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After such a busy weekend - I need to start putting thoughts down on paper and putting plans in to action

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So I anticipated a huge week of embracing technology in to the class room, but obviously when we plan something, it never goes to plan. This week there was a massive outbreak of gastro at my service, with over 20 cases in my class room. This meant that I spent more time cleaning and disinfecting the room than actually playing with the children. This disappointed me, but as an educator, I know that sometimes you can't control everything.
Rather, I read the readings, and caught up on some of the readings I had missed so far. It definitely opens your eyes about how technology can be used positively and negatively, and how previous encounters can really impact on how teachers teach technology and with technology in their class rooms.

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I've been exposed to technology since I was born, but become accustomed to using digital technologies from when I was about 4 years old, in terms of being able to use the TV and radio at home, and then the desktop computers in Primary School when I turned 5. We then got our own desktop computer at home as my brother started High School, before we soon all had our own laptops. This has led me to having very few fears when it comes to being able to use digital technology.
However, I do have great fear in the risks associated with being online with digital technologies. For me, this includes having accounts hacked, personal information stolen, or even my own identity being stolen. When I was in my teenage years, I had my Facebook account hacked.
With this being said, I am the digital technology guru at work, the one everyone comes to when there is a problem. We use an online communication system with our families, and I am able to navigate everyone through using it, even though I have my own hesitations about its security and safety. For me, it comes down to finding a balance between my personal beliefs and what families want to be posted to them.

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FAB work getting onto your Padlet! Technology can be scary, but there are ways we can safeguard and protect ourselves. You're gonna rock this unit, I know it! :D

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FAB work getting onto your Padlet! Technology can be scary, but there are ways we can safeguard and protect ourselves. You're gonna rock this unit, I know it! :D

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From this weekend, I am so excited to learn about new and exciting programs and apps that I can take back to my own service, and use with the children I teach. This year I am teaching 2-3 year old children, but next year I am the Kindergarten teacher so I am able to investigate more age-appropriate programs and apps. I am eager to learn new skills and challenge myself in learning new ways of learning and teaching.

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When everyone tries to get me to join iCloud

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A resource to further my understanding of the types of questions that I can ask children when they are being exposed to visual literacy.

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What needs to be the focus?

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Today we got to trial using Cinemagraph. We were able to investigate how it can be used, but honestly, I can understand how it will be difficult for young children to use. As seen by the screen shot below, by balancing the phone, there are still slight variations in the image which alters how it is perceived. I also believe that the selection of what to focus on could be problematic for children. In saying this though, I would allow children 5 and older to experiment with this App.

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With Rozena Hewitt and Tarryn Holland. This has given me a chance to put my ideas down on video, rather than written, and to collaborate with other Educators regarding their chosen proposed topics.

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AT2 doesn't seem so confusing anymore since breaking it down with like-minded Educators and Lecturers.

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Reflecting back on last Sunday, I was only available to attend class to learn about the coding section of the topic. I have used coding before while on my primary school placement in a grade 2 clasroom last year. Coding was used every day for at least 30minutes as it was part of their curriculum. The children were using a website that scaled them up after they had completed certain activities warranting the moving up. This included coding left and right, up and down, and setting up sequences.
This year I am in the 2 to 3 year old room, so coding seems very out of reach, however next year as a kindergarten teacher, I can look into sourcing the resources necessary for coding. Knowing that coding equipment is expensive, I can begin by using free websites on the interactive whiteboard and even using coding in real life by taping out a grid, and having the children as moveable icons that need to reach certain destinations as marked on the grid.
This has given me something to think about leading into the next couple of weeks.

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This is the first week back after the intensive weekend. I have learnt lot from the intensive weekend that I can take back to my colleagues, management team and kindergarten teacher. I am especially eager to show how iPads, for instance, can be used for different purposes, other than just taking photos and uploading our daily reflections on to our sharing website (KindyHub).
At work today, I need to run my proposed plans through my manager, who will hopefully give me the all clear to continue with them. My plan for AT2 is to observe children creating different art pieces, and record the comments they make while creating the art, as well as on the completion of their art. This will create a snapshot of of the process of what has been created which can be then shared with family and friends.

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I have now received approval from management to record the children in their work environments. As I have a good relationship with the families in my room, I will discuss with them what I will be doing, and how I can go about capturing this side of the children's communication regarding their own work.
The considerations I have at this stage, are that some of the children in my room are not putting full and fluent sentences together, so gaining an insightful interview upon the completion of their art will prove difficult. I am considering filming the entire process from start to finish, including our conversations through out the art process.

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Thinking about how I can make recordings work for my age group

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Thinking about how I can make recordings work for my age group

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Deciding how to best incorporate technology in the class room to provide ample opportunities to learn tech-free and learn with the aide of tech.

