malus blog: 2012

Saturday, 31 March 2012

Hyperlinks:

Wednesday, 28 March 2012

It was an interesting new experience to me to access on blogs for the first time. Wang (2009) states that blogs “teach and bring newly learned knowledge back to classrooms.” When working on blogs, I was so frustrated at the first time until I have the chance to access on it, wow, it was so great. I was impressed by the way our group worked so hard to observe, notice, recognise and identify difference influences on the impact of children’s learning through using digital and non digital technology.

This assignment opens a door for me to have a huge understanding of technology in observing and reading my group’s blog. There are numbers of different ideas happened in different blogs. This shows me that technology is happening all around the world and it has an influence in children’s learning. I agree with Smorti (1999) he believes that “technology is a number of activities that have an actual purpose”. I think all activities have their own purposes in life for the children, teachers and everyone to know.

Advantages of using technology.

There are some advantages of using technology in ECE setting which includes developing social, emotional, physical, intellectual and spiritual skills of children. These skills were developed when children participate in these different activities. For physical skills children were developing their motor skills by holding brushes, they also use eye contact in operating cameras, typing on the keyboard, weighing the measurement and so on. Communication which is the core of learning is the great concept which children and teachers share to interact and communicate well in order to use technology effectively.

In terms of emotional skills children were developing their learning through watching the video and they show their feelings of the things they see. In relation to spiritual, some blogs identify the importance of books which are so relevant to children’s children. Some books including the Bible and some biblical themes, children developed their learning by reading and understanding the Bible. It seems that the holistic development of the children were developed when using these technological activities .

This is supported by Te Whariki that “cognitive, social, physical, cultural, emotional, and spiritual dimensions of human development are integrally dimensions”. This reflect the way children learn these skills in different environments.

Reflecting back when my colleague comments and feedback on my blogs is essential to me because I have to look at what works well in my activities, what doesn’t work well and some good ways to improve for the next time. These ways of improvement involve the looking at new ideas to implement technology in my centre or make changes to the children’s learning. These includes the respecting of children’s beliefs and values through using technology. This shows that educators are aware of these knowledge that the children get without making assumptions sometimes. According to O’Connor and Diggins (2002) he suggests that “when you reflect on your practice you consider your values, beliefs and assumptions.”.I took this into account because I understand that I got a role to play as an educator to facilitate the leaning of children through using technology.

It is a challenge to me because, I only understand that technology is using camera, computers, laptops, and all electronic devices never knowing that technology includes painting, reading books and some other non digital technology. Therefore I made assumptions. This new experience was so unique because I respected children’s own values and beliefs when they do technological activities.

Significances of using technology

The significant of technology in ECE setting is developing the foundation which the young children tried to grasp the new knowledge and make them sink into their minds, soul and spirit. This is also extending their learning, enhance communication, save time of the primary school teachers by teaching them again of technology, but also building their confidences and promoting cognitive thinking. This is confirms by the New Zealand Curriculum by saying that “technology as a resource that expands human possibilities “(Ministry of Education, 2007).

References

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). The New Zealand curriculum. Wellington, New Zealand: Learning Media.

Smorti, S. (1999, Autumn) Technology in early childhood. Early Education, 19.

Wang, H. (2008). Exploring the educational use of blogs in U.S. education. US –China

Education Review, 5 (10), 34-37.

Tuesday, 20 March 2012

hyperlink

Toelau

http://wwwtoelausblogcom.blogspot.co.nz/2012/03/take-my-picture.html?showComment=1332312635585

Monday, 19 March 2012

hyperlinks

kaufuoou
http://oh676.blogspot.co.nz/2012/03/my-very-first-blog.html?showComment=1332204508784#c8316198559617516643

blog 3: Significance of Using Cameras

Blog 3

Significance of Using Cameras

Using of cameras are a rapid flow of use of technology especially in our world today. Children in early childhood are actively exploring, and trying to make sense of their worlds by using cameras. Observing this event, there are varieties of activities which allow children in this setting to follow their own interests, and motivate children in group activities to encourage cooperation and listening to others.

