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Great idea pairing up VTS with children using cameras or iPad. Educators using VTS to facilitate conversations and discussions.

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Love idea of illustrating the benefits of the technology to the ECT's. Taking that approach; all about the children's learning opportunities.

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Although I love the ideas of technology for sharing of information with families etc.... it would be hard to implement when many correspondence have to be cleared by our council public relations team- limiting to effectiveness and spontaneity " in the moment".- our newsletters have to be censored.

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THE DAY STAMP- HAS CHANGED WHEN I'VE FIDDLED WITH THE RESIZNG!!!!

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THE DAY STAMP- HAS CHANGED WHEN I'VE FIDDLED WITH THE RESIZNG!!!!

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Enables students to use existing visual and cognitive skills to develop confidence and experience, learning to use what they already know to figure out what they don’t; they are then prepared to explore other complex subject matter alone and with peers. Thinking skills that become habitual and transfer from lesson to lesson, oral and written language literacy, visual literacy, and collaborative interactions among peers.                                          (Visual Thinking Strategies, 2016)

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Further benefits to share with the educators of the use of photos as incorporating technology into their practices; Illustrated through my project.

Facilitate conversations.
Share with others communities and culture.
Building community.
Help inspire other children.
Develop schema.
Recall a learning experience.
(Puerling, 2012)

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STEP ONE- Share my intended project with ECTs- potential benefits for children and enhancement of curriculum.
STEP TWO-  Begin the project; invite children to begin to take photos using technology devices.
STEP THREE- Collect children’s photos- invite/initiate conversations; implement visual thinking strategies. Use of the mirroring technique on the TV.
STEP FOUR- Present the wealth of knowledge gained from children’s photos- to enhance curriculum, learning, interests, etc…  to educators.
STEP FIVE- Promote educators to encourage children to continue to use the cameras/Ipads

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To incorporate the use of the camera or IPad to invite children to capture photos of their environment that is of interest to them, what they have learnt, etc... I will then encourage small groups of children or individual children to share the photos they have captured with me.  This acknowledges the work of Pueling (2012) that what children do share provide educators with a wealth of knowledge- how children process information, utilise vocabulary and create connections.  Pueling (2012) continues that presenting photographs in the context of learning can offer children the chance to explore ideas and start investigating new ideas. Photos can build the gap for children to connect the familiar and unfamiliar.

THIS IS INFORMATION THAT I WOULD SHARE WITH EDUCATORS TO HIGHLIGHT THE BENEFITS OF TECHNOLOGY FOF CHILDREN- HOW THIS WOULD ENHANCE CURRICULUM. USE OF THE MEDIUM OF CAMERAS/IPADS THAT EDUCATORS ARE ALREADY FAMILIAR WITH.

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For my project I wish to illustrate to the educators within our service the benefits of technology- drawing from the literature I have read. Ottenbreit-Leftwich (2010) “ rather than expecting technology to change the nature of teaching and learning, it may be more beneficial to help teachers use technology to enhance the curriculum” (p.1323).

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From reading and developing an understanding of social stories I believe they would be a fantastic source to be created and designed with and by children, not just children with additional needs. All children are developing and learning about the world around them. Social stories would be beneficial to all as they navigate the complexities of their world. This is diffidently something I am interested in. Particularly liked reading the sample social stories.

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An informative website that is practical to navigate and implement with children.

http://www.cheri.com.au/PDF_Files/professionals/Whatisasocialstory.pdf

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Example of digital storytelling (from a previous unit).

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Example of digital storytelling (from a previous unit).

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Having a lot of trouble uploading my story created onto the padlet.

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Victorian State Government endorses this approach- Digital stories combine the art of traditional story-telling with the use of new technologies, making stories more compelling, educational, engaging and creative. Digital story-telling allows students and teachers to tell their own stories by using simple multimedia software to combine the use of video, photos, art and audio such as music, narration and/or sound effects into a single presentation.

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Digital story telling- I like the idea of digital story telling; working together with children. Many children within my setting enjoy using prompts within the room to create a story. Why not use new technologies to enhance this interest with children. I/educators would use this to explore concepts that their would like children to better understand- through digital learning.