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I'm heading in to this week hoping that I may begin incorporating my AT2 digital technology project in to the class room. I feel that I am now a week behind on the progress of my AT2, so I almost need to go doubly as fast this week to catch up.
Regardless of the progress of AT2 at my service, I know I need to do many more readings this week so that I am completely up to date.
I am finding the text book very interesting, and I can't wait to finish it. There is so much detail in it, and so many perspectives are represented.

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Unfortunately I have had the week off with severe gastro. There has been no study occurring in this time.

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This week I will be engaging in the readings through edmodo and padlet. I will finalise my plan to incorporate technology into the classroom, and next week I will begin. There have been delays in doing this due to having to seek consent from higher management than we originally thought I’d need. Higher consent was needed due to the nature of the app and the ability for information and data to being stored and sent.

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Today I was finally able to get approval to use the app in my room. It came in perfect time as I was covered for study leave so that I could introduce the Explain Everything app into the room without having to be a part of the ratio. I used the app with 2 children, and I avenue mixed feelings about the app. I don’t have enough time now to explain my thoughts about the app, but I will provide a deeper reflection on Sunday when I can have the whole day inunterrupted by life to be able to put my thoughs into reflective writing. But for now, let’s just say I’m not convinced yet.

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As mentioned on Friday, I used the Explain Everything app with 2 of the children in my 3 year old room.
Firstly, I had to download the app again and pay for it after the trial was over, however, then when using it on my device it wouldn’t let me. It wasn’t until I had restarted my iPad that it would work.
For this age group, I highly doubt a child would be able to use the app independently. There are many features that would need to be taught and learned to be able to use the app successfully. Multiple processes would need to be activated to be use concisely. Such as voice recorder, writing, video, etc...
For the first child, I was recording and filming as she was doing a painting. However, as I was recording, I had forgot to activate the camera videoing function, and this meant I had lost half of the activity. Also, the way I had to hold the iPadto film, I was unable to scribe notes on the app. This leads me now into revising the current footage from Explain Everything and working out if I can upload it as a video file to the app so that I can scribe on it.
For the 2nd child, I was filming as he was building a structure with wooden blocks. Through out the recording and videoing, the child was talking to me, however it was very hard to distinguish his voice from the overall noise of the room and building. Through the recordings, the child assisted with filming the structure and then allowed me to take over as he decided to modify his work.
Weaknesses of the app - 1. Not child friendly unless being solely directed by teacher 2. Uses over 50% of battery on iPad to create and save 1 file (had to have iPad plugged in to save the 2nd file)
Strengths of the app - 1. Easy for adults to use, and navigate 2. Benefits of using it to create workable and creative mind maps and visual stories

At this stage, I wouldn’t be using this app for my room, due to its weaknesses. To create an Explain Everything, it takes away a teacher from everyday processes in the room. While observing children, we still have to be mindful of other children around us. This means that quite often we are also talking to other children and being interrupted. This takes away from the individuality of the Explain Everything app, in creating individual learning journey so for the children’s that include more dimensions of recording than just writing (photos, video, voice recording).

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Not convinced on using Explain Everything with a young age group... yet!

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Not convinced on using Explain Everything with a young age group... yet!

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Joey Tribbiani Whatever GIF - Find & Share on GIPHY

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Discover & share this Friends GIF with everyone you know. GIPHY is how you search, share, discover, and create GIFs.

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Explain Everything App brainstorm of reasons to use 

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Explain Everything App brainstorm of reasons to use 

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Thinking logically about why, when, how, what and who this app would be useful for and the benefits of using it in the classroom.

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Was talking about this assignment with my partner (not in the industry) who commented “but why can’t the child just tell the family what they didn’t when the parent asks? Like you’re always saying there’s too much documentation but then something like this will create more work”

It’s got me thinking, with the speed digital technology is growing, how can we keep up in the early years industry when we are often lacking the time to do so. My colleague and I teach 17children a day, and between us we get 4 hours of planning a week. While we could use the app while we are not on planning and while we are in the room, this means we’d have to be solely focused on that one child. As with my previous experiences using this app, this is not possible in my class room.

However, if the children were older and able to move aorund the app independently, then we could think about allowing the children to use the app by themselves with supervision. This would allow us to see how they plan and evaluate their own work and learning (Spawls & Wilson, 2017). The children could ask to use the app, and after being set up the teacher they’ could use the recording and photo or video component of the app to record their learning and play.

