Reference List:

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2008). Programming and planning in early childhood settings (4^th ed). Melbourne, Australia: Thompson Learning.

Fisher, R and Garvey, J. (1991). Investigating Technology Book 1 Key Stage 2. Great Britain: Simon and Schuster Education.

Kin Wai Michael, S., & Mei Seung, L. (2005). Early Childhood Technology Education: A Sociocultural Perspective. Early Childhood Education Journal, 32(6), 353-358. Retrieved from             EBSCOhost.

Lee, W., Hatherly, A., & Ramsey, K. (2002). Using ICT to Document Children’s Learning. Early Childhood Folio 6(1), 10-16.

Ministry of Education. (1996). Te Whāriki: He Whāriki mātauranga mo nga mokopuna o Aotearoa. Wellington, New Zealand: Learning Media.

Mitchell, L. M. (2007). Using Technology in Reggio Emilia-Inspired Programs. Theory Into Practice, 46(1), 32-39. Retrieved from EBSCOhost.

Mouza, C. (2005). Using Technology to Enhance Early Childhood Learning: The 100 Days of School project. Educational Research & Evaluation, 11(6), 513-528. Retrieved from EBSCOhost.

Plowman, L., McPake, J., & Stephen, C. (2008). Just picking it up? Young children learning with technology at home. Cambridge Journal of Education, 38(3), 303-319. Retrieved from   EBSCOhost.

Plowman, L., & Stephen, C. (2005). Children, play, and computers in pre-school education. British Journal of Educational Technology, 36(2), 145-157. Retrieved from EBSCOhost.

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

Stephen, C., & Plowman, L. (2008). Enhancing learning with information and communication technologies in pre- school. Early Child Development & Care, 178(6), 637-654. Retrieved from EBSCOhost.

 Taylor, S., Morris, V., & Cordeau-Young, C. (1997). Field trips in early childhood settings: Expanding the walls of the classroom. Early Childhood Education Journal, 25 (2), 141-146.

Tsantis, L. A., Bewick, C. J., & Thouvenelle, S. (2003). Examining some common about computer use in the early years. Young Children. Vol 58 (1), pp. 1-9.

Wang, F., Kinzie, M., McGuire, P., & Pan, E. (2010). Applying Technology to Inquiry-Based Learning in Early Childhood Education. Early Childhood Education Journal, 37(5), 381-389. Retrieved from EBSCOhost.

Contributions to other student’s blog’s and the course blog:

Course blog:

http://tamarwk.blogspot.com/2011/04/children-as-competent-confident.html?showComment=1304495343275#c1819275555007173951

http://tamarwk.blogspot.com/2011/03/welcome-to-blogging-for-people-place.html?showComment=1304497641145#c975234040627677260

Student’s blog:

http://jodiestechnologyblog.blogspot.com/2011/04/blog-1-popcorn.html

http://lisasmithsblog.blogspot.com/2011/04/what-else-can-printer-do.html

http://lisastechlog.blogspot.com/2011/04/tractor-technology.html

http://lisastechlog.blogspot.com/2011/04/using-technology-to-make-feijoa.html

http://pritipratap.blogspot.com/2011/04/little-hands-and-computers.html

http://creativechildren-mit.blogspot.com/2011/04/normal-0-false-false-false-en-nz-x-none.html?showComment=1304420584128#c7978661593899774767

http://monika-prasad.blogspot.com/2011/05/technology-has-gained-acceptance-in.html?showComment=1304503889731#c185849380185252224

http://kanga-play.blogspot.com/2011/04/v-planner.html?showComment=1304505930879#c8492956384630530666

Reflective blog post on personal blog:

It has been a really exciting time throughout this project and tough at times but overall I really enjoyed it all. At the same time in going into the blogging system which was quite new for me I, however still managed to encounter a new way of using or working with the computer. It’s shown and enhanced my knowledge of other ways of educationally connecting with my classmates in helping and supporting each other and actually seeing each other’s work online through blogging so that we are able to comment and feedback on each other’s works. For examples I received a feedback from a classmate on feedback about our DVD exercise time which I was running with the children and she commented and said “I wonder do you and your peers partake in the ‘exercise time’ also? Perhaps this would make the DVD exercises even more pleasurable for your children. Another alternative to extend their experience with technology could be to suggest one or two of the children ‘lead’ the exercise time. Within my own practice, our children regularly hold ‘exercise-dance lessons’. The children take turns to stand up the front and lead their peers as the music plays.  With this feedback I was able to apply it to my practice and was able to find and expand on children’s interest. It’s really helpful knowing that your classmates can advise and add to my practice through blogging since we are all doing the same study. The more feedback the merrier our practice can become. After reading my feedbacks and other comments, I then began putting them into practice in my home centre which I also reaped the joy of seeing the children enhance their development in other areas of their growth which we weren’t aware of yet.

Coming to the end of this blog assignment which I feel has so many rewarding ways that it keeps putting a smile on my face. Even at the start when things seemed kind of confusing then getting stuck at varies places and thinking that I’m not on the right track at times but finally reaching the end really gives me a sense of joy!

