The proactive board has an unlimited series of programmes which permits the children and teachers to access materials and activities which outspreads the children's learning in any curriculum areas they choose. While I was observing the children as they viewed the proactive board I came to know the children had been learning new songs and copying new dance moves and singing by viewing the captions which proactive board provides underneath automatically and as Sue Smorti (1999) states “technology involves thinking about processes” (p. 7).
As an educator I gave all the children an opportunity in selecting which song would be played afterward this part was commonly teacher directed as I felt it was mat time and this would avoid struggling and will allow children to take turns in selecting a song. Throughout the process I had to support and scaffold the children when they clicked on the board using the electronic pen when selecting for items for example showing them the appropriate way of using the pen. When children are using the proactive board I think it supports and assist children’s logical and conceptual philosophy in relation to an almost unlimited range of music, literacy and maths which forms a great and exciting aspect all around as New Zealand curriculum (2007) concurs students advance understanding specific to technological originalities and situations and take considerations of in what way and why things work.
I personally reflect as educators we should introduce children to proactive board through early years as they will get an opportunity to learn so much such as art, technology, literacy, and numeracy and socialisation skills depending on what activities are provided for them as Sue Smorti (1999) concurs “children experience some of the technology and resources for mathematics, reading and writing” (p. 8). I feel when using the proactive board we should allow children to develop and practice their fine and gross motor skills often for example when using the electronic pen for writing or drawing on the board as this skill will help them when they will transition to school and as Tsantis, L., Bewick, C., & Thornton, S. (2003) suggest “technologies can help us better meet the social, physical, and learning needs of young children” (p. 8).
The challenge which I faced during this process was that I learnt that when using the board I was directing children’s learning process. For example guiding them step by step so that they could get the information correct but then I realised that as an educator I should not push children or force information into their brain as an alternative I must certify they have a chance to discover understanding for themselves and try our best to uncover them to an attractive environment and then consent them to discover those materials without hesitation so this perspective made me step back and allow them to explore the proactive board on their own. As Te Whāriki states children improve approaches for actively discovering and making sense of the world by using their figures, containing active exploration with all the intellects, and the procedure of tools, materials, and equipment to extend abilities (Ministry of Education, 1996).
When educators facilitates children to use proactive board they get a chance to get actively involved in the learning procedure through reading, writing and conversation rather than getting involved in inactively teaching for example when the educators only model the instructions and it will also help children to develop skills such as engagement towards learning and stimulating interest for learning. References
Images: Retrieved 15/03/2012 from Google Images www.google.co.nz
Ministry of Education. (1996). Te Whāriki: He whāriki matauranga mō nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
Ministry of Education. (2007). The New Zealand Curriculum. New Zealand: Learning Media.
Smorti, S. (1999) Technology in Early Childhood. Early Education, 19, 5-10.
Tsantis, L., Bewick, C., & Thornton, S. (2003). Examining some common myths about computers in the early years. Young Children on the Web, November 2003, 1-9.
Sharon, it was good to read your reflection which is written and flows well. It seems like at your centre children get lots of opportunities to use and explore all the new technologies which is an excellent idea and gives children head start to this new generation with all the new technologies around. It is good to hear that you allow and encourage children to choose songs for mat time where they will gain confidence and gets opportunities to choose their favourite songs. I was wondering how long your mat time goes on for? Do you allow all children to choose songs during mat time or just different groups of children at each mat time? It is also good to hear that you supported children throughout this learning process and you guided them. Looks like you have done lots of readings on technologies and the quotes that you got out of the literatures are good quality. Overall, it was good to read what goes on at your setting. Ka pai!
ReplyDeleteSharon, reading through your reflection, I feel that it is great that you are providing opportunities for children to experience the technology in your centre. I think that proactive board is very useful in children’s learning as well as it allows children to explore today’s technology. I liked the part where you have reflected back on your challenges as it allowed you as educator to look back at your practice and discover the areas where you need to work on. You as an educator are still learning and reflecting on your practice is allowing you to understand your learning and development as a teacher as well as recognising children’s development using technology. Stepping back and allowing children to just explore through the technology is building their self confidence but however you as an educator were also role modelling children the appropriate way to use this technology.
ReplyDeleteTino pai Sharon
Hi Sharon
ReplyDeleteI agree with you, that it is when you take a step back and reflect that you raelise who is benefiting and how are they a part of the experience through reflecting on your practice. This type of practice is rewarding to you personally and to the child as a learner. I agree technology is shaping the world today so we have to make sure that our children are exposed to software and to prepare them to understand how to use technology.
Reading your reflection makes me understand that the proactive board opens up many avenues of learning experiences such as writing, music, numeracy skills that will benefit their preparation for school. Technology allows children to work socially with others and to experience problem-solving skills. Reading your reflection I can see that this experience is offering many senses and contains music and sound. Allowing children the control they are able to explore with confidence and self-worth.
I personally find it so rewarding that we have learnt the developmental skills that take place in different experiences children are exposed to, and we are able to link it to literature and theorists.
Children learn the use of computers and many other types of technology with very little use because they come from home with this knowledge. I was watching one of the toddlers at my centre confidentley browsing the laptop, I watched with awe but it was so natural for her. This makes us realise how effective and easily accessed technology has become. Today I understand that technology is a tool that provides a way of learning and making sense of the world with computers for children. Yang, (2009) concurrs that "a professional teacher is one who regularly reflects on his or her teaching through critical thinking (p.11). Reflecting on our practice also makes us admit that children are teachers as well because we learn so much from them as well. This reading of "Yang" is informative about why we reflect, I suggest you read it if you have not.
All the best on your next reflection.