Educators see the word ‘Technology’ in the frameworks, both
in the Early Years Learning Framework, and the Framework for School Age Care
and they panic. Feelings of inadequacy overwhelm them as they wonder “How in
the world are we going to teach children all about computers when I am lucky to
be able to download my emails once a week”, or they get a lump in their throat
as they think about the cost of installing computers, tablets and online gaming
in every room in their centres.
Before you pack it in and find a new career because you are
so buckled with fear at the concept of having a Technology Curriculum in your
weekly program, let me ease your fears. Engaging with technology, or as stated in
the Learning Frameworks ‘technologies’, is not that hard, costly or scary. It does not
require a great degree of knowledge about computers, software programs, nor a
great deal of money. All that is needed is a few ideas, some key words and a
starting point!
But first we need to step back and define what technology
actually means.
Our friends at Wikipedia define the word technology as
referring to:
- … the making, modification, usage, and knowledge of tools, machines, techniques, crafts, systems, and methods of organization, in order to solve a problem, improve a preexisting solution to a problem, achieve a goal, handle an applied input/output relation or perform a specific function. It can also refer to the collection of such tools, including machinery, modifications, arrangements and procedures. Technologies significantly affect human as well as other animal species' ability to control and adapt to their natural environments. The term can either be applied generally or to specific areas: examples include construction technology, medical technology, and information technology.
accessed 31/5/2013
When I read that definition there are a number of statements
that stand out, and ones that I believe can direct us towards exposing children
to ‘Technology’
- …making, modification, usage, and knowledge of tools, machines, techniques, crafts, systems and methods of organization…
- …solve a problem, improve a preexisiting solution to a problem…
- …achieve a goal...
- …perform a specific function…
- …ability to control and adapt to their natural environments…
When we take apart that definition we see very clearly that
Technology is not just about computers, or what we refer to as ICT (Information
and Communications Technology), it is about the use of tools to help us solve
problems or achieve goals.
Explicitly it appears a number of times in both EYLF, and
FSAC.
In our Practice, “Access to digital technologies can enable
children to locate global connections and resources, and encourage new ways of
thinking and communicating” (Environment, MTOP, p15) (Learning Environments,
EYLF, p16).
In the Outcomes, we are identifying that through the use of
technologies children are becoming ‘Confident and Involved Learners’ (Outcome
4), and we are giving them opportunities to become ‘Effective Communicators’
(Outcome 5).
We can also see how the use of technologies can add value to
so much more throughout both EYLF and FSAC. In overarching themes of Belonging, Being and Becoming we can
see the following.
Belonging: Taking and sharing photos and videos children can
celebrate their place in the world. Creating signs, sharing information and
making displays give children a sense of ownership. Children can work together
on projects further enhancing their sense of belonging.
Being: Being celebrates the here and now, children are
documenting what they are doing, learning new skills, and being challenged.
They do this by using a wide variety of tools ranging from hot glue guns,
screwdrivers, food processors, cameras, tablets and computers.
Becoming: By ensuring that the use of technologies is embedded
in our programs, we are giving children the opportunity for continued and
sustained learning and development. Children are finding things out, working
things out and finding solutions. They are being creative, and finding new
solutions to problems.
Some of the ways that I have embedded the use of technologies into programs:
Cooking
Doing a cooking activity every week. The recipes would vary and were often suggested by the children, although Educators have been known to
suggest their favourite activities as well. During cooking activities use a wide variety of tools including: mixers, food processors, stoves, ovens,
frypans, knives and, if you are up for the challenge, even a trangia stove. The children experience this wide
range of tools, they test them out, learn what they are for, and produce an end
product. During the cooking activities you can hear the conversations the
children and educators are having, they are comparing the tools, and discussing
the benefits of each one. Some of the conversations I have overheard have
included: the acknowledgement that a
food processors chops food more smoothly and quicker than a knife; that our
electric grater is much faster than a manual one, but does indeed sometimes get
stuck; and that cooking outside on a small trangia definitely takes longer than
inside on a big stove, but there is something really cool about cooking outside.
You could also consider putting together of a family
cookbook. Children will bring their recipes from home and you then cook them at the program. Then produce a cookbook by typing up the
recipes on the computer, taking photos of the process and final product,
printing them off and then using the binding machine to put it all together.
Art Journals
In my programs every child has an art journal. They can do
whatever they want in it, it stays in the service and they continue to work on
it throughout the year. As well as drawing and painting, some of the children
use the iPad to create art work to print so they can stick it in.
We also take photos of artwork we have created. The children
can then give it to someone special, but then keep a copy for themselves in
their art journal.
Promoting Physical
Activity
Have lots of music in your program, the children will be up, dancing and singing, in no time. Children will choreograph and then rehearse
their own performances, the rest of the children and educators are then invited
to watch. Tickets and flyers can be produced using simple wordprocessing, and this
information is printed off. The performance itself can be filmed, photos can be taken
and then these are displayed for families.
