Tuesday, 19 March 2013


High Technology, water and the humble laptop


This is my first blog  and it is highlighting the use of computers within our centre but also of the child’s world and what influence this has for them and how it can influence others. A small group of children have a strong interest in water play at present. Play is said to be the best learning environment for children. It is considered as Reggio Emila (cited in Gonzalez-Mena, 2005) suggests the third teacher. In response to this interest I had provided an opportunity for the children in water play. This experience had prompted them to explore for themselves how to transport water from one place to another.

In our centre there is not a strong ethos of ICT technology, but in saying this we have a centre laptop which we are able to bring into the class room if we choose to. Through this the children have investigated the making of a water wheel that interested them. Fleer & Jane (2011) supports computers as technology, they define this as a form of high technology which they moot as becoming the norm for our modern world.

Why do I believe in being a responsive teacher and support the use of computers for research?   MacNaughton & Williams (2009) suggest responsiveness promotes the children‘s ability to learn, explore and experiment in this case with technology. This ideal is interwoven with self-worth; feeling valued which creates an environment that is positive and supportive. Te Whāriki, he whāriki mō nga Mokopuna o Aotearoa, Early Childhood Curriculum (1996) states our aspiration for our children is for them to be “competent, confident, capable learners...”.This is not just for early childhood it is also in ‘The New Zealand Curriculum (Ministry of Education, 2007) a vision for young people …”confident, connected, …lifelong learners’” it also defines technology as “an intervention by design”…to…expand possibilities…”.

 Furthermore with links to ECE curriculum, technology for our children is woven throughout our strands (Ministry of Education, 1996) and highlights enabling children to recognise various technologies, higher or lower. Fleer & Jane (2011) point out that these skills and knowledge can be utilised in varying environments. I was amazed at how comfortable the children were in suggesting looking on the laptop computer. If it had been up to me I probably would have used books to support their learning, computers did not exist in my world as a child, so it is not part of my instant thought process. There is also thought that ICT should be outside our scope for ECE, Greenfield, (2006) argues that we need to provide the most basic forms of play and learning, as children are forgetting these and how to be a child.

I believe children are familiar with this technology in the first instance due to their home environment, Fleer and Jane (2011) summarise, it as what is used as part of a community it becomes normal and entrenched as part of the natural thought process. Broffenbrenner (Santrock, 2007) suggests systems that surround the child form the basis of their learning and Vygotsky's socio-cultural theory with our individual and collective 'Zones of proximal development' highlights, a social cultural environment that influences the child’s learning through experience, I agree that these have created the basis for a successful experience with ICT and contributed to my attainment of new understanding and skills. In essence this form of technology has contributed to equipping the child and me for participation in our current world of now and into the future.

Greenfield, C. (2003). Outdoor play - the case for risks and challenges in children's learning and development. Safekids News, 5.

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

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna ö Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Santrock, J. W. (2010) Lifespan development: International student ed. (12th Ed.). Boston, Ma. McGraw Hill

https://www.youtube.com/watch?v=AnBj_v4GlvA How to make a water wheel

https://www.google.co.nz/search?hl=en&site=imghp&tbm=isch&source=hp&biw=1254&bih=651&q=children+and+laptops&oq=children+and+laptops&gs_ 
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5 comments:

  1. Bexblogger21 March 2013 at 00:56

    Kathy, it was wonderful to read your blog and gain a better understanding about the place that you work and the culture of it, thanks so much for sharing your experience with us.

    Its amazing that the children in your centre used the computer to research and investigate how to make their own water wheel, did they have the freedom to use the technology on their own?

    I also agree with your comments about the importance of being a responsive teacher, children are inspired by teachers that are enthusiastic about their interests and extend on them. Its wonderful to read that you extended on the childrens water play in supplying a computer and being open-minded even although you mention it isnt how you would have initially researched with the children. I also use books on the daily rather than the computer as the children in my centre have a computer for themselves, however it is only used for educational games rather than study or research.

