults. It is important to have a sturdy carpentry bench at a child's waist height, with a trolley or shelves nearby to store wood and equipment. Wood should be soft and untreated (pine is good - often available as offcuts from factories). It is also a good idea to have a variety of shapes and sizes available.

Carpentry is designed to teach children valuable skills such as, hammering, assembly, and creating. Craftsmanship, safety, fine motor skills, patience and respect for tools is also emphasized. Through carpentry children have the opportunity to learn the names and proper use of all the tools they use; build confidence, self-esteem and feel a sense of accomplishment by creating something with their own hands. Retrieved from http://www.carpentryforkids.com/

Ministry of Education, (2009) states that,

Carpentry helps children to:

• Gain increasing control over their bodies through development of hand-eye coordination, manipulative skills and muscular strength
• Analyse, evaluate and apply solutions to problems and so develop their understanding of technology
• Develop mathematical and scientific skills, e.g. understanding of length, size, balance, and force. Children learn to observe, predict and experiment
• Express their creativity in a three-dimensional way
• Learn to share and cooperate as they work together with the materials.

Adults can help

• Supervise the carpentry area closely and encourage children to keep the carpentry tools in the carpentry area
• Keep the area well stocked and tidy. Discard used materials
• Allow children to follow their own ideas and experiment with the materials
• Be ready to assist children if needed, e.g. help start off a nail or help hold a drill
• Show children how to use tools correctly and look after them
• Help children in problem solving, e.g. ask 'would it help if you …' i.e. discuss their problems but don't do it for them. Retrieved from Ministry of Education, (2009) http://www.lead.ece.govt.nz/ServiceTypes/Playgroups/PlayIdeas/ConstructivePlay/Carpentry

Reference List:

Edwards & Springate. (1995). Encouraging Creativity in Early Childhood Classrooms. Retrieved on 20^th of September 2010 from www.eric.ed.govt. 

Isenberg, J. P., & Jalongo, M. R. (2006). Understanding children’s creative thought and expression.  In Creative thinking and arts-based learning: Preschool through fourth grade (4 Ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Ministry of Education. (2009). Carpentry. Retrieved on 9^th of April 2011 from http://www.lead.ece.govt.nz/ServiceTypes/Playgroups/PlayIdeas/ConstructivePlay/Carpentry.aspx

Wellman, b. (2010). Retrieved on 9^th of April 2011 from http://www.carpentryforkids.com/

Wright, S. (2003). Children, meaning-making and the arts. Maryborough: Australia. Pearson Education.

Digital sign in sheet

This is a reflective entry that discusses an activity the children and I implemented using the computer which shows the learning and developmental opportunities that technology presents.

I have noticed lately that the children in my centre really enjoy playing on the laptops we have in our classroom, in particular the pre writing and computer skills game. This game is useful for developing children’s recognition of letters in their name which is also a focus for our programme and planning. As a result of this continued interest in the laptops the children and I decided that it might be fun to use the laptop as a tool for signing into the day-care.

Child A was the first to have a go to sign her name in using the computer. To begin she clicked onto the blank page and found the first letter of her name using her right pointer finger, “Look Aunty, I found the letter T” next she searched for the other letters of her name. While attempting to click on the letter ‘A’ she pushed the letter ‘S’ button instead “Aunty how do I get rid of this one?” she asked. I showed her where the backspace button was and explained that if she wanted to change the letters on the screen she could press that button and it would remove them.

Next it was Child B’s turn, he also used the mouse on the laptop to click onto the empty page and found the first letter of his name using his right pointer finger. He was able to type his name quickly without any assistance, I asked “do you use the computer at home?” he replied “yes my Mum lets me, and Aunty can I do my last name as well, if I push this button then it will make a space” “Tumeke Child B, show me how you can type your last name” I replied. He used the spacebar to create a space between his first and last name then proceeded to type it in, once finished he called his friends over to show them what he had achieved.  

Child C also wanted to have a go at signing her name in using the computer; she was able to navigate her way using the mouse and clicked onto the blank screen. Using her left pointer finger she typed in the letters of her first name and then asked child B which button she needed to push to create a space for her last name. Once she figured out how to do that she typed in her middle and last name. It was also noted that Child C is the only left handed child and the only one to use her left pointer finger.

The children really enjoyed the one on one activity and were able to practice their letter recognition and typing skills. Some children had difficulty because the keyboard keys are upper case but when you type them into the computer on the screen they become lower case. Children also had to master the keyboard finding out that if you push the buttons to hard then lots of the same letters would appear on the screen. It was interesting to note that the children tended to use only their pointer finger to type and it tended to be the one on their dominant hand.

“Unlike many technologies used in education in the past such as television my prediction is that the computer will stay in education for a long time to come. As time passes there is no doubt that more and more teachers and students will use it. If this prediction is correct it is essential for educators to reflect the present use of computers in classrooms and their value in learning” (Lai and McMillian, 1992, p.9).

Kent, and McNergney, (1999) state that if children are to successfully develop skills with the computer then they need time to practice and develop their skills with the support and encouragement of teachers who are confident in their own ability to use and teach computer skills.

In this experience the children had the opportunity to use technology in a different way; this was by finding the letters of their name and entering them onto the computer using the keyboard as a digital sign in sheet. The children achieved through this activity basic knowledge of the keyboard e.g. the letter buttons backspace button, space bar, and what these are used for. The children also had a chance to role model off one another as they watched their peers complete the task.

I believe that the computer is a very useful technology tool that can be used to enhance the learning and development of our children if implemented correctly. Teachers need to promote proper use of the computer and take the time to teach children correct skills in operating not only the mouse but the keyboard as well.  Lai and McMillian, (1992) agree stating that “the issue is not whether we have enough computers, but the way they are used in the classroom. When setting up the computer ensure the children can easily access the keyboard and see the screen as this will promote the understanding of symbols in the form of words, numbers, and graphics” (p. 13).

Something to think about, “other than operating the mouse, the key board, the hardware, what then do we want children to learn with computers?

A simple answer is: the same things we do when children use a pencil (a very useful ICT tool). After learning how to hold it and write with it, we want children to be able to use it” (Patterson, 1999, p. 26).

Reference List:

Kent, T, W., & McNergney, R, F. (1999). Will Technology Really Change Education From Blackboard to Web. Sage Publications Company, London: United Kingdom.

M, Patterson. (1999). Talking about IT. The First Years: New Zealand Journal of Infant and Toddler Education, 1(1), 26-27.

Wing Lai, K., & McMillan, B. (1992). Learning with Computers: issues and applications in New Zealand. Dunmore Press, Palmerston North: New Zealand.