Personal Blog 4th Reflection

Individual Reflection:  Final Reflection

This Assignment has been a great experience, not only through the learning of using and creating blog.  It has been a fantastic way to share our thoughts, views and experiences about ‘technology’ with other members of our group.  As teachers we are continually working on our practises with children, parents, staff and members of the community to become better teachers, and have a professional outlook.  I believe that through 'reflective practice' we can improve on our learning in ways that it will impact on our practise working with children, and work towards becoming more professional.  Ng, Lan, and Thyne (2004) point out that a professional teacher is one who regularly reflects on his or her teaching through critical thinking.  The process of reflection includes reflective thinking and self-examination during and after teaching (Liou, 2001).

Through sharing reflections gave us the opportunity to compare and contrast our own experiences, confirm our understanding, depth of knowledge in particular areas.  For example 'non digital devices' has been an area where the majority of our group, found a little challenging.  However by reading each other’s reflections and feedback we gained a better realisation and understanding of what a non-digital device meant.   Liou (2001) expresses that critical reflection raises teacher’s awareness about their own teaching and triggers positive changes. It was becoming clear that there were many more 'non-digital' devices in the centre, that connected to technology more than there were 'digital devices' in and around the centre.  Just these two terms alone created the enquiry to start exploring 'technology in the centre' and make connections to wither it was related to technology as being  digital or non digital .  So this means that 'critical reflection' allows teachers to develop a deeper understanding. (Yang, 2009)

Through these 'feedback posts' or reflective posts we learnt about others in our group, and how they reacted to similar situations.  They begin to share their views we question ourselves again, find different ways of how to make change or improvements, or just the enjoyment of reading similar outcomes or having a appreciation for another way of doing things.  A peace of mind that what we have shared connects with others.   Brandt (2008) indicates that when feedback and reflection are integrated in the form of reflective conversations between teachers and students, both teachers and students could benefit from the reflective practise. It is always nice to hear other positive comments from team members, and reading about their similar occurrences.  This poses the idea that 'there is an increasing awareness of 'the technological world' that we live in: a world that people have created and changed through technology (Smorti,1999).    From my reflections, feedback posts, and by commenting on other group reflections has widened my knowledge in areas of technology and its relevance, influence and its importance as part of the early childhood curriculum.  'Te Whariki' 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) ( Minstiry of Education, 1996).  So this means that we need to be providing children with the opportunity to do so.  There are many ways in which we can implement this, so the blog allowed us to investigate and explore some of the different ways it was achieved, ie cooking,(making pancakes)  construction,(building,blocks)  photography,(camera)  creative arts, (glue gun,) music ( ipod, stereo).  This evidence shows that 'technology is about helping people and solving problems'. (Smorti, 1999) and technology can be adapted to meet the children's learning needs ( Smorti, 1999). By using technology to promote turn taking, negotiation, increase participation and communication skills, literacy, mathematics, ect.  The feedback promotes technology as becoming a 'popular emphasis in learning experiences and activities for children'. (Fleer, 1996)

Through these activities some feedback relate to children having acquired previous knowledge from home.  This could be linked to experiences with computers, camera's, ipods, laptops, ipads, cell phones etc.  'Technology is influenced by the culture of the society in which it occurs' ( Smorti,1999).   Overall I view that technology plays an important factor towards early childhood learning.  I believe that from the course of this learning, teachers need to have a positive outlook about technology and learn ways to implement meaningful experiences to incorporate technology into the centre. As technology is an essential learning area for children, as part of transition to school. (Ministry of Education, 1996). Smorti, (1999) indicates that 'introducing technology to educators is often about changing attitudes, and convincing people that they do not have to be scientists to appreciate and enjoy working with children exploring technology' (p.6).

References:

Brandt, C. (2008). Intergrating feedback and reflection in teacher preparation. ELT Journal, 62 (1), 37-46.

Fleer, Marilyn. (1996). 'The Technical Language Children Use At Home' in Early Childhood Folio 3. NZER

Liou, H.C. (2001).  Reflective practise in a pre-service teacher education programme for high-school English students in Taiwan, ROC. System, 29, 197-208.

