I have found blogspot a very interesting tool to communicate with others. Before I started this assignment I was feeling very nervous and scared because of the lack of confidence I had about technology. But as I pursued the assignment with positive thoughts I found the whole blogspot is so awesome. I enjoyed reading peoples comments and especially reading about the interesting things they did with their children in centres around technology. I have learnt alot from others and especially with myself within this assignment. I very confident and have no troubles introducing blogs to others.
I now know how important technology is in Early Childhood Centres. I have noticed during this assignment how much technology their is in centres. I have observed that technology is within all learning spaces provided by the educators. The contribution that educators have towards technology in the programmes are very vital and that educators need to up skill at all times so they keep in touch with the wider world and what the world is offering to children. I believe as an educator it is me role to encourage children in the centre to use new and familiar tools and equipment, provide children with the opportunities to explore and make sense of the unknown and support children to develop an understanding of how technology has a major impact on everyday life.
The comments that I have received from my peers are positive and very encouraging. The positive comments has boosted the confidence within myself to continue to support children in technology. The comments has encouraged me to continue to provide children with extension to their knowledge about other ways in using technology. The significant use of technology is very important and as educators being the first teachers in a school environment I believe children should be given the opportunity to develop skills that will lead them into a higher level of understanding technology.
Through this assignment I have gained so much knowledge on everyday technology that I did not notice. I am able to identify technology in children's play and development. Now I observe more in depth with children and give them the chance to problem solve using the trail and error method to build their "understanding of people, places, events and things" (Ministry of Education, 1996, p.21). I believe that if we as educators are aware of the technology in the wider community and continue to upskill ourselves we will be able to cater for the children's needs through their interest in technology. "There is an increasing awareness of the technological world that we live in: a world that people have created and changed through technology" (1999, p.1).
Therefore this assignment has opened my eyes to how much high advanced technology surrounds me. It has guided me to re-look at my practise and to refocus my thinking as an educator. I acknowledge that I am still learning about technology and developing ways to absorb what is around me on technology. I know how much technology changes and I personally feel that I will continue to change my way of thinking and practise as I journey on with children to explore technology in Early Childhood environments.
Links to comments
lucyseducationreport.blogspot.com
ladybug-veronica.blogspot.com
mavis-littlebubbles.blogspot.com
vanillayf.blogspot.com
mamaawhi.blogspot.com
tamarwk.blogspot.com
Malo e lelei
Thursday, 28 April 2011
Wednesday, 27 April 2011
"Computer and laptop fun"
During this month my colleague and I have been encouraging the use of the technolog
y in the classroom. The class has one computer to 12 children, so we find it really hard to cater for the children in this learning space especially when they all want a turn. As we brainstormed ways and strategies in dealing with the situation one child approached us with an idea, which was to have a laptop in class as well. We were amazed with this child's idea that we decided to build on it and provide the children with the opportunity to also use a laptop in class.

"D" is a child that enjoys to explore different learning spaces so when
we brought the laptop in the classroom he was very eager to have a turn. With his eagerness we gave him the chance to explore the laptop first. In the previous weeks I have observed "D" on the computer. During my observation of "D" on the computer I could see how much confidence he had, he knew where the delete button was, he knew where the space bar was and knew how to direct the cursor into the right place. With that confidence and interest he was able to have peers sit alongside him and he would show them how to use the computer. Smorti (1999) says "technology is about helping people solve problems" (p.1).

I believe with "D" interest with the computer has led him to be really eager to use the laptop. Before we provided "D" with the laptop we had a mat time where my colleague and I discussed the use of the laptop and the rules that come with using the laptop. Some children had no idea what a laptop was and the children that knew what a laptop was were able to explain what a laptop is all about to the peers that had no idea.
With the discussion finished "D" sat down on the laptop and started to move the cursor around on the desktop. I could see that the way he was moving the cursor he was looking for something, this is when I decided to intervene and ask if he would like some help. "D" explained to me that at his house he uses the laptop if his mum is busy on the computer. He carried on to say that on his laptop his mum opens up a programme where he can draw and paint pictures. With "D" explanation I was able to open the same programme for him so he can draw and paint. As I observed "D" in this programme he was so involved in what he was doing. The concentration and the focus he had was so obvious through his facial expression.
As I continued to observe "D" I noticed that the same confidence he had on the computer was the same confidence he demonstrated while he was using the laptop. "D" drew pictures of different shapes using lines. When I asked him if he was able to identify the shapes he was drawing he described each shape with no hesitation.
"As educators we need to understand how modern
technologies can help us better meet the social,
physical, and learning needs of young children" (Tsantis, Bewick & Thouvenelle, Examining some common about computer use in the early years, 2003, p.8).
Smorti, S. (1999) Technology in Early Childhood, Early Education, No.19 Autumn 1999.
Talay-Ongan, A., & Ap, E. A. (Eds.). (2005). Child development and teaching young children. Southbank, Victoria: Thompson Social Science Press.
Tsantis, L. A., Be wick, C. JJ., & Thouvenelle, S. (2003). Examining some common about computer use in the early years. Young Children. Vol 58 (1), pp. 1-9.
"I love to cut"
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Wednesday, 20 April 2011
"WRITING AND DRAWING WITH CHALK"
Today the children were provided with a variety of different learning spaces. One of the learning spaces that was provided was a container of chalk and a space of concrete for the children to freely express themselves.
"J" approached this learning space by himself. He picked up a piece of chalk and started drawing different types of lines, some were swirly and some were zing zags on the concrete. He got back up and looked at what he had created then knelt back down and started to write letters of the alphabet. As I continued to observe him I noticed that he was writing the letters of his name. I could also hear him saying the letters of his name aloud. Although "J" was to talking to himself I could hear him repeating the letters of his name again and again.
I believe "J" was making sure that he had the correct letters of his name and that they were in the right order.