Looking closely of how these children find the buttons, looked at the screen if it’s ok or not, helps me to understand that technology has a huge impact in providing new connections of skills of children in this event and the familiar experiences they see every day. These significances links technology to the New Zealand Curriculum, where learners develop a broad technological literacy that will equip them to participate in society as informed citizens and give them access to technology related careers” (Ministry of Education, New Zealand Curriculum, 2007). This reflect the ways they learn practical skills like pressing the buttons, adjust the photo, check the lighting and flash. The use of technology helps children practice skills and better understand concepts in their own learning environment.

Katz and Chard (1993) propose a project approach which work in the curriculum that promotes children’s intellectual development by engaging their minds in observation and investigation selected aspects, of their experience and environment” cited by Clark, A. (2004). This means that there are benefits and advantages of technology in children’s learning by using camera. For example children will have active and lively minds, basic dispositions to make sense of experiences, investigate it, care about others, relate to them, and adapt to their physical and cultural environment.

Making images and events on the screen, represent experiences that have meaning for the child. This shows by the way they try to make connections between what is on the screen and what is in the real world. Sometimes we made assumptions of children they just hitting the keys and play with them, never know that some children do understand that cameras are control by machines such as memory cards. These prior knowledge children have already learned from home or any environment they go. Cameras motivate children and contribute to cognitive and social development. In this event children showed the increased level of communication and cooperation during photo taking .

In the world that we are living today, people have created and changed through technology. Te Whariki states that “ in order to participate in this world, our children will need the confidence to develop their own perspectives as well the capacity to continue acquiring new knowledge and new skills” (Ministry of Education, Te Whariki,1996). This involve the broadening of teachers’ understanding of technology to continue extending their own knowledge and skills base. The idea is, if teachers are highly equipped by the technology skills there will be easy for them to plan activities that suits the children’s learning in different areas. Interactive educational games should also provide and encourage children through using of technology.

As Smorti, (1999), define technology as helping people to solve problems, therefore technology continue to be an integral part of classrooms, workplaces and our everyday life. Using technology helps early learners to communicate, practice life skills, and better understanding of things around us. Through the use of various forms of media and technology, teachers can truly help children make learning more meaningful. The more meaningful it is, the more a child is likely to retain the concept.

I like the way early childhood education setting promote the use of cameras in the centre for this is the first step which young children started to initiate learning of new skills. If they do move on to primary schools their understanding is widening and broadening. This will save the time of teachers in primary schools, try to teach them of using cameras, computers and other technological equipments.

References

Clark, A. (2004) Changing classroom practice to include the Project Approach. Early Childhood Research and Practice, 8(2). Retrieved from http://ecrp.uiuc.edu/v8n2/clark.html

Helm, J., & Katz, L. (2001). Young investigators: The project approach in the early years. New York, NY: Teacher’s College Press.

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). The New Zealand curriculum. Wellington, New Zealand: Learning Media.

Smorti, S. (1999, Autumn) Technology in early childhood. Early Education, 19.

Hyperlink: htpp://www.google.co,nz/images

blog 2: Exploring Telephones skills.

Blog 2

Exploring Telephones skills.

I was amazed when I walked at the outdoor and I noticed” L and “P” were talking, dialling the phone and playing with the keyboard of the computer. They were holding the receiver part of the telephone and talked to one another. I noticed their interests in their dialogue and their curiosity to pretend that their conversation is real. This shows their imaginations in their minds. I asked them what they are talking about, they smiled and said ,”we are talking to the police”. Wow, what was it for? Someone come into our house and steal our TV. My understanding of technology is everything to do with the electronic appliances such as computers, laptops, ipad, cell phones and all other electronic devices. However, I know that technology is involving in these child’s learning through holding the telephone, dialling the numbers, identifying the keys and listening to the sounds.

One of the significance use of technology which influence children’s learning in this observation, is the relationship of being creative to technology. This means that, what pictures they have in their minds showed in their conversation. This was amazed by the way they dialled the police number and tried to listen to the sound of people speaking in the phone. This is also confirmed by Smorti, S. (1999) she states that” technology is also a creative and purposeful activity aimed needs and opportunities through the development of products systems or environment” (p.5). This reflect by the connection of technology with Te Whāriki. This early childhood curriclum document have relevant statements and refrences which support technology, in terms of communication, technology work and leisure where children continue to aquire new knowledge and skills (Minintstryof Education,Te Whāriki,1996).

