Contributions to the class blog and other students' blogs

Class blog:

http://tamarwk.blogspot.com/2011/03/martin-robot-man.html?showComment=1302503413191#c6460995287800340506

http://tamarwk.blogspot.com/2011/03/welcome-to-blogging-for-people-place.html?showComment=1304239314834#c7331048753817318510

Other students' blogs:

http://multiplyland.blogspot.com/2011/04/dvdcd-execise-and-sing-along.html?showComment=1302410262315#c1881320500583280516

http://amosgallagher.blogspot.com/2011/04/little-peoples-library.html?showComment=1304068542751#c8584223953576788486

http://pritipratap.blogspot.com/2011/04/robot-making-with-boxes.html?showComment=1304219264941#c6149820300051895895

http://cathyyoung2011.blogspot.com/2011/04/lets-find-out-together.html?showComment=1304243392745#c1541965333666813962

http://elizaswork.blogspot.com/2011/04/something-is-wrong-with-computer.html?showComment=1304248420946#c5648502718283167256

Technology - can we do without it? My Personal Reflection

I found this course to be very meaningful. Even though I have heard about blogs, prior to this course I have never set up one or written a blog before. Thus I was really happy when my blog was up and running. I couldn’t wait to get started on blogging! I found that a blog is quite similar to Facebook, so I had no trouble with blogging at all! Blogs are more like a diary, but for teachers, it is written in a professional way as a record of the teacher and students’ learning.

As a teacher, scaffolding is an important teaching technique so I was glad I could help out the other students with their blogs. This is where I am scaffolding their learning so that they are at a new level in terms of their knowledge and skills (MacNaughton & Williams, 2004). 

Throughout these couple of months I learned about the importance of technology. Who knew a ballpoint pen is associated with technology? Other items can be a form of technology too. This provides opportunities for children to use this technology to explore, develop and utilise their creativity and skills. Smorti (1999) states that technology is about “helping people and solving problems" (p.5). It also can be “anything which allows us to get information, to communicate with each other or to have an effect on the environment using electronic or digital equipment" (Ministry of Education, 2009. p.2). However technology in a broader sense is more than just information and communication technology. 

We are living in world where technology is always evolving. Te Whāriki states that in order to participate in this world, the children will need to be confident to develop their own perceptions and views and also the ability to gain more skills and knowledge (Ministry of Education, 1996, as cited in Smorti, 1999). Thus technology is an important part of the curriculum and children should learn from technology.  There are so many benefits of technology which make life a lot easier. However I am aware of the risks and disadvantages involved which was discussed in class, such as fraud, cyber bullying, equity of access, poor social skills, and people becoming addictive and so on. In fact there is a concern that computers and even other gadgets are occupying people’s lives. It is controlling our lives that it can even become inconvenient without it. Very unhealthy! Children, I feel should have boundaries, set by parents and teachers otherwise children will push their limits if there’s no boundaries (Bruce, 2005).  Parents should guide the children to use technology responsibly and safely, and children should be aware of the risks involved and stay safe and unharmed (Ministry of Education, 1996). 

So then, do the benefits outweigh the risks and/or disadvantages? In my opinion, yes. There are many benefits to technology. Computers allow us to communicate and keep in contact with people overseas, as well as obtain information should one need to research for some information. Telephones and cell phones allow us to communicate with other people, and with the many other features of cell phones we can communicate information through text messaging and the internet. With cells phones people can let others know where they are, which is a relief for their families, and can be contacted in an emergency. With cooking appliances, children learn the necessary skills that they will probably use later in life to cook meals. Technology has proven to be useful. In fact, technology "involves thinking about processes, successful products, practical invention, designs, searchers for solutions, research for practical purposes and study of how things might be" (Fisher & Gravey, 1991 as cited in Smorti, 1999, p. 7). Therefore I am not going to stop using technology nor be against other people using it. 