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In todays digital world early years educators should re-examine the way children learn and the way in which theearly years workforce organise their learning environment                          (Palaiologou, 2016).  

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In todays digital world early years educators should re-examine the way children learn and the way in which theearly years workforce organise their learning environment                          (Palaiologou, 2016).  

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“ Will open up new learningopportunities, enabling new types of ‘knowledge building communities’ in which children and adults collaborate together (Palaiologou, 2016.p.8)

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“ Will open up new learningopportunities, enabling new types of ‘knowledge building communities’ in which children and adults collaborate together (Palaiologou, 2016.p.8)

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Palaiologou (2016) states that families want advisement of the interactions with technology that will benefit children, rather than pointing out the advantages and disadvantages. So lets give the benefits……   for the children……

Better support educators to effectively engage children in critical thinking skills that are associated with ‘new learning’ and ‘new literacies’.
Potential from opening up conversations aimed at developing a range of critical thinking skills, meaningful learning experiences that are authentic and problem solving.

Child centred learning technologies- support inquiry, collaboration and relationships amongst educators and children- enables learning process to evolve.

A shift from passive acquisition to active learning experiences- discuss, investigate, seek and inform.

Ottenbreit-Leftwich (2010), Gutung & Rutledge (2014).

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PROJECT-Potentially to highlight the benefits of technology to children to begin to wheel of change... rather than focus on the attitudes focus on the perceived value of technology- draw attention to the benefits in practice.   

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PROJECT-Potentially to highlight the benefits of technology to children to begin to wheel of change... rather than focus on the attitudes focus on the perceived value of technology- draw attention to the benefits in practice.   

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The Early Years Learning Framework (EYLF) devotes a section of outcome five: children are effective communicators- children use information and communication technologies to access information, investigate ideas and represent their thinking.

The EYLF also refers to -contemporary texts include electronic and print based media. In an increasingly technological world, the ability to critically analyse texts is a key component of literacy. Children beneﬁt from opportunities to explore their world using technologies and to develop conﬁdence in using digital media (Department of Education, Employment and Workplace Relations , 2009).

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It can’t all be bad… can it? (Literature from research of positive teacher beliefs)

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It can’t all be bad… can it? (Literature from research of positive teacher beliefs)

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Looking at educator positives towards technology use in early childhood- I need to equip myself of the positives if I’m wanting to pilot my project and get it off the ground. Ottenbreit- Leftwhich (2013) supports this by stating that “when teachers believe technology uses are valuable, they are more likely to incorporate those uses into their practices” (p.1321).

*Using technology to address children’s needs.
*Motivated use- helping children learn and prepare for their future.
*A tool to engage and motivate.
*Children more engaged and involved in their learning process.
*Increase engagement = improved learning.
*Enhancing what is being taught.
*Learning made meaningful.
*Interactive practice.
*Enhance relevant skills that could be transferred and apply through out life

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Blackwell et al (2013) perfectly sums up my research project and intention- that changing early childhood educator attitudes to embrace the positive potential of technology to impact children’s learning could go a long way to increasing the use of technology in practice-
VERY RELEVANT.

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What hit me when reading relevant literature was educator’s attitudes towards the educational value of technology as a barrier for the exclusion of technology within early childhood (Ottenbreit-Leftwich, 2013). I found this interesting and a possible way to pitch to the educators within my setting- relate it back to the learning opportunities that technology can afford for children’s learning.

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I found this a interesting when noting potential influencing factors to teacher barriers- that age was considered to be an influencing factor, that I might consider relevant to the lack of technology use with the educators within my setting. Aubrey & Dahl (2014) from their research found that those who were younger had experienced the use of ICT at school, are more confident to experiment and figure out ‘how things work’.  This draws back to educators intrinsic barriers to the use of technology- confidence or anxiety.

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Refining my thinking and understanding- honing in my rationale for my project.

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Refining my thinking and understanding- honing in my rationale for my project.

