Contributions to other students' blogs and the course blog

2 contributions to course blog and 5 contributions to other students' blogs:

Comments on Course blogs

http://tamarwk.blogspot.com/2011/03/welcome-to-blogging-for-people-place.html?showComment=1302902889526#c7180299673656560470 (This contribution is not appearing on Tamar's blog, so I append it below for easy reference)

Children are highly curious and their learning is extended and expanded as a result of their curiosity and their inquisitive minds.  Little Zoe is at the stage when she is both curious and inquisitive.   She would enjoy exploring the various parts of the vacuum cleaner, pulling at the electrical cord and pushing the machine around, developing her motor skill.  In the first photograph, her focus was on the electrical cord.  When Mum Tamar moved the vacuum cleaner, the cord would move along and she must be wondering why it was moving all the time.  In the second and third photographs, she was playing with and exploring the external parts of the vacuum cleaner, touching and feeling the machine.   Probably at this point, the vacuum cleaner was still warm as it had just been used by mum.  Zoe was having ‘hands-on’ experiences. 

Mum could extend Zoe’s learning by demonstrating to her how the machine works. For instance, she could place marbles all around Zoe and then use the vacuum cleaner to suck them up.  She could then ask Zoe “Where have all the marbles gone?”   At this juncture, mum could open up the compartment to show her where the marbles have gone to.  At her present age, little Zoe might not know how the vacuum cleaner functions. However, this demonstration would leave an impression in her little inquisitive mind to make her want to explore further.  In time to come, she would learn more about the vacuum cleaner. As Fleer & Jane (1999) have stated, children’s experiences in technology begin at home.

Reference List

Fleer, M., & Jane, B. (1999). Technology for children: Developing your own approach. New South Wale, Australia: Prentice Hall.

http://tamarwk.blogspot.com/2011/03/martin-robot-man.html?showComment=1302903201075#c4941665859720181905

Comments on other students' blogs

http://prakashvandhana.blogspot.com/2011/04/building-and-innovation.html?showComment=1302903830842#c8509129476891244767

http://rajapra5ad.blogspot.com/2011/04/creating-own-learning.html?showComment=1302904130296#c8921596199361969143

http://mindycc.blogspot.com/2011/04/baking-time-yummy-chocolate-cake-by.html?showComment=1302929879196#c6267834410778323675

http://kidzsavvy.blogspot.com/2011/04/woodwork-technology_13.html?showComment=1302918582479#c1786045919887522749

http://multiplyland.blogspot.com/2011/03/exposing-children-to-technology-is-it.html?showComment=1302902430962#c554812584625184054 (This contribution is not appearing on Annie's blog.  I append it below for easy reference)

Computer education in most childhood settings is not predominant in the curriculum. It plays only a small part of it. A valid concern is the appropriateness of the software made accessible to the young children. On the other hand, not to allow access to the use of the computer would deprive the children of computer hands-on skills and the information that can be obtained from surfing the net. To allay concerns about access to undesirable information, teachers can look into the use of access blocks in addition to direct supervision over the children using the computer at the centre.

We know that when used appropriately, information technology can enhance children’s cognitive and social abilities (Catron, 2003).  Moreover, it is the aspiration of Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa that “learners in ECE services should have....enhanced learning opportunities through the meaningful use of ICT [and also to] broaden their horizons by exploring the wider world” (Ministry of Education, 2009, p.2). The computer is not replacing any part of the curriculum but the computer is to be integrated into the existing curriculum. Any issues of associated risks could be dealt with by implementing a cyber safety programme, which is the safe and responsible use of ICT (Netsafe, 2008).

We should be guided by Bruner’s (1977) statement that “learning should not only take us somewhere; it should allow us later to go further more easily” (as cited in Bruce, 2005, p. 35). Essentially it means we have to enable our children to progress and this can be assisted by the controlled and appropriate use of the computer in early childhood education.

Reference List

Bruce, T. (2005). Early childhood education. (3^rd ed.). London, United Kingdom: Hodder Arnold.

Catron, C. E., & Allen, J. (2003). Early childhood curriculum: A creative play model. (3^rd ed.). New Jersey, United States of America: Merrill Prentice Hall.