In communication,”children expericne skills with media that can be used for expressing a mood or a feeling for representing information,such as instruments and movements skills” (Ministry of Education,1996, p.80). Therefore educators in early childhood setting should provide opportunities to children to explore technology.There is a relevant interconnectness of technology to social cultural context of learning which occur in this event. This shows by the way they dialogue, and the use of their intellectual resouce which are the telephone to develop and expand their understanding of possibilities that they can do in urgent times .

It is very vital to foster children’s learning about and through technology so that they can develop the confidence in creating new knowledge and new skills to cope with the new changes around the world. This is also link to Te Whāriki where children “experience with some of the technology and resources for mathematics, reading and writing (p. 78). It does reflect familiarity with the properties and character of the materials and technology used in the creative and expressive arts (p. 80) and the ability to represent their discoveries, using creative and expressive media and the technology associated with them (p. 88).

Most of these technological purposes were focus on “problem solving and social science areas that are a part of the process of technology” (Smorti, 1999, p. 8). I was impressed by the way that Smorti, 1999) link technology to Te Whāriki, because it seems that technology incorporates with social science produce an educational foundation that supports the full range of skills that children will need as life-long learners” (MOE, 1996, p.18).

In relation to social science, exploration of people’s interaction is occur, with their social and physical environment. This was originated through history, law, philosophy and others for the main focus is to foster the child’s awareness of self in the social setting. However, the society has passionately embraced technology, some early childhood educators has resisted the use of computers in the classroom. This is closing the door to the children to extend and expand their learning and might lead to believe in a lot of fairy tale stories and myths. I think this is inappropriate which limit the progression of children’s learning if educators still hold on to to their thoughts.

References:

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

Smorti, S. (1999, Autumn) Technology in early childhood. Early Education, 19.

Link

http:// www.google.co.nz/images

Wednesday, 14 March 2012

BUTTERFLIES

Blog 1:

My observation of the children’s learning in doing this butterfly mosaic, I noticed some of the great significance aspects which the children showed, such as their enthusiastic, interests, motivation, desires, inspiration of the parts, and the identification of the colours of the butterfly. They showed their confident to explore and discover how the real butterfly live and extended their learning through creating a butterfly mosaic.

Some children were keen to see the butterfly when they already put in bits and pieces. They said they have their relationship with it. Some said the real butterfly breathes which identify one common characteristics of human being that we both breathe. I believe through using of ICT skills to notice, recognise, respond, record and review children extend and expand their knowledge. Literacy skills is also exercised here because children learn to count, identify the colours, spell and read. Interactions, building relationship is the great aspect which practiced in this job between the teachers and children. Children showed their expressions when they see, touch, look at this mosaic.

Te Whariki states that “in order to participate in this world, our children will need the confidence to develop their own perspectives as well the capacity to continue aquiring new knowledge and skills” (Ministry of Education, Te Whariki,1996). There is a relationship between this activity and technology which Smorti, Sue, (1999). states that “ technology is also creative and purposefully activity aimed at meeting needs and opportunities through the development of products, systems or environment”.Therefore technology is very important to the curriculum of ECE education, which is also relevant to the strands and goals of Te Whariki in terms of extending and broadening of knowledge and skills to scaffold children’s learning.

According to Smorti, Sue, (1999), she suggests that “using a process approach to technology (similar to our current approach to the creative arts in early childhood), it is the “doing” not the product”(p.6). This reflects encouraging children to design and make appraise for their own work.In technology I think the product is the result of it but Science is the study of things as they are. In contrast, these two aspects play a vital role in which we support children’s learning by looking at technology as ways like practical invention,and successful products to change their way of thinking .

I recognized the interests of children in science. McNaughton &Williams state that “Problem solving is widely recognized as a cognitive skill that supports the development of learning in areas such as literacy, math’s and science” (McNaughton & Williams,2009, p.343). Children need colourful creation for their learning through exercising their senses. Creativity build social competency and make the children to construct new knowledge and varied the children's learning.