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Particularly interested in the educator's attitudes and perceived values of the technology for children's learning.

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Blackwell et al (2013) & Ottenbreit-Leftwich (2010) have researched that intrinsic and extrinsic barriers to the underuse of technology.

Extrinsic barriers- lack of access to technology (which as a setting we have all the resources available to use), time to learn and use technology, training (professional development) and support.

Intrinsic barriers- pre-existing teaching beliefs, passion, attitudes, comfort with technology, confidence and perceived values of technology for children's learning, the knowledge and skill in the use technology.

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TEACHERS ARE A POWERFUL MEDIATOR OF TECHNOLOGY'S IMPACT ON STUDENT LEARNING"

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TEACHERS ARE A POWERFUL MEDIATOR OF TECHNOLOGY'S IMPACT ON STUDENT LEARNING"

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(Blackwell, 2014, p.82)

Educators to support and guide children's interactions in informed ways-ICT not merely used as free activity. Blackwell (2014) advocates for developmentally appropriate and intentional use of technology in early childhood education.

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Educator beleifs and educator practices.

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Educator beleifs and educator practices.

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I strongly support the research of Ottenbreit-Leftwhich (2010) that " teacher beliefs have more influence on teacher practice" (p.1322). This is evident I believe within my early childhood context that decisions the educators make on a daily basis is based on their beliefs which play a critical role in the integration of technology. From this understanding is the underpinnings for the under utilised use of technology within my context. These educators have twenty years experience each and are very strong in their practices when working with children and how children learn. Ottenbreit-Leftwich (2010) describes this as 'pedagogical dogmatism' and a primary reason why technology integration efforts have been perceived as failures.

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First thoughts of a rationale- project creation!

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First thoughts of a rationale- project creation!

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Continuing to reflect upon the knowledge gained from the intensive weekend I'm inspired and determined to implement and utilise the resources that are available within our kindergarten. With the insight about the potential willingness of the educators I work with- I believe that stripping back the technology 'back to the basics' and simplest from- building up from there.  As hopefully educator confidence and beliefs for the benefits to children's learning increase. Further research is needed into the documented reasoning why educators are reluctant to integrate technology into their early childhood settings.

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Visual thinking strategies: found this video insight and the VTS in action. How it works.
https://vimeo.com/81688821

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Insightful article about the use of photos- great resource for my project- particularly liked the photos for the use to tell a story- five card draw.

https://www.edutopia.org/blog/literacy-through-photography-for-ells-tabitha-dellangelo

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Aurasma become meaningful when Jono shared how he was going to use Aurasma enabling him to interact reading books and to talk to his daughter while his partner and daughter are travelling overseas for several weeks without him.

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(Blackwell et al, 2013, p.318)

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Found inspiration from aurasma- through conversations with peers discussions about the use of linking children's art work and children sharing their explanation and stories behind the work- applying meaning and understanding. I also drew inspiration from using family photos and encourage children to talk about their family- great sense of belong and identity.

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Still feeling excited about integrating technology into my early childhood setting- I have been like a sponge, absorbing all the knowledge and expertise through collaboration. I particularly took interest in the visual thinking strategies and the use of photos as media literacy- spot the difference and what's going on in this picture. To gain different perspectives, know more about the children and children at different levels can add comments and participate- facilities collaboration.

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This experimentation with creating avatars has afforded me the opportunity to reflect upon how this technology formation may be beneficial in enhancing children's learning experiences.

Offering educators the opportunity to explore with children how they view themselves- aiding in a sense of belonging and developing a deeper understanding on themselves- with educators learning how best to support and extend learning for individual children.

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"Teacher beliefs have more influence on teacher practice than teacher knowledge" (Ottenbreit-Leftwich et al, 2010, p1322)

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Through a cultural historical lens that as communities evolve over time, carrying with them and transforming the practices, technologies have come to the forefront of children's learning of the world around them. The cultural function connecting children to the 'realities of their cultural setting. ( Edwards, 2013). "Opening up new learning opportunities, enabling 'knowledge building communities' " ( Palaiologu, 2016, p.7).

