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
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
Hi Malu. I have just read your blog and it's great to see that you have started. I have a few things to add to your blog. I believe that the blog should be about your own learning. You should be able to reflect on your actions. Not what the children have learnt or how the children benefited from this activity. Next time I suggest you talk about YOUR experience in this activity. How this activity helped you. What worked well for you? What did you do in the activity that you think you should do differently? Highlight and focus on yourself not the children. I hope this helps with your next blog. You have also linked alot to literature which is very good. Just remember that this is not a learning story, it is a reflection. It should focus on YOU. Reflect on yourself, your actions, your thoughts and link to literature.
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