Ministry of  Education. (2009).  Information and Communication Technology (ICT).  Kei tua o te pae: Assessment for learning: Early childhood exemplars (20). Wellington, New Zealand: Learning Media.

Netsafe. (2008).  Netsafe Kit for ECE. Wellington, New Zealand: Ministry of Education.

Technology - blessing or curse?

In this final reflective blog, I must say that I have enjoyed myself in this course, more than I had anticipated. In the beginning I was apprehensive about blogging which is something totally alien to me.  During my school days which were in 60s and 70s, the teachers would write information on a big black board on the wall.  Teachers wrote on it with white chalk as they taught the class.  This is a huge contrast to the modern day classrooms which are equipped lavishly with modern technological equipments.  Prior to this course, I was blog-illiterate; now I am blog-savvy and that’s indeed a paradigm shift for me.

Going forward, am I going to shy away from using hi-tech teaching aids? No, far from it.  In fact, I am challenged to upgrade and equip myself to develop the skills further. With more skills, I believe I shall have the ability to enhance my teaching capability.

When I was successful in creating my first blog, I was elated.  The given instructions were easy to follow.  Learning from reading each other’s blogs and making constructive comments could be enriching. As we read our classmates’ reflective blogs, we could visualise ourselves in similar situations - applying the teaching technique, tapping on the innovations and enjoying the accomplishments.

Modern gadgets like cell phones and computers have made our lives so easy, convenient and progressive. There are numerous benefits. The flip side, however, is that they have also dominated, controlled and ruled our everyday lives.  For example, a family holiday would be ruined if one of the parents receives a cell phone call and has to abruptly return to work. So, do we consider modern technology a blessing or curse?

Annie has made a valid point that the computer and television are occupying a major part of the children’s lives. I am of the view that anything that is excessive is unhealthy.  Children need clear boundaries.  If there are no clear or consistent boundaries, they will push their limits (Bruce, 2005).  Therefore, as teachers and parents, we are a major source of influence  to guide and lead the children.  It would be irresponsible for adults to allow children to watch television programmes or play at the computer just because they themselves are busy with their own things.

In response to Annie’s comment, I am glad that in the early childhood settings that I know of, the curriculum is not dominated by the computer. That plays only a small part. Moreover software programmes and websites are carefully selected by the teachers and access is controlled.  Not giving the children access to the computer in the early childhood settings would deprive them of useful resources which can enhance their world of knowledge. 

In line with Leanne’s and Rachael’s comments, I have learned that “children thrive when caregivers not only plan a stimulating environment but also develop a [caring] climate that fosters their sense of trust in the world” (Caulfield, 1996, p.125).  In essence, this means that teaching requires more than technical skills. A fair amount of judgement is needed in a fluid situation. When the occasion calls for it, I have to use my practical knowledge and intuitive skills to appraise the situation and make sound decisions. In other words, I have to use the “most appropriate strategies for individual children in particular situations” (Perry, 2005, p.146).

I share Julie’s and Mavis’ comments that food technology is such a wonderful and fun part of the early childhood curriculum. In exploring this technology, children are learning not only about  material changes and processes (for example, from flour to muffins) but also about  problem solving (how to operate electrical appliances), about science (for example, the different forms of water - liquid as in soup, steam to cook food and solid as in the ice sorbet), about mathematics (the different measuring apparatus used to measure ingredients), about  physical skills (for example, holding the  bowl, stirring, whisking, mixing), about communication skills (they describe what they are doing and talk to each other) and about social and emotional skills (Smorti, 1999).

In conclusion, let me say that when I compare what I am now with what I was before the course, there is no doubt whatsoever that I can much better appreciate the benefits and convenience of technology.  The course has taken me to where I am today. Technology is definitely a blessing. I am geared for more training so that I can be adequately equipped to work with today’s children who may be tomorrow’s innovators.

Reference List

Bruce, T. (2005). Early childhood education. (3^rd ed.). London, United Kingdom: Hodder Arnold.

Caulfield, R. (1996). Partnership with Families. Early Childhood Education Journal. 24 (2), 125-128.

Perry, R. (2005). Teaching practice for early childhood: A guide for students. (2^nd ed.). London:Routledgefalmer.

Smorti, S. (1999) Technology in Early Childhood. Early Education, No.19 Autumn 1999, 5-10.