Ng, P, T., Lan, L.K., & Thyne, J.T (2004).  Developing reflective teachers; The experience of two modules in the teacher training programme at the National Institute of Education, Singapore. Asia Pacific Education Review, 5 (2) 200-206.

Ministry of Education, (1996), Te Whariki, He Whaariki Matauranga mo nga Mokopuna o Aotearoa, Wellington: Learning Media.

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

Sockham, B., & Sharma, P. (2008) Struggling toward a trans formative model of instruction:  Its not so easy! Teacher and Teacher Education, 24 (4), 1070-1082.

Yang, S-H (2009). Using Blogs to Enhance Critical Reflection and Community of Practise.  Educational Technology & Society, 12 (2), 11-21.

Blog comments for others members of my group

comments for Zabeen.
http://zabeens-blog.blogspot.com/2012/08/10-th-august-2012-reflection-on.html?showComment=1345590040855#c4607818242352638250

http://zabeens-blog.blogspot.com/2012/08/reflection-three-non-digital-device_24.html?showComment=1346126276737#c6827436231220485322

http://zabeens-blog.blogspot.com/2012/08/reflection-two-digital-device-computers.html?showComment=1346208120124#c5206423697733716753


comment for Harpreet

http://fivewonderfulgirls.blogspot.com/2012/08/my-second-reflection.html?showComment=1346136273968#c4286268710829726372

http://fivewonderfulgirls.blogspot.com/2012/08/reflectionone-date-18092012-digital.html?showComment=1345592684638#c1698175239256123494
http://fivewonderfulgirls.blogspot.com/2012/08/my-third-reflection.html?showComment=1346128687732#c5829407828252674824

comment for Radhika
http://radhika-blog-project.blogspot.com/2012/08/reflection-one-13-th-digital-device.html?
showComment=1345595680259#c260487628068886708

http://radhika-blog-project.blogspot.com/2012/08/3rd-reflection.html?showComment=1346141109109#c56708916342707387511

http://radhika-blog-project.blogspot.com/2012/08/my-2nd-relection.html?showComment=1346210293872#c4516639721780339016


comment for Afa
http://kidsblog-by-afa.blogspot.com/2012/08/blog-1-buildingtower-with-coloured.html?showComment=1345597289118#c1938494198660692823

http://kidsblog-by-afa.blogspot.com/2012/08/reflection-3-digital-camera.
html?showComment=1346118338705#c639882585227648920

http://kidsblog-by-afa.blogspot.com/2012/08/blog2-digitaltechnology-laptop-computer.html?showComment=1346124395827#c1574644626103310294

3rd Redflection IPOD

Third Reflection: IPOD System

The Ipod Stereo system has transformed our Mat times at Flying Turtles Preschool.  In terms of organisation, keeping all the music files in good condition, as well as being able to manage and locate music files with ease.

While this digital device is mostly used by the teachers, it has been beneficial to the children by providing easy access to the music that is used to inco-operate music and participation for the children during mat times, clean up song, and during play.  To support this reflection I Questioned some of the teachers in the centre and their thoughts about this digital device. How do you feel about having the Ipod in the centre? Majority of the teachers agreed that the Ipod was an effective device and that it stored all their music files in folders.  With the teachers names for individual folders of music as well as listing favourites and Mat time songs.  This meant that finding songs during mat times was always easy, took less time and titles of the songs were in view during shuffling.  One teacher still preferred to use the c.d's instead of the Ipod and ejecting the c.d to change to another rather that using the Ipod system. She mentioned that she felt incapable of using the digital device and wasn't confident working it. 