My next step will be providing "J" with different resources or equipment to write with in the outdoor environment. I could see how "J" explored chalk and found satisfaction with it. Some of the resources that I can provide will be a paint brush, a chunky marker, a pen and maybe a stone. Hamer and Adams (2003) suggests that "writing, fundamentally, is a potent social tool which empowers children, links them into their communities, and helps them develop strong reciprocal and responsive relationships with people, places and things" (p.111).

According to Te Whariki it states that children develop"the knowledge that trying things out, exploration, and curiosity are important and valued ways of learning;" (1996, p.84).
Reference List
Adams, P. & Hamer, J, (2003) The New Zealand Early Childhood Literacy Handbook. Practical Literacy Ideas for Early Childhood Centres.
Ministry of Education. (1996). Te Whariki – He whariki matauranga mo nga mokopuna o Aoteroa: Early childhood curriculum. Wellington, New Zealand:
Learning Media.
Wednesday, 13 April 2011
What is a sharpener?
"J" has just transition to the preschool area, so I wanted to observe him and find out his interests. As I scanned all the learning spaces that were provided, I noticed "J" on the deck at the drawing table by himself. This gave me an opportunity to build and develop a relationship with "J" because, I had not yet worked alongside him and I knew very little of him. I approached "J" at the drawing table and sat down alongside him and observed to see what he was drawing. I assumed he was drawing a rainbow because of the different colours he was using and the way he had presented his picture on the paper, which was of many different coloured half circles. I didn't feel comfortable with my assumption so I asked "J" what he was drawing ? he replied a "beautiful rainbow". With his reply, I felt relieved that my assumption of his drawing was correct.
From there I continued to observe him, and noticed that he was having trouble adding more colours to his rainbow because the colouring pencils were blunt. This was when I decided to intervene and support "J" in completing his picture. I asked "J" if he would like a sharpener to sharpen the coloured pencils? he replied and said what is sharpener? instantly I explained to "J" the use of the sharpener and how it could help finish his drawing. As I discussed the sharpener with "J" he seemed really interested in this tool, so I provided "J" with the sharpener and showed him how to use. I than placed the sharpener in his hand and told him to have a turn sharpening one of the blunt colouring pencils he wanted to use. Smorti (1999), says technology is about helping people and solving problems" (p.5).
Once "J" was confident with using the sharpener, he couldn't stop picking out the blunt colouring pencils out the container to sharpen. In the New Zealand Curriculum Te Whariki it states "children gain experience in using communication technologies such as crayons, paintbrushes, pencils, calculators, books and computers" (1996, p.97).
The next step for "J" will be providing him with the opportunity to continue with using a sharpener by having the tool available to him and where he can access the tool anytime. By "J"using different materials for different purposes enables him to recognise that different technologies may be used in various places and settings (MOE, 1996, p.95). With being able to support "J" with his challenge he will now be able to support his peers by demonstrating his new skill and development.
Reference:
Ministry of Education. (1996). Te whariki "He whariki matauranga mo nga mokopuna o Aotearoa. Wellington: Learning Media.
Smorti. S. (1999). Technology in Early Childhood. Early Education, No. 19 Autumn 1999.
From there I continued to observe him, and noticed that he was having trouble adding more colours to his rainbow because the colouring pencils were blunt. This was when I decided to intervene and support "J" in completing his picture. I asked "J" if he would like a sharpener to sharpen the coloured pencils? he replied and said what is sharpener? instantly I explained to "J" the use of the sharpener and how it could help finish his drawing. As I discussed the sharpener with "J" he seemed really interested in this tool, so I provided "J" with the sharpener and showed him how to use. I than placed the sharpener in his hand and told him to have a turn sharpening one of the blunt colouring pencils he wanted to use. Smorti (1999), says technology is about helping people and solving problems" (p.5).
Once "J" was confident with using the sharpener, he couldn't stop picking out the blunt colouring pencils out the container to sharpen. In the New Zealand Curriculum Te Whariki it states "children gain experience in using communication technologies such as crayons, paintbrushes, pencils, calculators, books and computers" (1996, p.97).

Reference:
Ministry of Education. (1996). Te whariki "He whariki matauranga mo nga mokopuna o Aotearoa. Wellington: Learning Media.
Smorti. S. (1999). Technology in Early Childhood. Early Education, No. 19 Autumn 1999.
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