1st September 2013
After reading Keitha's feedback (http://ladycarrot3.blogspot.co.nz/2013/08/feedback-for-peers-reflections.html) on my reflection one "technology - will we ever keep up" where the children had the opportunity to use an electric typewriter (http://joannesblog2013.blogspot.co.nz/2013/08/reflection-one-8-august-2013.html) I agree that children have no fear in learning new things. It is the teachers who hold them back in fear the children might break it or do not have the time to monitor expensive equipment. As the children's interest was from writing letters we had been looking at the different methods to record information, for example using pencil, chalk, computer, phone and more and how this has progressed over time. I like the idea of setting up a post shop within the centre where the children can post messages to each other, maybe even a picture for mum or dad. We have a post box within two minutes walk from the centre and if the children are writing letters and want to post something one of the teachers would walk one or two children depending on interest.
Feedback from Erika (http://erikasblog2013.blogspot.co.nz/2013/08/feedback-for-racheal.html) also was with the children using the electric typewriter. I wonder from your comment "how the parents, teachers and children collaborated to figure out how to get it to work" if we allowed the children to work it out for themselves. We have push button and the older dial phones in the centre for the children to use and sometimes we expect the children to push their fingers in the dial phone and they dial with the phone without being shown how to use it. Looking at where technology has come from to further children's understanding we have put a notice up to all parents asking if anyone has a manual typewriter (adding machine or cash register) but there seems to be none around.
Racheal (http://rachealclark.blogspot.co.nz/2013/08/feedback-to-peer-reflections-keitha.html) has also given feedback on the electric typewriter. Racheal you agreed that nothing beats a hands on experience and I know that I learn more by doing as opposed to other methods. I guess that because our centre does not have any computers, we have one ipod which we do not use every day, the children can see that that typewriter is "real", it exists. Looking at images on a screen it can be hard to tell if it is real or not, especially if it is something that the children have not seen before.
Natalie (http://natsworld2013.blogspot.co.nz/2013/08/peer-reflections-and-feedback.html) has touched on my reflection "Caring for the environment" (http://joannesblog2013.blogspot.co.nz/2013/08/caring-for-environment-brush-shovel.html) where she liked how I noted the language the children were using. This was only picked up as I had been taking photos of the children and had accidentally pushed record and I was able to document their exact words. This has reminded me of how valuable it is to include the children's voices when documenting their learning.
Natalie has also given feedback on reflection two "Thoughts to paper - Coloured Pencils" (http://joannesblog2013.blogspot.co.nz/2013/08/thoughts-to-paper-coloured-pencils.html). You have suggested to extend "J's" learning would be to revisit her work using a new medium/tool. As the centre has recently visited a farm since "J's" drawing she has experienced seeing and touching a cow. The children also had the opportunity to milk the cow. Now would be the perfect time for "J" to revisit her work. I like the idea of using paint or pastels. Perhaps I could introduce "J" to "Glitter Art" http://natsworld2013.blogspot.co.nz/2013/08/reflection-3-20082013.html.
Using technology in the centre, whether it be computer and cameras or the basic technology tools such as pencils, recipe cards, hammers and many many more we take for granted but would be lost without them. The significance and use of technology on children's learning and development is fundamental in building the foundations for their future learning and experiences. Technology is always evolving and can provide children with challenging experiences.
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