The Ipod plays music for the children to sing along with, jump, dance and use actions that match with the music that is playing.  It is also great for storing reading c.d to support teachers reading.  So thinking about linking this decide to children's learning and development.  So Children learn to recognise sounds and rhythm of music. They need to focus their attention to the music, stop and listen wait for cues to begin again during mat time. With this in mind the Ipod supports children's learning through music allowing them to participate in a group mat time activities, and adds to support their learning through developing ways to express themselves through music.  'Te Whariki' confirms that a variety of music can be used to express a feeling of mood, situation, and culture.( Ministry of Education, 1996) It can also be a form to inform, excite, amuse, delight, comfort, children. ( Ministry of Education, 1996 ). Music can also provide the opportunity for "children to develop confidence in moving in space, moving to rhythm, and playing near and with others". ( Ministry of Education, 1996, p.86).

After reflecting on the purposes, and teacher aspect of the Ipod.  I decide to find out what knowledge children in the centre have on the device.  I gathered some children around the music area, after playing with instruments and exploring movement and dance.  I removed the Ipod from the dock and gave each child the opportunity to use the device, play around with the buttons, and show the children how to use the Ipod.  Three out of five in the group said they already knew how to use the device.
They were able to use their own knowledge to show the others how to change, skip and play the music. This was Vygotsky's social learning theory in action, as Vygotsky (1978) theorised that children learn culturally relevant concepts and practise as they observe, and participate in the everyday lives of their families and communities.  ( Arthur, Beecher, Dockett, et al. 2008) The children each listened to the music with the headphones, as they begun to know how to use it and decide they would skip to the music that liked and those who hadn't use the device before would become excited when a song come on that they knew.  They would pull the ear plugs out and tell each other the song.  This gave me and idea of a game to play using the Ipod.  The children would humm the tune of the song that was playing and the others children has to guess the song.  This was a great game to play with the children as our group of five increased to 7 then 9 then eventually our group ended up with 12 children in a circle playing and enjoying the guessing game.  The first to guess right got to wear the ipod and choose another song to play.  The next game we played the children had to listen to the sond and begin to act out actions or movements to give clues about the title of the song.  For example they would quack, moo and snort for 'Old Mc Donald' had a farm.  Again the children showed much enthusiasm with the game and learnt to be patient with each other and to take turns.    This is like a secret thing, to use and know one can hear the music but you, explained one child. I like it very much said another. My mummy has one mentioned 'G'.  So the children had the chance to explore and use the Ipod and share their experiences new and old with each other in the group. This supports that 'interactions with adults and peers within these communities support children as they co-construct understandings, create and exchange meanings, and develop shared understandings of their worlds' ( Arthur, Beecher et al 2008, p14 ) This technological device linked with the 'essential learning area' of enabling children to recognise that different technologies may be used in various places and settings'. Home and centre.  It also allowed them to use the 'technology' for different purposes as they explore their world, and learn different ways to communicate using technology.( Ministry of Education, 1996,)

photo of the technological device in our centre.

References :

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2008). Programming and planning in early childhood settings (4^th ed.).  Victoria, Australia: CENGAGE Learning.

Ministry of Education, (1996).  Te Whariki, He Whaariki Matauranga mo nga Mokopuna O Aotearoa, Wellington:  Learning Media.

Reflection Two: The Hot Glue Gun ( Non-digital device)

August 22nd 2012.
This Reflection looks at another non-digital device, 'hot glue gun'.

I have chosen to reflect on this device mainly because of the context that I am working in.  This pre-school caters for ages 4-6 years old.  Unlike the culture of other centres the 'hot glue gun' remains accessible at any time for the children to use.  There does not have to be an adult or teacher present for children to use this device.  The teachers all feel that the children are responsible and know the expectations and rules in regards to the use of this device.  The children are regularly informed and updated at the procedures, rules ect, regarding this.  This is linked to the learning outcomes that children develop " an understading of the routines, customs, and regular events of the early childhood education setting'. (Ministry of Education, 1996. p60).  The children also have cold water on standby should glue get on their hand, they should immediatlely call for a teacher, if they need 'first aid'.
Most times there is a teacher facilitating and supporting children, or the child will commonly invite a teacher over to the hot glue gun area to show their work, or explain their ideas.  So children  have the freedom to create some really amazing and interesting things, without having to wait for a teacher present to be able to do so.  It always facinates me, how children show their creativity by construction, glueing objects together to make a meaningful object.  Some of these creations have stories to tell and the children use their imaginations to think about the connection to their story.  There are always a wide variety of collage and construction materials for the children to explore, manipulate, and investigate.
Some photo's of their works:

This child is thinking about her creation and desides that some hair is needed.

