Wednesday 6th April
Today as I read an “emergency services” book to a group of children, the discussion came about that there is not only a type of ambulance which can drive on the ground there is also a type of air ambulance. Some of the children agreed with this and others said that this was not possible. Child A decided that he was going to show his peers what an air ambulance was, so he moved himself over to the computer area and with my help we typed “air ambulance” into Google images. Instantly children were able to see multiple images, proving child A’s theory about an air ambulance to be correct. At this point children had found several images and information sheets about the air ambulance, I asked the group of children “how we could possibly show or teach our peers about our discovery?” Child B suggested “we could make a book”, this was agreed on as being a wonderful idea to which the children begun printing off their favourite images.
Children then made their way down to the printer to retrieve their printings, each child involved printed out their own sheet of pictures and information. Child A, B and C retrieved their information but for some unknown reason child D’s paper hadn’t printed off. I suggested we could go and try again, Child D said he “wanted a copy of child B’s air ambulance” so child B said “we can make a copy because at my house my dad copies my drawings”. So together with the children we made a copy for child D with the scanner.
Children then proceeded back to their room where together they began to create a book for all children about the different types of ambulance that we have here in New Zealand.In recent times it has become clear that technology has become so embedded in children’s lives, to the point where it has influenced human behaviour. Children interacted with digital technology to satisfy their information needs (Smorti, 1999).
By using technology throughout this experience children were given equitable opportunities to be engaged in learning tasks which were enhanced through technology. Such active use of technology supports children as decision makers, creators, directors of software’s and problem solvers while encouraging children to explore ideas and theories they might have (Gimbert & Cristol, 2004).
Technology is a creative and purposeful experience which is designed in meeting the needs and opportunities through the “development of product, systems or environments” (Smorti, 1999, p.5). Children used knowledge and skills, combined with the technological resources available to them to explore theories and ideas to find a solution and satisfy their information needs (Smorti, 1999).
Research suggests that children with access to digital technology’s show significantly higher developmental gains when compared to children without these experiences (Haugland, 1992). The potential gains for young children exposed to such technology are tremendous, including enhanced mathematical thinking, conceptual skills, critical thinking, problem solving and higher levels of motivation (Nastasi & Clements, 1994).
Through technology children are able to scaffold each other in their learning, share leadership roles, demonstrate increasing levels of communication and cooperation while developing positive attitudes towards learning (Haugland, 1992).
References
Gimbert, B., & Cristol, D. (2004). Teaching curriculam with technology: Enhancing children’s technological competence during early childhood. Early childhood Education journal, Vol 31, No 3, Spring 2004.
Haugland, S. W. (1992). The effect of computer software on preschool children's developmental gains. Journal of computing in childhood education, pp. 15-30.
Nastasi, B. K., & Clements, D. H. (1994). Effectance motivation, perceived scholastic competence, and higher-order thinking in two cooperative computer environments. Journal of Educational computing research, pp.249-275
Smorti, S. (1999). Technology in Early Childhood. Early Education, No.19 Autumn 1999, 5-10
Wow I love the narrative story you have used to describe the detail and process you have used to extend and further foster the children’s use of ICT technology. You have used many forms of technology within your learning experience and I can tell through the photos the children were very engaged and enjoyed the process and extension of technology used. I have enjoyed reading the stages you used and followed throughout the learning access and can see you are in your zone while using ICT while working with children. It appears you are very comfortable in your surrounding with the children. The literature you have used to back up your own theories and beliefs sound interesting so I am going to use the references provided to further my own understanding.
ReplyDeleteI like how you are not limited to resources in your centre for children and that it appears they have ICT readily accessible which is essential in early childhood to build and extend on current skills and knowledge they may already have.
Just to leave on a note to leave you thinking ,.... I was wondering do you view other components and objects as a form of technology for example the book you have used is technology, and the air ambulance in itself is a creation used from technology???
Ka pai Krista, enjoyed reading your blog and view points on technology
first of all WOW so much all in one experience. it is amazing to see the extensive learning going on. we also have those books at work and the children have asked about things like this. it is a great future idea to use with the children as it goes above the norm and just simply showing them the air ambulance but being involved with the entire process that they can print pictures and having a finished product that is theirs! i wonder how much of it the children would have wanted to do if they knew they were able, like knowing they have access to the photocopier and they can say oh we could use the printer. the children at my centre have very limited access to technology that they are aware of so doing an activity like this would also encourage their creativity? the possibilities would be endless.
ReplyDeleteGreat job Krista
Kia Ora Krista
ReplyDeleteI enjoyed reading your blog. How lucky the children are to have access to so much technology. Krista you empowered Child A when you went over to the computer and helped him show his friends that there are air ambulances. The children all seemed to be actively involved in the making of the book. The children were able to use the computer, printer and photocopier to create their book. This experience provided the children with the opportunity to learn about what each device does. Child B was making the connections between the home environment and the centre when he said my dad makes copies and then was able to make copies at the centre (Ministry of Education, 1996). This provided Child B with a sense of belonging. The children looked like they had good turn taking skills and that they were working collaboratively to make a book for their peers.
I was wondering if you laminated the photos or bound the book, or did the children with your help write their own story about their pictures. How were the children able to share their book with their peers? Did you have the opportunity to read the information on the printed sheets with the children? Could you further extend this interest in the air ambulance by reading or asking children about what other emergency services there are? I too like Nikola found your information about technology very interesting and how having skills and knowledge about technology has so many benefits for children. Thank you for sharing your blog with me.
Nikola: Thank you for your comment, yes after this experience we made a book which we laminated and bound to share with other children. It was interesting that you acknowledged that we were in fact searching a type of technology through technology. This could have prompted further discussions within this experience and is something I will now consider within my practice.
ReplyDeleteJazza: Yes I found children did apply creative skills in the choices they made with images, scanning and printing, and also the way they put the book together it could be considered a type of visual art. Thank you for your comment
ReplyDeletePadma: Children were provided with the opportunity to laminate and bind their "emergency services" book. Together with my guidance children added their new understandings of the air ambulance into the book. At group time children involved shared their findings with their peers and teachers. Thank you for your suggestion Padma I have since learned after the experience that children are not only interested in air ambulances but all emergency services, we have since begun a project on this topic.
ReplyDelete