This whole blogging system was all new to me but I have found it really interesting, important, and very helpful in view of my classmate’s comments and inputs to my work. It is also a time to reflect upon how things work well and why it didn’t work well. I have learned through this blogging that clear communication is needed for communicating with teachers and children about what’s happening, how we are going to do things, where and when it’s going to taking place and so on. Taking their interest seriously and reflect on it. Taylor, Morris and Cordeau-Young (1997) believed that the “experience should stimulate children’s interest, expand their knowledge, be fun and add varieties’ to the school activities” (p. 142). In the midst of all preparation I viewed that even though it’s a lot of fun but if it’s not prepared properly than things will get stressful. For example, we as teachers always explain to the children about safety rules during using technology.

Not only that Reggio Emilia approaches to curriculum, “that children’s thoughts, ideas and questions are taken seriously” at all times (Arthur et al. 1996, p. 232). For example, I talked with my supervisor about a four year old boy in our side pre-school that I had recognised him being sitting in the computer area at all times from the morning to afternoon. My supervisor explains to me that ‘M’ likes to do his own work for example building houses and cars using the computer. As stated in Te Whāriki Well-Being goal three and Contribution goal two, “that children developed a sense of responsibility for their own well-being and awareness of their own special strengths, and confidence that these are recognised and valued” (MoE, 1996, p. 52, 68).

I have learnt that technology is around us and we as teachers and educators needed to extend and enhance young children’s learning and development through using technology in our every day routine in the centre. It is very important to create a quality environment that it would bring variety of learning to our children.

I also learnt the importance of being a reflective teacher.  To take time in looking back to what I had already achieve to another level of growth and be professional in every areas of learning, teaching and every day practice. As Te Whāriki emphasizes that “reflect on practice are the first steps towards planning and evaluating the programme” (MoE, 1996, p. 45). It tells me the importance of encouraging teachers working with children to encourage what they are performing and why they perform the way they do. 

It is my goal here to scaffolding children’s learning to eventually become an independent learner as I continue to support and encourage them through using technology.

It is an amazing journey for me in working together with all children. I believe working alongside the children has its special link in building individual potentials within them. 

4. “ Exercising to the DVD/video player ”

Today, I observed some of the children in the centre who displayed an interest in exercising to one of our centre’s favourite exercising DVD’s called ‘love hearts’. These children danced and moved their bodies according to what they see and hear from the TV screen. They copied every move that the children were doing on the TV by moving side to side, clapping both hands, and singing at the same time. For the children to further perfect what they saw on TV, the process is repeated day after day. These few children remain inside and exercise to the TV screen while the other children play outside. According to Blumenfeld et al. (1991) as cited in Wang, Kinzie, McGuire, and Pan (2009) proposed that “technology may contribute to inquiry learning by enhancing interests and motivation, offering access to information, structuring the learning process with tactical and strategic support, enabling interactive representations that students may manipulate and explore, diagnosing and correcting errors, aiding production and managing complexity” (p. 382).

Once the children saw the TV their eyes and body language just changed into an energetic interest. Their eyes began to glow brightly and a gentle smile on their lips then their stance stood as if they were ready to dance away. According to Stephen and Plowman (2008) “by enhancing encounters with ICT we meant promoting the kind of sustained, mindful engagement that characterises active learning” (p. 638). The technology triggered different parts of their mind through to different parts of the body to respond the same or in their own way enlightening the learning development process in a more exciting way of learning. Not only that but the music that was coming out from the TV I guess also adds to a safe and happy environment whereas it helps reassure children that it is something that they can relate to, something that they can identify with, something that they can just feel safe and happy about which in a way can quicken their learning developmental growth. It has identified in Siu and Lam (2005) that “parents want their children to obtain the “best possible education; that is, they are not only concerned about whether their children will be able to earn a living, but about whether they are capable of keeping up with technological developments in the world” (354).

Mitchell (2007) encourages that “without the use of technology (videotaped dance watched on a TV), much of the conversation, ideas, and continued learning that children have learnt may not have happened (p. 35). It is very important that teachers should allow time and space for young children to learn more about technology in their everyday life. Therefore “young children can be successful learners if allowed the means to play, interact, and explore in meaningful ways which means technology can play an important part in providing these learning opportunities for all children, whether they have special needs or not” (Mitchell, 2007, p. 37).  Even though not all the children took part in the exercise activity, they were still able to engage by just sitting and visualising and enjoying what was being delivered from the TV screen. Again Mitchell (2007) believes that “technology can be a tool for young children during their explorations and inventions that assist in answering questions, whether designed by the child or asked by a teacher or other adult” (p. 34). Technology really attracts the attention and minds of children which adds to teachers daily teachings.  It encouraged us teachers to facilitate young children’s learning and development through technology in in our every day practice.

3. “Playing my music by using CD player, says L”

Research believes that “when used technology appropriately, not only does not take away from important developmental experiences, but it actually adds the potential of supporting children's unique needs and enhancing 
achievement” (Mouza, 2005, p. 514). 