It was enriching reading other students’ blogs and commenting on them as well as reading the comments I had received. I am going to take the comments on board and try out the ideas that the other students have suggested. It would be interesting how it will turn out. I asked my colleagues what they thought of the learning that went on. They commented that they had the opportunity to explore and interact with their friends whilst utilising their developed knowledge. Also, my colleagues never thought of letting the children take photos with cameras, most of the time they use the centre's camera for the portfolios to extend on the children's interest and curiosity. I liked how Teresa had used camera with the children for an ongoing project. The children's curiosity lead them to want to use the camera. Discussion allows me to learn what other people think of the learning that went on with the children as they used technology, as well as what I can do to extend on the children’s learning and interest. Children really learn fast from their environment and because they have access to certain technology, it is great to see them utilise their prior knowledge whilst acquiring new knowledge and skills.

I agree with Hester that it is totally appropriate for children to use digital cameras either by themselves or with a teacher. It's awesome when the children can see themselves in the pictures and recall what happened when they revisit what they've done. 

I agree with Emily that food technology is an interesting and fun aspect of the curriculum where the children could learn about the processes and ways of cooking and use their senses to enrich their learning, as well as numerous other skills.

In response to Annie, I did not teach the children to shoot pictures from down low or up high. It certainly is something I would want to try out. In response to Vanilla, the cooking activity was a teacher initiated one, but were in response to the children’s interests. But I do agree that children should initiate activities too.

To conclude, there is no doubt in my mind that technology is beneficial to everyone, I appreciate the benefits and advantages it provides whilst being cautious of the risks as well. This is proven with the numerous skills that the my students have learned – communication, social, thinking, problem solving, physical, gross motor, and more! 

Reference List

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

MacNaughton, G., & Williams, G (2004). Techniques for teaching young children: Choices in theory and practice. New South Wales, Australia: Pearson Prentice Hall. 

Ministry of Education. (1996). Te Whãriki: He whãriki mãtauranga mõ ngã mokopuna o Aotearoa: Early childhood curriculum. Wellington: Learning Media.

Ministry of Education. (2009). Kei tua o te pai: Assessment for learning: Early childhood exemplars (20). Wellington, New Zealand: Learning Media. 

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

A basic form of information and communication technology – drawing!!

18/4/11                                                                                  Teacher: Mindy


Do people consider using a coloured pencil or a pen or crayon a form of technology? But it is just writing or drawing right? In my opinion, it is technology. Words and pictures on paper communicate to people. Pictures, in fact, are worth a thousands words. Furthermore, Smorti (1999), states that “technology is about helping people and solving problems" (p.5).  A coloured pencil, pen and crayon are therefore a form of technology. The Ministry of Education, (2009), also states that “information and communication technology can be defined as ‘anything which allows us to get information, to communicate with each other or to have an effect on the environment using electronic or digital equipment" (p.2).

So today, when I was sitting down at the art table surrounded with pencils, crayons, glue, scissors, sellotape, stapler, and paper, I realised that the children are using a wide range of resources and materials associated with technology. Children C and J were very busy people working diligently on their pictures.  I observed how hardworking they were and how they used this form of technology to use and develop their creativity and imagination. Technology is changing all the time for everyone including children and has come a long way with children having access to a lot of resources. C and J showed me their pictures. ‘Look Mindy!” They said “That’s awesome!” I responded. “Can you tell me about your picture?” They described what their pictures are of, flowers, a house and sun.  They went on to draw butterflies and a girl. J told me it the girl was Snow White and it was her house. “Great work C and J!” I told them.  They drew a few more pictures then showed them to me as well. J cut one of her pcitures out with a pair of scissors.  “Mindy we want to put the pictures together like a book.” “Okay!” I replied. To help them problem solve, I asked them “What can you use to bind the pictures together into a book?” They thought for awhile then pointed to the stapler. “An excellent idea!” I said. They got the stapler and stapled the pictures together into a ‘book’. They were very proud of their work, so they sat down, looked at their ‘books’ then put them away at their lockers so that they can take it home and show their parents and whānau. S came to the art table and drew pictures too. He drew some dinosaurs and I noticed he was really good. He went to put his drawing away. 

To extend on their learning I suggested to them that they show their books to their friends. They found M and S coming in from outside then they all sat down and C and J shared their books with them.  

What did the children learn?

The children expressed their creativity and imagination through the use of their art and craft skills such as drawing and construction of a ‘book’ and thus “develop confidence with the processes of art and craft" (Ministry of Education, 1996, p.80).