The finished creation. 

This is Maia the evil witch.  Eating biscuits is what she loves to do. She has magical powers and can turn people into stone! (By R.W)

 

 

 

Their very own unique hair clips.

 'Te Whariki, The Early Childhood Curriculum says that "children experience an environment where they discover and develop different ways to be creative and expressive." this could involve "familiarity witht the properties and character of the materials and technology used in the creative and expressive arts; ( Ministry of Education, 1996. p.80 ).



The Hot Glue gun area is one of the most popular areas in the centre and the children love using the hot glue gun because it allows them to make objects which dry quickly and the glue holds lots of things in place unlike pva.  When talking to children and asking what they liked and disliked about the Hot glue glun.

'I like making stuff with it'

'I like glueing all the different peices together'

'I like it because It it dry fast so I can take it home to show my mum and dad'

'I don't like it because sometimes I burn my finger, if I'm not careful'

'You need to make sure, you use the iceblock stick to press, instead of your finger. That's being safe suggests another child'.

It is evident that the Hot glue gun is a fantastice peice of technology, it is widely used in my centre, and the children have so much fun, using their creative minds to solve solutions, and make products, constructions that are meaningful, 'technology is about helping people and solving problems'. (Smorti 1999).

This reflection made me think about my childhood experiences and I have no knowledge about the hot glue gun, as I cannot recall it being a device used when I was young.  I do however remeber using paste and pva which are both still used in the centre.  But I do recall pasteing objects using pva and they would later fall off the paper.  The hot glue gun seems to be a common choice in this centre for children's creative objects as the glue is stronger.  So through discussions and sharing interactions with children about this device children developed 'an understanding of material properties, uses and development is essential to understading how and why products work in the way they do'.( Ministry of Education,1997. p 32) In relation to this, our discussions revolved around why the glue when hot was the time to place the materials into the glue and then when the glue cooled down that was when the objects would be set in place, and cannot be shifted.  I enjoyed working and discusssing the hot glue gun with children in the centre, it brought about many social interactions and discussions, looking into the device into more detail explaining its uses for creativity, making things and for its many glueing purposes.  As Morrison (2009) mentioned to us that "technology is a tool that can provide another way for children to learn and make sense of their world'. I believe that by using this technological tool the children have engaged its use to help create things that support their ideas, learning about themselves, their imaginations, capabilities as well as making connections with the wider world and the objects in it. "Children develop the ability to represent their discoveries, using creative and expressive media and the technology associated with them". ( Ministry of Education, 1996. p88).

References:

Ministry of Education, (1996). Te Whariki, He Whaariki Matauranga mo nga Mokopuna o
Aotearoa, Wellington: Learning Media.

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

Reflection of technology at Flying Turtles Preschool

Reflection One:
Non digital device: Scissors

Date: 13th August 2012.