At our program we would often take the children into the local
reserve to walk, run, and kick a ball. A way to make it just that little bit
more interesting is to use a GPS unit to do some Geocaching. An educator sets
up a trail in the reserve, and the children then follow GPS coordinates using
the GPS unit for a very cool treasure hunt. We are lucky that we have a number
of Scout Leaders in our educator team, but I recommend asking amongst your
families. You are bound to have someone who is a Geocacher, or a member of a Scout
Group that can help you out.
Craft Activities
Ensure you do a wide range of craft activities, we were always
trying something new, and testing out awesome ways to do things. Remember,
embedding technologies into your curriculum, is about using a wide range of
tools and allowing children the time to test, explore, evaluate and test again.
These are just some of the ways that we use technologies in
our daily curriculum, but of course there is so much more. At our program we
have worked hard to ensure that the use of technologies is just there. Children
are given the freedom to use the cameras, computers, printers, and tablets to
enhance their play. We believe the children are competent, and give them
opportunities to use screwdrivers, hammers, food processors, hot glue guns,
trangia stoves, hair dryers and much more.
The use of
technologies and that National Quality Standard
Below, find just some of the ways that our use of
technologies fits into the National Quality Standard. It is possible to track
the use of technologies in almost every Quality Area, but here are just a few.
Quality Area 1: Educational Program and Practice
·
Generally, programming information and
documentation can be produced using electronic media.
·
1.1.4 Giving us creative ways to make documentation
on children’s program available
o
Taking photos, creating photo collages
o
Facebook/Blogs and other social media
o
Emailing electronic newsletters
·
1.1.5 Can assist us to ensure every child is
supported to participate in the program
o
Give opportunities for children to use tools
such as cameras as a way to interact with other children
o
Communication tools
Quality Area 2: Children’s Health and Safety
·
2.1.1 Ensuring that each child’s health needs
are supported
o
Electronic documentation can help keep
information organised and readily available
·
2.2.2 Promoting Physical Activity
o
Outdoor activities such as Geocaching get
children outside and exploring, the use of a GPS adds a bit of excitement to
the standard treasure hunt.
Quality Area 5: Relationships with Children
·
5.2.1 Giving children opportunities to learn
from others
o
The use of ICT tools such as online
encyclopaedias can enable lots of fact finding.
o
New craft activities can be looked up online and
shared with each other.
Quality Area 6: Collaborative Partnerships with Families and
Communities
·
6.1.1 Effective enrolment process
o
Enrolment forms available online
o
New families information emailed out to families
on enrolment
·
6.1.3 Current information available
o
Up to date website
o
Displays produced using a variety of software
programs ie/ picasa
·
6.2.2 Information about community services
o
Links on website to further services
o
Director to use the internet to find information
for families
o
Subscribing to emailing lists on Community
Services to get information to give to families
·
6.3.2 Transitions
o
Electronic information such as snapshots,
observations, learning stories can be forwarded electronically if the families
desires.
Quality Area 7: Leadership and Service Management
·
Throughout QA7, information can be stored
electronically to aid is dissemination when necessary.
Parting words
·
Do not be scared of the word ‘Technology’, with
some careful consideration and a selection of tools you can begin children on a
path of technological exploration. I do highly recommend purchasing some sort of
ICT for the children to freely use in the program. Whether that be an iPod
Touch, iPad, ASUS, Samsung Galaxy Tablet, Netbook, Notebook or desktop
computer. There are a number of programs and applications for all of these
tools that will give children a number of opportunities to develop their skills
and knowledge. ‘Using Technology’ is not a program component on
its own, it should be embedded in everything that we do. Every programmed
activity can have a component of technology within it, whether it be the
exploration of tools to make the job easier or the recording of the activity.
Resources
Below, find a list of my favourite applications. Please
note that these are only a few of a huge selection available, and I have by no
means tested everything out that is available. Try things out, many
applications will allow you to download a basic version for free, and then you
pay a small amount to upgrade it and get more capabilities.
Making Movies
iMovie – on
the iPad/iPod Touch
PuppetPals –
on the iPad
Taking
Photos
Mega Photo –
on the iPad/iPod Touch
Mega Photo
Glasses – on the iPad/iPod
WordFoto –
on the iPad/iPod
Photo
Collages
Pic Collage
– on the iPad/iPod
PicFrames –
on the iPad/iPod
Picasa – on
the computer (this is also what I use to sort and do basic edits on all
our photos)
Scrapbooking
Martha
Stewart’s Craft Studio – iPad
ScrapPad –
iPad
Note
Taking / Documentation
Evernote –
iPad/iPod/Computer – will sync across all
Dailybook (a
daily diary format) – iPad/iPod
Note Plus –
iPad
Drawing
Drawing Pad
– iPad
Geo Color
Pad – iPad
References
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