Because they asked me a question that lead them to develop a strategy to solve a problem as they are “exploring and making sense of the world”, thus "experiencing an environment where they learn strategies for active exploration, thinking and reasoning" (Ministry of Education, 1996, p.88).

J used and is developing physical gross motor skills when she was cutting with the scissors. Helps her hand eye co-ordination too.  They will "gain increasing control and skill in using materials and tools safely" (Ministry of Education, 1996 p.98).
The children’s drawings show their thinking and thus they were able to use their work to make plans and tell a story through the pictures in their ‘books’ (Wright, 2003).

They also develop and improve their fine motor skills as they hold the coloured pencil or crayon and draw. They are sharpening their perception and observation skills as they draw what they have observed and perceived (Gonzalez-Mena, 2008).

C and K see themselves as capable, competent learners taking responsibility for their learning. With scaffolding and guidance they planned for themselves what they wanted to do and make their own decisions and put their plans in action.

Where to next?

I would like to extend the children's interest in the story of Snow White by reading my Disney's Snow White book to them. I could also suggest to them to re-enact the story with dress up clothes depending on where it leads. 

To extend on their interest in drawing, I would like to show them photos, postcards, books of different pictures, and other items to inspire them to draw more pictures. They have never tried drawing with chalk on a blackboard before, which could be something that I could introduce to the children, as well as other resources such as whiteboard markers and a whiteboard.

An excursion would be good too to places that would extend the children interest in butterflies and drawing such as Butterfly Creek or Auckland Museum. The children have never been on an excursion as a class to those places before so I am sure they will love it! However it’s up to the children what they want to do though! 

J busy and working hard on her drawing

C is hard at work too. 

S joined us and drew lovely dinosaurs.

J cutting out her picture, great skills with the scissors! 

Reference List 

Gonzalez-Mena, J. (2008). Foundations of early childhood education: Teaching children in a diverse society. (4^th ed.). Boston, United States of America: McGraw-Hill.

Ministry of Education. (1996). Te Whãriki: He whãriki mãtauranga mõ 

           ngã mokopuna o Aotearoa:  Early childhood                                                       curriculum. Wellington: Learning Media.

Ministry of Education. (2009). Kei tua o te pai: Assessment for learning:                          Early childhood exemplars (20). Wellington, New Zealand: Learning                   Media. 

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

Wright, S. (2003). The arts, young children and learning. Boston, United States              of America: Pearson Education. 

Ring Ring! Hello?

Date: 13/4/11                                                                                                              Teacher: Mindy


Since the telephone was invented, it has been a form of information and communication technology (ICT). You pick up the receiver, dial a number, the receiver hears and receives the call, answers the call then the conversation and communication begins. People can choose to talk to others on the phone if they prefer not to talk to them face to face, I feel it is the next best thing to talking to others face to face.

Today B brought her toy cell phone to KKH for sharing at show and tell time and showed it to me. “Look at my cell phone Mindy!” It was a toy Nokia cell phone. She had seen my cell phone before and so asked me to show it to her. I took my cell phone out of my handbag and handed the phone to her. My cell phone is a Sony Ericsson, but has similar features to other cell phones even though the brand and style is different. B studied the cell phone for awhile and I showed her the various features of the phone such as the envelope symbol is where you go to send a text message.  “Can I write a text message?” asked B. “Sure.” I answered and using the letters corresponding to the numbers on my phone, she wrote, “Hi Mindy my name is B.”  Then C and A came over to join us by this time.

Then B used her cell phone, pressed a button that made a sound then said, “Hello?” I picked up my phone and then also said “Hi B! It’s Mindy! How are you today?” “Hi Mindy! I’m good!”  “Isn’t this fun? Talking on the phone?” “Yup! Hahaha!” “Cool eh?” “Yup!" "We should do this more often!" "Yeah!" "Okay B, thanks for calling, it's time for Mindy to go now, nice talking to you!" “Okay, bye!” “Bye!” I put the phone away and B showed C and A her cell phone, pressing the buttons, then B made a ‘phone call’ to A and C and they had a phone conversation. Then I watched B “call” her Dad, pressing the buttons to dial a number and talked to him - "Hello? Hi Dad! It's me B! How is work going today? Can you buy me Nutella for my lunch? Ok thanks, Bye Dad!" I went to B and said “Nice of you to want to talk to your Dad. You miss him don't you?” She nodded. Then I explained to her that when she does talk on the phone to make sure that it is with someone she knows and not to use silly language when talking or texting, to emphasise the centre rules and model safe use of information and communication technology. C and A found a cordless phone from the family corner then B called them  and they had conversation together. 