Playing and exploring on CD player in our centre has a huge impact in L’s learning and development in ICT and technology. This curiosity has given L an opportunity that will bring maximum learning on technology. She has interest in technology for the last couple of months and she moves from art and painting to the music area. Ever since she learnt how to put the CD inside and how to take it out L then started to learn how to play and pick a song by using CD player. As stated in Mitchell (2007) "that with this in mind, although still honouring the need for the personal encounters, technology can enhance the learning of young children in many ways” (p. 33).

This morning, I set up the music area at the outdoor environment for L to explore and develop more with her learning on technology. She came straight to the music area after morning tea and starts to put her favourite Cd called Hifive musical. As L was playing different Cd’s on the CD player she told me that she got her own CD inside her bag from home. I told her she can go and get it  whenever she wants to. 

However, looking at L’s learning and development on technology in our centre she figures out how to solve her own problems when she faces difficulties. For example, one of the Cd got stuck inside the Cd player and L was trying to get it out. I just stood back and allowed L to work out how she’s going to remove it out if it’s stuck inside. Siu and Lam (2005) indicates that “application and problem solving are important in technology education” (p. 357). When L finally knew how to take the Cd out from the CD player by spotting that the Cd was unbalanced inside she then pressed down the Cd to make both sides balance. L was so happy that she could do it on her own and she told me, Lucy I can do it, I know what happened to the Cd, and I can do it on my own. Reggio Emilia strongly believes that “these young children are encouraged to be investigators of the world around them” (Helm & Katz, 2000. cited in Mitchell, 2007. p. 33). At the same time that you are teaching children you also need to give or allow space for themselves to figure or problem solve what they face within their learning growth in and around the centre instead of solving it for them or helping them all the time. More over our minds need things to be figured out in order for it to grow and develop. Siraj-Blatchford and Siraj-Blatchford (2006) have identified communication and collaboration, metacognition and creativity as three areas of young children’s learning that can be supported through engagement with ICT. By enhancing encounters with ICT we meant "promoting the kind of sustained, mindful engagement that characterises active learning" (Stephen and Plowman, 2008. p. 638).

This interest has evaluated the significant use of technology on L's learning and development. It has encouraged her with her future learning.

2. “Mummy on the phone...”

These toddlers are taking turns to talk to Y's mummy by using the centre’s cordless phone. Last week an 18month year old girl was in the process of transitioning from home to our centre. Every day she cries when her parents drop her and her four years old brother to the centre. This morning, Y was crying when her mother drops her off to school. Teachers have been giving her toys, different activities, and strategies to calm Y but it seems like it is not working at all. Our centre manager comes along and suggests how about if we can call up her mother for Y to talk to her to see if it might help. S, I gave Y the phone and automatically she stops crying when she hears her mummy’s voice on the phone. It has recognized that “communication and collaboration, metacognition and creativity as three areas of young children’s learning that can be supported through engagement with ICT” (cited in Stephen and Plowman (2008. p. 638). After Y talking to her mother on the phone she plays and interacted well with everyone and more happy throughout the day. Te Whāriki emphasized in strand one of well being that “children will develop trust that their emotional needs will be responded” (Ministry of Education [MoE], 1996, p. 50). 

Continuing on Y’s exploration of learning and development in technology she goes on to develop working alongside her other peers and reciprocal skills such as offering and taking turns (MoE, 1996. p. 74) of using the telephone. The next child named M came along to Y and asked to have a turn. I told M to asked Y when she finish she can have a turn. When M asking Y to have a turn, Y told her mother on the phone that M wanted to talked. Y continues talking to her mother joyfully knowing that her needs are met and she’s confident to be surrounded with new people. Suddenly S came along wanting to have a turn as well. Straight away without asking from S to Y to have a turn but Y gave the phone to her.

Observing these toddlers learning and development through using the telephone to communicate with their parents has encouraged us teachers to be involved more with technology such as phones, texting, emailing, photocopies, and so on in to children’s daily routine. The National Association for the Education of Children (1996) cited in Lee, Hatherly, and Ramsey (2002) suggested that “technology should support daily learning activities” (p. 15). It has been a new change in our centre ever since last week to allow children to contact their parents just for a few minutes only when they are in the process of transition and when children are upset or missing their parents. They are allowed to speak to their parents not more than five minutes. In order to enhance children’s encounters with ICT in our centre, teachers and staffs have to “plan for the whole group and for individuals, select and provide appropriate resources, arrange the physical environment of the playroom and organize staff resources in an appropriate way (Stephen and Plowman (2008. p. 648).

Technology has impacted our centre’s daily routine and also our children’s learning and development at school. It helps minimise the gap of children’s transition into early childhood and having their parents absent from their presence. Tsantis, Cynthia and Thouvenelle (2003) believe that “It is the teacher’s knowledge and skill about how to use the technology that makes the difference, not the technology itself” (p. 4). For examples if the teacher had a lack of knowledge and understanding about how to use a telephone and he or she transferred the way how a phone was meant to work in another way like as a cooking utensil for example then the child/children would have no real learning understanding and development about what a phone is and how it is used and what it’s for. So the learning of the children will come from the teacher’s knowledge and understanding of technology.