This particular reflection pays thought into the use of a non-digital device "scissors".  Based on observing the children during an activity, they drew a picture and then needed to cut this picture out.  I ask a the child why do you need to cut it out?  Because the teacher has asked me to cut it out! The child replies. So the child reaches for the scissors nearby and proceeds to do so.  Do you wonder how you would get that shape if you didn't use the scissors? It would be too hard to get a cloud if I didn't use the scissors, I won't be able to make it right! suggested the child.  A cloud could be many shapes though don't you think.  The child paused and thought, but if I didn't use a scissors I can't cut a star shape or circle.  Hmm yes i guess so we both thought for a moment.
During this conversation with the child I often wondered about the 'history' of the device.  I asked the children if they would like to investigate and find out more information about the scissors, and how has it changed over the years.  Technology is a process of change and the children make sense of scissors as a useful device but how did it evolve? who designed it? What other technological things are in and around our centre? How do we define Technology? So this first reflection has been a starting point, at looking at 'Technology in our centre'. The children were enthusiastic, while I spontaneously asked these types of questions.  It has sparked some interest among some of our four year olds. This experience made me  reflect on the types of scissors that I use to use when I was at school.  Are they different now? how have they changed?  It was noticeable that 'scissors' were used often in the day, they were used to help with creating artworks, a cutting tool to serve its purpose, in all areas of need. I was amazed at how useful this little tool was in daily life for children in early childhood especially at this preschool.  While I was observing another small group of children using the scissors some had good control and good hand eye co-ordination and others not so much.  Some children really enjoyed the process of cutting, not paying attention to what it is that they needed to cut, but the enjoyment of cutting.  I watched one child just sit and cut and cut lots of bits of paper in all different sizes and shapes.  To him it wasn't about the product but the process that was enjoyable.  It was like he also enjoyed the different kinds of  things that scissors could cut by experimenting different objects and materials. This gave appreciation of the 'creative process' how it is the doing that is important rather than the project (Isenburg & Jalongo, 2001).  During this process I could see which children were confident in using the scissors and which were not so confident.  So the children need to learn how to use this technological device by instruction, and direction then needed time to practise and master their skills to use the scissors more effectively and confidently.  This linked to Technology becoming an essential learning area as children show "capability in solving practical problems contributes to self confidence and well-being" (Ministry of Education, 1998. p 94). It has become evident that this small piece of technology helps people solve problems (Smorti, 1999). It is most definitely a tool that helps to achieve creative and purposeful activities to meet the needs of people.  From this experience and looking into a simple small technological device, has provided me with an opportunity to explore the technological advances of  'scissors'.  How could I address this issue? What information do I need to gather? What questions could be asked to the children? Where could I source knowledge in regards to the changes of this technological device?  As part of my rationale and reasons for exploring more on this issue I have located that the early childhood curriculum 'Te Whariki' suggests that 'as part of a world revolution in communication, technology, work and leisure' children will need to continue acquiring new knowledge and skills' ( Ministry of Education, 1996).  In support I feel as though 'technological devices' have sparked new interests of children inquiries, sense of wonder, exploration, science, and creativity as the children try to answer some of the reflective questions mentioned.  This gives children 'the ability to represent their discoveries, using creative and expressive media and the technology associated with them ( Smorti, 1999, MOE, 1998).

As a continued learner about technology in early childhood I will expect that my focuses within this area will flourish as a result of continually reflecting on how children are learning and developing in response to the use of technology in my setting.

This picture shows the type of scissors that are used in the centre and further photo's that display the scissors in use.

This is a Photo Of the computers at 'Flying Turtles' the centre has Wifi so this makes browsing the Internet easily accessible

Some further information that we found while browsing the internet at the centre.       

It is most likely that scissors were invented in 1500 BC in ancient Egypt.The earliest known scissors appeared in the Mesopotamia 3,000 or 4,000 years ago. These were of the 'spring scissor' type comprising two bronze blades connected at the handles by a thin, curved strip of bronze. This strip served to bring the blades together when squeezed and to pull them apart when released.

Cross-bladed scissors were invented by the Romans around AD 100.

Pivoted scissors of bronze or iron, in which the blades were connected at a point between the tips and the handles, were used in ancient Rome, China, Japan, and Korea. Spring scissors continued to be used in Europe until the sixteenth century and the idea is still used in almost all modern scissors.

Scissors from 2nd Century Asia Minor

Scissors from the Chinese Tang dynasty (618–907 AD)

Through researching on the Internet, we found out that 'scissors' are still advancing and many companies claim to have designed the latest in scissor technology.

Referencing:

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 (pp. 3-37).

Ministry of Education, (1996).  Te Whariki, He Whaariki Matauranga mo nga Mokopuna O Aotearoa, Wellington:  Learning Media.

Smori, S. (1999) Technology in Early Childhood. Early

http://www.chinahistoryforum.com/index.php?/topic/33107-history-of-scissorsshears-in-china/ducation, 19, 5-10.

http://www.vettedshop.com/products/craft-design-technology-scissors