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,
Course blog,
Leanne,
http://www.leannecouper.blogspot.com// Technology in the sandpit
Rachel,
http://creativechildren-mit.blogspot.com/ new knowledge and dancing pictures.
Emily,
Cathy,
Padma,
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.
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