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So if the app I'm using isn't specifically working for the age group I am teaching this year, will there be another device or app I could use to achieve my goal of having the children record their thoughts and ideas immediately with their work.
There are lots of people, both families and teachers, that are on the fence about teachers using digital technology in the class room. Should it be used at all? Only as an aide? Or in every day practice to guide children's learning and make progress on learning ideas through their play?
It has be thinking - is there ever going to be a happy medium in to how we use digital technology that benefits the children and families but doesn't take away our time from the importance of teaching and being present with the children?
The following article that I found on the internet talks about the use of computers and how it could possibly solve problems. But if nothing is broken - is there a need to complicate it all. How can we find a program that meets the needs of the classroom, the capabilities of the teachers, the interests of the families, the ability of the children and the relevance to the current curriculum in the room that is being implemented by the teachers.
Thinking clearly, maybe this app isn't the one that I am looking for to document how the children are expressing themselves through their play. Back to the drawing board to find something that is more suitable for my class room's needs.

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Earlychildhood NEWS - Article Reading Center

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Earlychildhood NEWS is the online resource for teachers and parents of young children, infants to age 8. You will find articles about developmentally appropriate practice, child health, safety and behavior as well as links to teacher resources and networking opportunities.

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For this week, I am going to take everything back to the drawing board. First, I would like to see if I can move Zoe's Painting into another Explain Everything so that I can scribe on to it what I had recorded from the observation. This will then show the complete cycle through Explain Everything.
I am also going to try and use the app with another child that I believe to have a better understanding of digital technologies (mother has talked to me previously about how they use different learning and drawing apps on their iPad). This will open up a channel to see it's maybe my lack of confidence in the app that is leading me to not sharing its full potential. With more time working with the app independently, I will be able to teach the children how it can be used.
Thinking for the long run, I am not sure about its continuance in the service I work. We have strict national policies about the digital technology programs and apps we are allowed to use with the children. At the moment, I received approval for the use of this app due to my studying of the Bachelor. However, maybe the success of this app (if over the next 4 weeks we see a success) could be used as a way of incorporating more digital programming and technology in to the current programming and curriculum.

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An interesting module to look in to... If I had the funds to buy this module, it would give me an opportunity to find relevant and important information about how technology can be incorporated in to the class room. In saying this though, I am sure there are many peer reviewed articles and books that reflect modern thinking about digital technology in the class room.

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Technology in Early Childhood - Early Childhood Australia Learning Hub

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In this module, you'll examine the role of information technology in a high-quality curriculum for young children.

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3-D MIND MAPS: A TOOL FOR MAKING MORE MEANINGFUL CONNECTIONS IN THE EARLY CHILDHOOD CLASSROOM - HOWITT (2009)

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3-D MIND MAPS: A TOOL FOR MAKING MORE MEANINGFUL CONNECTIONS IN THE EARLY CHILDHOOD CLASSROOM - HOWITT (2009)

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I initially started reading this article thinking it was linking a typical 2D mind map with voice or video to make it 3D.
However, Howitt expresses the idea of using a 3D object as a way to make the mind maps more interesting and easier to remember. This way, children will not have to rely on adults to scribe their thoughts, but rather they could use objects to represent their thoughts. Howitt outlines 6 mind-map steps adapted from Buzan and Buzan's (2003) and Call and Featherstone's (2003) - preparation, setting the scene, sharing knowledge, creating connections , connecting with real objects and revisiting the mind map.
Howitt distinguishes the teacher's role as being a facilitator and an observer, in that they can record information and prompt the children with questions.

My reflection - I want to think about how we could use the App Explain Everything to create mind maps with the children, while recording their voices.Through the app, the children could independently, or with the assistance of a teacher, record their voices while talking about their mind map. They could introduce their topic and draw and connect ideas through lines. As Explain Everythings are completely editable, the children could save their work and come back to it at a later stage. Children could add specific recordings for different sections of their mind maps, and this could be represented by simply pointing to or circling the section of the mind map being talked about.

From here - I will play around with the app once I am in a quiet environment (one of the negatives of Explain Everything and its microphone) and see if the function of using a mind map through the app could be beneficial from a child's perspective, but also from a teacher's perspective. Stay tuned!

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Focusing on the reading by Howitt, I would like to see how I can incorporate mind maps in to my class room digitally, by using the Explain Everything App. I could do this individually with a child, or in a small group, as then the voices can be distinguished from one another. We currently use mind maps in the room for our planning process, so this will enable us to create them digitally and be able to send them to our families through their emails (unable to send them through our observation program KindyHub as it does not upload videos).