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Your ability to experiment and interact with digital technology is effectively illustrated in your padlet! Continue to experiment and challenge yourself! Well done and keep up the great effort!
Moska

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Peer Feedback: Jono

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Reannon, I found your padlet easy to read and I could really visualise where you have begun on your journey and the pedagogical ideas that are evident throughout.

The use of text as a means of visual literacy accompanied by images and video enhances your journey. Well done love!

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It's looking good Reannon. You have put a lot of thoughts into the  ideas and concepts that you are wanting to take further. Thank you for all your help, support and troubleshooting with me and my questions over the weekend. You are a Champion.

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SCATCH: Collective communication & partnership.

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Time lapse experience:
Loved the functionality of the program lapse it. Would be fantastic to document children's learning or projects over an extended period of time- demonstrating children's journey- the process that has occurred and revisiting learnt concepts.

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TAKING THE TIME TO GET MY HEAD AROUND WHAT TO ADD TO MY PADLET.

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TAKING THE TIME TO GET MY HEAD AROUND WHAT TO ADD TO MY PADLET.

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Collaborating together....to converse as a community of learners, offering problem solving (trouble shooting), sustained shared thinking through conversations and shared goals. Collaboration offering support and guidance ensuring the interactions aren't in insolation and not mindfulness.

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Learning experiences from the weekend    - SCRATCH.
First thoughts from the first tutorial!!! how exciting this program is. Maybe a possibility for assignment two.... further tutorials have put a spanner in the works- I got confused about the process of adding to the script creating actions. I hope for the experiment or play session to offer the opportunity for clarity- practicing skills, gaining new knowledge through an interactive experience.........

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Technology identifies the means in which educators can emphasis  their teaching by empowering children to see themselves as knowledge co-constructors rather and than passive recipients of information provided (Palaiologou, 2016). It is through the work of Palaiologou (2016) that I reflect upon the context of how technology is viewed as interactive and active learning experiences that empower children to inquire, critique, create, collaborate, problem solve and create an understanding.

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Our resources.
Pairing the Ipad to our smart tv- mirror the  displays of the Ipad onto the tv.

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Possible project opportunity.
Through active interaction and engagement in multiple apps and technology within our workshops- I have been inspired to proactively incorporate and share the knowledge and skills I have learnt. I question will this inspiration be received in a positive or negative manner? I believe that beginning with the use of the digital camera or IPad possibly will be the most effective way to begin the transition into the world of technology.

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THE HILLS ARE ALIVE WITH THE SOUND OF TECHNOLOGY.

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THE HILLS ARE ALIVE WITH THE SOUND OF TECHNOLOGY.

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"technology continues to transform daily life worldwide, teachers need to prepare children for the technology skills they will need as they participate in society (Puerling, 2012, p.2)

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Current perspectives within my educational context

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Current perspectives within my educational context

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The frustration.....we have the technical resources available having relocated to a purpose built building that has the facilities for the ability to purposefully cement the incorporation of the use of technology within the educational program.

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Educators within my setting appear not willing to engage in the technology... hesitant of the unknown, continue to implement programs that have worked previously,  lack the skills, confidence and fearful of the "learning in isolation"- social aspect of learning. It is through conversations with educators that they consider it a threat to playful learning, Nikolopoulou& Gialamas (2015) support that children's traditional play and technology have common characteristics for example active involvement, self motivation, experimentation with new and different situations and high levels of engagement.

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Avatar Creations.

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After our Friday night session I felt excited with the opportunity to learn and develop my understanding and knowledge of the almost unlimited variety of resources of what constitutes technology and all the apps that are available to share and utilise with children, families, the community, colleagues within my early childhood setting to immerse in technology.............

How I felt after Friday night.

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Feelings of uncertainness of the unknown, unpracticed and unfamiliar skills and knowledge. From this topic of learning through new media and technologies I am looking forward to gaining a deeper understanding of the benefits and the potential that technology provides within an early childhood setting that will begin the foundations for building a better informed knowledge of technology to empower me to advocate for the use technology within my current early childhood setting.