    Your following comment "There is also thought that ICT should be outside our scope for ECE", im unsure exactly what you mean by this, if you mean that we need a balance between ICT and physical, outdoor play/dramatic play/creative or messy play, I completely agree and I feel sometimes technology is taking over..this could be because I don't have a great understanding of it.

    It is amazing to see how much the children already know about technology and your correct when you say that the children's home life, back-ground and up bringing shape the child and influence them in such a dramatic way..technology is the way of the future, its wonderfual that your embracing it and that you feel equipped and ready for it!

    Thanks heaps for sharing,

    Bex :)

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  2. Kathy blogger21 March 2013 at 14:54

    Sorry I forgot to reference Fleer and Jane here it is
    Fleer, M. & Jane, B. (2011). Technology for Children: Research-based Approaches, Pearson, Frenchs Forest

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  3. Unknown23 March 2013 at 13:34

    Hi Kathy,

    I loved reading your blog. It must have been a great experience to be a part of and watch the children create this fantastic water wheel. You will have to explain how they created this and what resources they used. Sounds like a great activity to do within the centre with the pre school and kindy aged children.

    Ministry of Education (1996) states that "Children enquire, carry out reserach, and develop and test ideas and solutions as they explore and make sense of their world" (p.98)

    I love this quote from Te Whariki it really helps me to some up your blog about the children and using the laptop to help them to problem solve.

    Thanks Kathy

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  4. DonnaSblogger26 March 2013 at 00:43

    Wonderful first blog Kathy!

    Great to see you stepping out of your comfort zone and how by doing this you have new thoughts on technology and how this is part of your teaching life. With this said you really made me think as I read your blog.

    The first thing I picked up on was your dilemma for remembering the positives of yesteryear how children used to have more freedom to experience risks and move freely and how they are connecting with nature less (Greenfield,2003; Greenfield,2007; Sanders, 2002; Woyke, 2004). I think this is a very valid point to reflect on when placing technology into your philosophy.

    But then you rightly continue on about how technology is children’s reality and how comfortable they are and how much they enjoy it. If we are to teach from a social-cultural perspective don’t we need to value the way of the home? Interesting dilemma you have set yourself I look forward to watching your progress.

    I just wanted you to consider if we see ourselves as stepping into the children’s world what role we place on ourselves, does it change? I was intrigued to read Grey (2011) who suggested that we have a role to pass on our professional knowledge of technology safety to parents. Or Wang (2008) and Yang’s (2009) assertions that we need to consider a new way of communicating and collaborating with parents? What are your thoughts? Do you think your teaching team would join you on this new adventure?
    And how fascinating a waterwheel. It always amazes me the journeys children take us on.

    keep it up Kathy!


    ps just an interesting tipbit from Grey (2001) did you know in statistics New Zealand in 2004 recorded that 60% of Asian children had internet access, 52% European, 25% Māori and 19% Pasifika. Made me think have these figures changed that much to date? Might be a consideration to our teaching depending on the makeup of our community.

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  5. Jamee27 March 2013 at 16:24

    Hi Kathy!
    Thank you for sharing your blog post with us, It was very interesting and gave me a lot to think about in regards to my own practice. I thought it was a really interesting that you mentioned using a computer to access knowledge and understanding about how to build a water wheel, was not your instant response yet it was of the children. I think this highlights how fast the world is changing around us, and highlights the importance of self-reflection to ensure we best meet the needs of the children (Yang, 2009). I also believe it was very brave of you to follow the children’s lead using a method you may not feel as confident with. It was great to see the recognition of those connections from home and the prior knowledge bought in with the children, as the curriculum should be building on this knowledge and understanding (Ministry of Education, 1996) which is evident through you experience. I thought It was very interesting that you touched on both the advantages of technology but also the disadvantages, highlighting the importance of balance. Thank you for your wonderful entry, and I can’t wait to read more!

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