B writing a text message

With the use of a form of ICT like cell phones, the children learned numerous skills. Through provided opportunities the children was able to learn to initiate a conversation and take the initiative during conversations, develop the ability to converse with others and “the expectation that verbal communication will be a source of delight, comfort, and amusement and that it can be used to effectively communicate ideas and information and solve problems” (Ministry of Education, 1996, p.76). They also develop listening skills and then reply with an appropriate response (Ministry of Education, 1996). 

B learned she can verbally communicate on the phone her needs and/or wants to someone like her Dad. That is how telephones work and at some stage in the future she will make an actual phone call with a real telephone or cell phone beyond her home or classroom. Obviously she already has some knowledge and skills from watching her. B also learned how the letters and numbers interlinked as she wrote a text message using an actual cell phone, and thus how a cell phone works and its popular feature text messaging. I feel in the future she will be really good at it. 

Children’s belongings tell a lot about themselves and their interests to others. Thus when a teacher and other people show an interest this allows them to develop “a sense of ‘who they are’, their place in the wider world of relationships, and the ways in which these are valued" (Ministry of Education, 1996, p.68.). 

B showed me she found the envelope symbol and is about to click on it

Everyday experiences, especially in technology, I feel, should be incorporated in early childhood centres to enhance children’s learning (Ministry of Education, 2005). This is now part of their lives and learning journey as they continue to utilise and develop their communication and social skills.

Obviously, a cell phone, when used properly can create opportunities for social interaction and conversation (Van Scoter, Ellis & Railsback, 2001). As a teacher I feel I should model safe and responsible use of information and communication technology to encourage the students to be safe and responsible users of technology (Netsafe, 2008) as well as identify and deal with the concerns of safety and appropriateness (Ministry of Education, 2005).  It is important for B to learn to keep safe from harm (Ministry of Education, 1996). 

A now is talking to B 

Where to next?

I would provide my students with an opportunity to explore with different types of telephones such as various used but real telephones and cell phones, where the children can press buttons and make numerous phone calls and conversations. I could take the children to the office so the children can observe ICT in action, for example how the fax can work like the telephone as well as observing the telephone being in use in the office. "Identify and accessing ICT resources beyond the classroom is one way of helping children to see ICT being used in real contexts" (O'Hara, 2004, p.55).

I might also provide the children with the resources and materials for them to make telephones, such as paper cups and strings, cardboard, paper and more. This will help the children learn the different creative ways that telephones and phone calls can be made. 

C is now talking to B

B calling and talking to Dad

A and C having another conversation and enjoying it!

Reference List

Ministry of Education. (1996). Te Whãriki: He whãriki mãtauranga mõ 

           ngã mokopuna o Aotearoa:  Early childhood                                                       curriculum. Wellington: Learning Media. 

Ministry of Education. (2005). Foundations for discovery. Wellington,                            New Zealand: Learning Media. 

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

O'Hara, M. (2004). ICT in the early years. London: Continuum. 

Van Scoter, J., Ellis, D., & Railsback, J. (2001).Technology in early                        childhood education:   Finding the  balance. Portland, United                       States of America: Northwest Regional Educational Laboratory.

Baking Time! Yummy Chocolate Cake! By Mindy Cheung

Date: 6/4/11                                                                   Teacher: Mindy
                  
When people think of technology, most of the time they would be referring to electronic things like computers, television, cameras, telephones and so on. This is information and communication technology or ICT for short. But have people considered technology in a broader sense and other aspects of technology? I've come to realise that even simple objects like a pen can be a form of technology, when technology is considered in that way. This object can enhance children's learning when used for a scientific or technological purpose (Hubbell, 2007). 


