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