'From chalk boards to Nga Rorohiko'

 From chalk boards to Nga Rorohiko' Computers.  In the preschool area there is four computers for the children to learn from.  They learn how to recognize numbers, letters and sorting.  Today I notice P(4 year old boy) had choose not to use the computer, He had choose to use a chalk board and black board to practice his letters.  It was quite nice to P use these basic tools and the other children choose to use the computers.  Sometimes P likes to choose solitary play as he enjoys to be alone. (Te Whariki, 1996).  P is able to make his own choices and chooses his own materials and is able to solve his own problems.

 I recognised that P was actually learning about letters and the teacher wanted P to extend his knowledge on recognising his own name by practicising how to write different letters and recognise them.  (Te Whariki, 1996).  P is able to recognise patterns and sequences this helps him develop literacy skills as he transitions into school.

 As P observes and listens to the teacher's instructions , P uses the chalk and black board to show that he is understanding. Where others would rather use the computers which is okay too, as this is a tool which is allowed to be used in certain times of the day.   Ministry of Education (2004) says that “observing and listening in to Information, communication and Technology practices includes watching adults and other children using ICT for a range of purposes” p.5.                                

 

 Responding to the preference of the child, as teachers we should be able to accommodate the learning of the child provided it is guided and supported by other teachers, management and whanau of the children.  ICT when used with caution and limited access can be a great tool for children and teachers.  Therefore ICT has taught the children to notice, recognise and listen and respond.

References:  

Ministry of Education (1996). Te Wha-riki. He whaariki matauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington: Learning Media.

Part 3: Final Refelctive Blog on Personal Blog.

Over the last few weeks it hasn't been easy to post a blog as there were a few things I struggled with.  Firstly you have to make sure that the photos don't show the children's faces.  Secondly, writing them up and trying to display them already formatted nicely.  Thirdly, making sure you make comments on other students blogs, critically being mindful and encouraging.  Using technology in its fullness is not an easy task when trying to follow someone and save what you have written, just in case unfortunate accidents of deletion might happen.  Putting it altogether and making sure that you were talking about 'The significance of use of technology on children's learning and development based on your observations of children in your own centre setting'. Wow that's quite a bit to get through, nevertheless its possible.
The significance of technology has its advantages and disadvantages, but having an open mind can help as well as asking for help can be good too.  Things that I have learnt through this duration of the course is that technology has many aspects and can be in a form of a pair of scissors to a mobile phone.  What even surprised me when I had a collaborative discussion with my work colleagues is that one of the comments made was that technology also includes spoons, pegs to screw drivers and boxes.  The meaning of technology itself can be be misunderstood if you dont know what your looking for.
As far as technology goes, a comment one of my colleagues made was , 'technology means something that can solve a problem'.  I can solve problems, does that make me a type of technological being? I think so, I am the resource and provide ways and means of something that might need repairing or solving. What do you think?
One thing I know I need to work on from a comment made from Vanilla Brownie Ice cream is that I need to proof read my work.  Having someone else to proof read my work as well could be a possibility.  Also a comment by Rosemoni about the importance of Te Reo Maori and the lack of it being spoken in centres.  Its so true that some only use it for the duration of the course and then put it in the back seat hidden.    Yes thats a fair comment but on a personal note if the teacher is not passionate about learning the Te Reo Maori then it wont be taught in the centre.  Te Reo Maori will only become a chore to the teacher and not an enjoyable expereince.  
The comment made from Teresa Ng was very relevent because she commented about teina and tuakana, older siblings role modelling to the younger child.  This seems to work better than a teacher trying to teach.  At the end of the day some technology is useful but from experience a hands on approach works best.
Overalll, I throughly enjoyed this course and learnt just a bit more about what is so significant about technology in the centre and the many areas that technology is in, when I didn't even know it.
In conclusion, after reading a few of everyone else's blogs and offering encouragement  has really open up my eyes to think outside of the box more often.

Part 2: 5 contributions and 2 on course blog

People, Places, Events and Things:  Part 2
Five contributions to 5 other students

http://kristastechblog.blogspot.com/2011/04/video-recording-with-children-and-its.html?showComment=1303113017954#c5077519711438240544

http://kanga-play.blogspot.com/2011/04/v-planner.html?showComment=1304232521351#c5602483933429403900

http://kanga-play.blogspot.com/2011/04/my-first-robot.html?showComment=1304239952601#c8968856325588288798

http://miriammit.blogspot.com/2011/04/blog-post-2-yummy-peppermint-creams.html?showComment=1303959309485#c1616162327869039919

http://ladybug-veronica.blogspot.com/2011/04/normal-0-false-false-false-en-nz-x-none.html?showComment=1304241174394#c9146854387645599112

http://kristastechblog.blogspot.com/2011/04/video-recording-with-children-and-its.html?showComment=1303113017954#c5077519711438240544

2 contributions on course blog

http://tamarwk.blogspot.com/2011/03/welcome-to-blogging-for-people-place.html?showComment=1304243977649#c6335858561676786291

http://tamarwk.blogspot.com/2011/04/children-as-competent-confident.html?showComment=1304335787898#c4055315689150080905

Neke neke hi! neke neke hi!

I notice today a few of the boys outside shifting one of the carpentry tables. (All the boys are 3 to 4 years old.  As I observed them I asked, "He aha o koutou mahi?" "What are yous doing?" "I neke tera mahi teepu ki hia?" "Where are you taking that carpentry table"  " We want to jump over there!" J says excitently.  "I want to jump too!" B says.  Surprisingly I said "Ae, kei te pai kia tupato" "Yes thats okay just be careful" .  I watched how they twisted and turned this way and that way.  Having little rests in between.  Talking with one another, and waiting for each other until they had carried the carpentry table where they wanted it to be placed.  This took about a half hour of constant communication with each other and a little bit of support when they needed it.  I did not want to interfere as much , so I wouldn't stop the learning.

Mitchell (2007) says “It is through children being allowed to learn firsthand, through their own interests and discoveries, that learning occurs” (p34).   Each boy showed an interest in the same thing, they all showed co-operation and great communication skills.  They discovered that they could do anything if they put their minds to the task at hand.

Helm, J., & Katz, L. (2001) supported all of the learning outcomes in this task that the boys had accomplished. The boys  challenged themselves as this was shown by their facial expressions.

The tools of technology are sometimes not always little gadgets and hands on resources but sometimes ourselves can be that piece of technology.  As the boys lifted, carried and communicated the boys had use their own initiative to access a table and solve a problem for their own pleasure.  

There were a lot of learning outcomes and one that mainly stood out was co-operation by all.


The Ministry of Education (1996) supports where 'the programme should provide different perspectives and the balance between communal, small-group and individual activities to allow opportunities for interaction and co-operative activities' p.65.

references


Helm, J., & Katz, L. (2001).   Young investigators the project  approach in early years. New York: Teachers College Press.

Mitchell, L. (2007). Using technology in Reggio Emilia-inspired programs.Theory Into Practice, 46 (1), pp. 32-39.

Ministry of Education. (1996). Te whāriki, he whāriki mātauranga mo nga mokopuna o Aotearoa:Early childhood curriculum. Wellington, New Zealand: Learning Media.