So, today when I was baking with the children, I also realised that they are using a form of technology - food technology. It involves the processes and steps in the preparation and manufacture of food. We will also need to consider the ingredients, materials, the processing of the ingredients and cooking 
equipments, how we get to the final cooking step in the process (the oven, stove?) to the final end product - the meal!  Yum! 

I wanted to bake a gluten free chocolate cake because J is on a gluten free diet and I felt it was important to include him in this activity as he likes to participate whenever the teachers do a cooking activity. So, I gathered all the children around a table, with all the ingredients and materials ready. They all waited patiently. 

Then, step by step I went through the method of the chocolate cake recipe, explaining what needs to be done and then they can each have a go at it. Like for example, the first step was to sift 1 and a half cups of flour and so the children, using a spoon, spooned 1 cup then half a cup into the sieve. J asked "Why do we need to sift the flour and baking powder?" Good question J! To explain, I answered "We need to sift the dry ingredients to break down the big parts and make them into smaller bits, then the cake will be nice and light." This baking activity allows children to think about the process and thus they will have questions (Ministry of Education, 1996). 

 I showed the children how butter was melted in the microwave, A put the plate of butter into the microwave and I showed him the buttons to press. Whir goes the microwave then they heard it beep when it was done. They were fascinated at how the microwave had melted the butter, exclaiming "Cool!" "Wow!" They got to take turns pouring the ingredients into the mixing bowl and then using a wooden spoon they took turns mixing the ingredients, passing the bowl around the table to each person. Here, they are learning about turn taking whilst observing what is involved in cooking such as knowing what ingredients are needed, the equipment, and so on.  These are the "responsive and reciprocal skills" that the children are developing which is essential (Ministry of Education, 1996, p.74). 

They had questions answered during the process which allows them to develop their language and verbal communication skills for complex purposes (Ministry of Education, 1996). 






 At last the cake mixture was poured into the cake tin and the children watched me put it into the oven. I allowed the children to taste a little bit of the cake batter left in the bowl, so that they can utilise their taste buds and thus "making sense of their world by using their bodies, including active exploration with all their senses" (Ministry of Education, 1996, p.86).  During this time I also had a talk with J about the fact that I too, like him, am also on a gluten free diet. "Are you gluten free?" He asked me, surprised. "Yep." I answered and showed him my lunchbox. 


What else did the children learn? 
From the experiences, observations and conversations the children also learned that the microwave can melt the butter and turn it into liquid. When mixed the ingredients turn into an uncooked batter, then it is edible once the cake is baked and out of the oven. They had the opportunity to explore and talked about the certain processes involved in cooking and what happens (Ministry of Education, 1996). 

They need to learn to be safe when handling food such as the plate of melted butter which was why I discussed with them about handling hot food. Thus they will know how to keep themselves safe from harm (Ministry of Education, 1996). 

They were told to wash their hands before going to the table  and I explained why they should not put their fingers in their mouths while mixing the ingredients in a way they would understand - to avoid the spread of germs and sickness. Food hygiene is very important, and what they learn will emphasize what they are being taught previously about safety and hygiene when cooking (Gonzalez-Mena, 2008). 
Through our conversation, J was able to relate to me through the fact that he and I are both on a gluten free diet. This is something that we have in common. Thus he is not the only one! He is developing an understanding of his body and his nutritional needs as well as a sense of himself as a person (Ministry of Education, 1996). 


I felt that cooking with the children was a meaningful, educational and purposeful activity which enabled to meet their learning needs (Smorti 1999). The skills and learning are certainly useful. 


I would like to extend the children's learning with further cooking activities that involves food processing such as an electric beater, the blender and so on. They would be able to see how a smoothie, for example can be made with the blender. If possible, a trip to a bakery, I feel would certainly extend the children's learning and interest in food processing and baking.  

J is mixing up the ingredients with the electric beater :) 

Our cake cooking in the oven, mmm! 

Mixing the batter!

Reference List

Gonzalez-Mena, J. (2008). Foundations of early childhood education: Teaching children in a diverse society. (4^th ed.). Boston, United States of America: McGraw-Hill. 

Hubbell, E. (2007). Technology in the early childhood classroom. Learning 
           Connections. 3, 32-   35. 

