The power that children have through their ability to independently access information and entertainment and access ‘adult’ knowledge, challenges traditional images of children as dependent, morally pure and incompetent. An alternative view is that children are competent users of technology, active agents in their own learning and very aware of the world beyond their family” (Arthur, Beecher, Death, Dockett, & Farmer, 1993).
.jpg)
We live in a technological age. My current paper titled “people, places, things and events” is currently informing me of the role technology has in early childhood settings. As we move towards a better future educators are faced with a technological movement in education that creates an influential undercurrent, impacting on our curriculum. This movement causes educators to take a stance for or against the incorporation of technology into our early childhood sector.
Unfortunately the Kindergarten in which I work in has decided against the incorporation of technological devices in the centre. Because it is part of the social environment we live in it is difficult to ignore in education, therefore I decided to discover ways in which I could incorporate technology into the centre through correspondingly contemporary activities.
An example of this was when I brought one of my personal, older but still functional, cameras into the Kindergarten to see how the children would respond. I placed the closed camera box on an outdoor table, sat down and observed the children’s reactions. The children displayed mixed responses; some exhibited no interest, others were uncertain and a small number of children participated in the discovery of the various processes and purposes of the camera. I discussed the ways in which to protect the camera, during this phase the children counted the batteries, checked to see if the batteries were loaded and established that the safety wrist band was attached to the camera. We then went through the steps required in order to take photographs. Once the camera was operational the children took turns using the camera.
Another child was enthusiastic to show me his painting that was hanging on the deck to dry. When he realised there was a camera he could use he began taking a steady stream of photographs of his artwork. Not only was he demonstrating a pride in his work, but he was discovering another artistic medium in which to express himself. His creative endeavours reaffirmed his individuality and validated his social role as a valuable member of the kindergarten environment. In another observation, a child expressed a fascination with the camera in its physical form, taking it in and out of the case and using it as an accessory. For this individual, I recognised that the process held a greater significance for him, rather than the product. This validates Smorti’s (1999) belief in “using a process approach to technology (similar to our current approach to creative arts in early childhood), it is the ‘doing’ that is important, rather than the ‘product’ ” (p.6).
To conclude, this experience has confirmed that technology does have a place in a non-technological setting. “Adaption and innovation are at the heart of technological practice. Quality outcomes result from thinking and practices that are informed, critical and creative” (Ministry of Edcation,2007,p.34).Using the camera with the children has supported my views that technology explored and utilised in critical amounts with educator-supported interventions, can be used as another tool for expression, documentation, creation, building confidence, and can be used to contribute and shape children’s identities.
References
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (1993). Programming & Planning In Early Childhood Settings (4th ed.). South Melbourne, Victoria Australia: Cengage Learning.
Caton, K. (2013). Snaptastic Shots photography Retrieved 30.03.2013, 2013, from http://snaptasticshots.com/
Downgraf. (2013) Retrieved 30.03.2013, 2013, from http://www.downgraf.com/wp-content/uploads/2012/04/168.jpg
Ministry of Education. (2007). The New Zealand cirriculum. Wellington, New Zealand:Learning Media
I loved reading how even though your centre does not embrace the technology movement that you yourself saw the importance of it and implemented your own learning experience using technology for the children. It is however unfortunate for yourself and the children that your centre does not embrace technology, maybe this is because the teacher's themselves do not know how to use the technology on offer today?
ReplyDeleteIt was refreashing to read how you didn't force the camera on any of the children and let them explore using it on their own time and in their own way, giving guidance when it was needed. Interestingly the children that were interested found different uses for the camera and percieved it's importance in their learning and centre life in different ways. The camera is a valuable tool for allowing children to express themselves and in this instance it has obviously proven to extend the children's expressive and explorative natures. It was great to hear how the child used it to document his artwork and did so with so much pride. Giving him another outlet to express himself and carry on with something he was previously involved is a valuable experience and this would have given him a sense of belonging in the centre which The Ministry of Education (1996) tells us is imperative, stating that "children and their families experience an environment where they know they have a place" (p. 58).
Crabtree (1982) states that "young children learn through their own actions. Their understanding is limited to their personal interpretation of their perceptions. A child's interpretation of this basic information differs enormously from an adult's" (p. 9). By allowing the children to experiment with the cameras at their own lesiure, you enabled them to interpret and percieve this piece of technology and the processes it can be used for and by capturing these moments you can recognise their interpretation and perception of it. One piece of technology meant different things for different children and aided their learning and development in different ways which is why a camera is a vital tool for centres to use and expose children to.
Natalia I really loved reading this blog post. I could picture in my head exactly what was occurring at the time of this experience. I too believe that cameras are a great piece of technology for children to have in their environment. Isn't it a shame that your centre does not have some cameras for the children to use freely. I really admire you for taking you personal camera in to share with the children. you can really see how much of a valuable learning tool it is. From this you could suggest to your centre that maybe from the photographs taken by the child- since she clearly shows an interest, an enjoyment for using the camera that you can together print her photo's out, laminate them and produce a book that can be displayed at the centre. This is using again more forms of technology process and we know as teachers, it is our job to offer opportunities for children to learn how to use technology as we are now in a technological error. This quote guides us as teachers in the direction we need to take, to lay the foundations for the children we work with in regards to technology;
ReplyDelete“… to develop a broad technological literacy that will equip them to practice in society as informed citizens and give them access to technology related careers” (Ministry of Education, 2007, p.32).
What a beautiful experience Natalia, I can visualise the event – I bet it made you smile at the some of the children’s over-eagerness to take as many photos as possible, of everything.
ReplyDeleteI thought it was admirable that although you came up against negative connotations with technology and using it in the centre, you yourself problem solved and thought of how to offer an opportunity for the children to experience digital technology. As we live in the digital world it is vital that children are given the experience and opportunity to participate through open exploration these different digital technologies (Smorti, 1999).
I agree with you about technology being creative and using the camera is a great tool in which the children can self assess and document their learning and develop the ability to represent their discoveries, using creative and expressive media and the technology associated with them (Ministry of Education, 1996).
To extend on this I would keep offering the camera to the children and have on-going discussion with the centre about what a fantastic tool it is and encourage them to allow the children unlimited opportunities to use digital technology.
This is a wonderful experience Natalia. It’s great to see that you brought your own camera in to incorporate technology into your centre. I can see by reading your reflection that the children had a lot of fun using the camera and had many learning experiences from this. This is a good experience for the children to explore this ‘new’ tool that has been brought into for them as it isn’t a regular occurrence. I loved reading about the child that had done a painting and then wanted to take a photo of it. Te Whariki (1996 )states “the ability to represent their discoveries, using creative and expressive media and the technology associated with them ”(p. 88) I really enjoyed reading this reflection - what a wonderful experience.
ReplyDelete