The New Zealand technology curriculum gives an excellent overview of technology and curriculum updates, and explains how technology fits within the New Zealand curriculum. It states that “the aim for students to develop a broad technological literacy that will equip them to participate in society as informed citizens and give them access to technology related careers” (Ministry of Education, The New Zealand Curriculum,2007, p.32). ICT should be used throughout the curriculum.

Children in preschool are actively exploring and trying to make sense of their worlds. Adults help children make the connections between new situations and familiar experiences. A variety of activities allow children to follow their own interests, and group activities encourage cooperation and listening to others. It seems that the connection of technology from Te Whặriki to New Zealand Curriculum is setting the foundation and preparing children’s learning through technology to their way to the primary school. The idea is not to waste some more time to teach these children if they come from early childhood and they were not introduced to technology.

Using of computers, laptops, digital camera as ways of new educational technology are of very important because they help the teachers to share, comment, interact with one another through this great way of communication. This kind of technology helps to post class announcement for parents or providing schedule reminders for children . Edu Blogs can be used as instructional resources, in which teachers can post tips, explanations, or samples to help children learn. Teachers can post hyperlinks to websites that provide assignment-related homework helpers and resources. EduBlogs can also be used as collaborative tools for children.

According to Wang-H,(2009), she explain that “ Internet access motivates many students to read extensively” (p.35). This means that even management of all centres have used the internet to download photos for children’s portfolio, get suitable learning activities, some reading ideas ,some literacy activities and much more.

According to Ray (2006), blogs in education or Edu Blogs can be used to communicate, as instructional resources, as collaborative tools, and showcases for student projects (p.35). As an electronic bulletin board, an EduBlog provides a fast, efficient means of communication. It can be used to post class announcements for parents or providing schedule reminders for students.

Edublog are important to some Early childhood centres to communicate and share information by the teachers. EduBlogs have some advantages in the context of teaching and learning. They can enhance learning, motivate students and foster collaboration among learners (Holzberg, 2003). Students can develop and express their ideas and receive feedback from others. The posts and comments on a blog can be updated easily and promptly (Clyde, 2005). Blogs also provide instructors an opportunity to extend learning and engage students

to share information.

Reference List

Clyde, L. A. (2005). Educational blogging. Teacher Librarian, 32(3), 43-45.

Holzberg, C. (2003). Educational web logs. Techlearning. Retrieved September 1, 2008, from

http://www.techlearning.com/shared/ printableArticle. php?articleID=12803462

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). Frenchs Forrest, Australia: Pearson Prentice Hall.

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). The New Zealand curriculum. Wellington, New Zealand: Learning

Media.

Ray, J. (2006). Welcome to the Blogoshere: The educational use of blogs. Kappa Delta Pi

Record, 42(4), 175-177.

Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms.

Thousand Oaks, CA: Corwin Press .

Smorti, S. (1999, Autumn) Technology in early childhood. Early Education, 19.

Mosaic picture 1 of butterfly

http://www.mosaics.com.au/butterfly-purple-mosaic-kit.html

BUTTERFLIES

Blog 1:

to share information.

Reference List

Clyde, L. A. (2005). Educational blogging. Teacher Librarian, 32(3), 43-45.

Holzberg, C. (2003). Educational web logs. Techlearning. Retrieved September 1, 2008, from

http://www.techlearning.com/shared/ printableArticle. php?articleID=12803462

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). Frenchs Forrest, Australia: Pearson Prentice Hall.

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). The New Zealand curriculum. Wellington, New Zealand: Learning

Media.

Ray, J. (2006). Welcome to the Blogoshere: The educational use of blogs. Kappa Delta Pi

Record, 42(4), 175-177.

Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms.

Thousand Oaks, CA: Corwin Press .

Smorti, S. (1999, Autumn) Technology in early childhood. Early Education, 19.

Mosaic picture 1 of butterfly

http://www.mosaics.com.au/butterfly-purple-mosaic-kit.html