Ministry of Education. (1996). Te Whãriki: He whãriki mãtauranga mõ 

           ngã mokopuna o Aotearoa:  Early childhood curriculum. Wellington:      

           Learning Media.

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

Blog One - Say cheese, click! :) Young Talented Photographers

Date: 18/3/11           Teacher: Mindy

Today, K and M saw me taking pictures with my digital camera and

asked me if they can take pictures too with my camera. Since I was there, I didn't mind. First I showed them the pictures that I had taken of them with my camera. They loved the pictures and were fascinated at what they saw. I  noticed that obviously they were curious as to what I was doing and thus wanted to do the same. 

Being curious at to what they are going to do with the camera and

how the pictures they are about to take are going to end up, I stood near them. I asked, them "Now that you have the camera, what are going to do with it? What are you going to take pictures of?" 

They replied, "You!" and burst into laughter. I laughed too, when I heard that. "Sure you can take pictures of me, anything else?" 

"Ummm" They are thinking hard. "Anything!" 

"Great! Here's the camera, go for it!" I encouraged. 

Our garden's flowers

They took the photo and, being curious as to how the photos would turn out, I followed them. 

M had the camera said “Mindy I’ll take a picture of you first!” I told them where to press to take a picture. After that, I wanted them to decide where the picture should be taken, so I asked them, “Where would you like to take the picture?” K, immediately said, “I know, over there, outside by the garden!”  We went outside and then once I posed for the photo, they clicked away!  “Say cheese Mindy!” said M. Then they walked around the garden, stopped and took some more photos, of their friends, the garden and the worm farm. Then they came to me and I showed them the pictures they took and the other features of the camera.  They passed the camera to each other to have pictures of themselves taken. We even went outside by the grass and trees and they clicked away. "Look!" Said A, "Our shadows!" Then she took a picture. We went back inside and they took more photos. I commented on how they had done a good job! 

The grass by the trees outside

From today, obviously M and K are developing some photography skills. They might have seen their parents or other relatives taking pictures with cameras, and may have used one at home themselves. From noticing their interests, their words and what they were doing with the camera, this shows that they already have some knowledge of how cameras work. They could have learned these ‘photography skills’ at home or elsewhere.

It is important that the children’s skills within their interests such as photography, communication skills and social skills are developed and extended further. They will stay excited and keen learn more. They will thus develop a “perception of themselves as ‘explorers’ – competent, confident learners who ask questions and make discoveries” (Ministry of Education, 1996, p.88).  They were so eager and curious to use the camera, so I felt that it was a good opportunity for them to use this technology to help them learn. Their exploration, curiosity and giving things a go are valuable and important ways to learn (Ministry of Education, 1996). 

A saw the shadows!

Why should we let children use technology? Smorti (1999) states that "technology is a creative and purposeful activity aimed at meeting the needs of opportunities through the development of products systems and environments" (p.5).  Children would be able to take this opportunity to capture their learning moments whilst experimenting and developing their skills. 

As a teacher I feel it is important to support, encourage and implement on children’s interests and curiosity. Thus I allow them to explore their environment around them such as the garden, the people such as myself and their friends and the camera to find out more. These are all important to them and their learning. They can they build on this knowledge of the world around them (Allen, 2002).

 A picture S took of me :) 

This is me, it's not very clear, but I wanted the children to explore.

K and M are provided with the necessary opportunities for them to use and build on their interest in digital cameras. This would enhance their learning and thinking further. To extend their interest even further, I would want to provide the children with more opportunities for exploration with the possibility of showing them different brands and types of cameras, books  about cameras, and the possible ways of incorporating cameras in their play, a photoshoot? I would want to encourage them to show the pictures they took to their friends. Also if possible, maybe a professional photographer could come to KKHC and talk to the children about taking photos and features of the camera that he or she uses. The possibilities are endless! 

S about to take a picture! 

Reference List

Allen, P.(2002). Science and Technology in the early childhood setting. Christchurch, New Zealand: User Friendly Resources.

Ministry of Education. (1996). Te Whãriki: He whãriki mãtauranga mõ ngã mokopuna o Aotearoa: Early childhood curriculum. Wellington: Learning Media.

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