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SELECTED EXAMPLES OF EFFECTIVE CLASS ROOM PRACTICE INVOLVING TECHNOLOGY TOOLS AND INTERACTIVE MEDIA - NAEYC (2012)

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SELECTED EXAMPLES OF EFFECTIVE CLASS ROOM PRACTICE INVOLVING TECHNOLOGY TOOLS AND INTERACTIVE MEDIA - NAEYC (2012)

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I've really liked being shown this article which was available on Padlet. It divides the early years age groups into 1) Infants and Toddles, and  2) Preschoolers and Kindergartners. It also has a section for school aged children. In the column next to these general descriptions of the age groups, are a list of 5+ ways that technology tools and interactive media can be used in each age group. The examples are varied, and allow for Educators and Teachers to reflect on their own class rooms and discuss what could work for their age groups in their learning environments.

My reflection - The section of this document that I find to be the most useful is how it provides different examples of how, as Educators and Teachers, we can use different technology tools and interactive media to teach children effectively. Quite often it is seen that technology is used as an after thought, not at all, or to entertain children while admin paperwork is completed. I truly believe that showing Educators and Teachers such a wide range of ways that technology can be incorporated in to the curriculum is beneficial for many.

From here - currently I am working with the toddlers age group, and the idea that resonated the most with me was "Make digital audio or video files to document children's progress". Without even thinking, I can use Explain Everything to do this. The app allows me to record the children's play, while being able to document their learning that is occurring through out their play. By then showing the children back their recording, they can communicate to me what was going on in their video, and provide insight in to what they were doing, which doesn't take away from their initial play moments. In terms of showing these to their families, by having the different learning and frameworks present on the side of the video while it is playing makes the "writing" more meaningful to the video and what is happening in it, rather than just reading a chunk of information after watching the video.

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In Week 11 I was once again as busy as a bee to incorporate anything in to our program at work. As the year is wrapping up, this means we get less time to do our usual day to day program with the children as we are involved in transition mornings (2 hours in our new rooms) as well as the general tidy up and clean of the centre (as a room leader, it is solely my job to sort through toys and resources and decide if they are suitable for the following year). As can be imagined, this left very little time to work one on one with the children on technology projects. I felt this way because it was something new that was being implemented. If it was our usual day to day practice, then I may of found the time to work it in so naturally, as opposed to having to structure time for it.
On Thursday when we were talking to the children about what we had done so far this week and preparing for our weekly wrap up memo to the families, we were documenting this in our standard format of writing the child's name and their comment or question. Using our template, it is easy to document each child's thoughts, even if they are talking over one another. In discussion with my educator after the documentation of our weekly wrap up, I put forth the idea of recording the children saying what they were thinking. We brainstormed the pros and cons of this:
PROS:
1. If notes aren't concise, we can look back on the video and recording to clarify
2. Families like seeing their children in video and photos
CONS:
1. Room must be completely silent to be able to hear the voices of the children clearly - when there are over 20 children on our class list, but over 40 in the room, it makes it very hard to find quiet time.
2. Our chats sometimes span over 20 minutes long, which as we have already experienced with Explain Everything, this would most definitely completely drain the iPad battery just by filming, let alone being able to save the file
3. With a recent survey of our families, families documented that they just don't have the time to watch videos in excess of 10 minutes. We also found that families will source their child's name out of daily and weekly reflections and only read the documentation relating directly to their child, as opposed to the whole room.

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Thinking back to the start of this subject - I was excited and ready to learn. I was eager to bring new digital technology in to the class room and see where it could led me and the children. I was prepared to find a program or app that could be used in multiple ways around the room, including for fun, as well as the documentation process, in which the children could document themselves, or that educators could document the children. In hindsight, I guess this became my rationale for wanting to head down the path of the app Explain Everything. Initially I thought it was very educator friendly as well as child friendly. This was of course, until I shared it with 2 - 3 year old children. My plans fell through, and I quickly discovered that there was way too many options and buttons for it to be readily available and easy to use with this age group.
Children of this age are unable to navigate through so many options, nor are they able to hold the iPad up to record so easily.

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What!? Explain Everything can be used as an app on the interactive whiteboard! Will definitely be using this next year with the interactive whiteboard in the kinder room! Hopefully the desktop app will be easier to navigate for older children (4 to 6 year olds)

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Create interactive lessons, record video tutorials and collaborate real-time with your students.

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Introduce yourself to your students and their parents in a warm and welcoming way. This customizable template allows you to share important information about yourself, your teaching philosophy, contact details, and classroom policies. Open template

Well-planned lessons enable teachers to make the most of the time they have with their students. Use this free template to focus on delivering meaningful content, engaging activities, and effective assessments to enhance student learning outcomes. Open template

Start off your lesson with a little icebreaker. Lesson plan templates bring structure, efficiency, and clarity to the lesson planning process, enabling teachers to deliver effective and engaging instruction that aligns with educational goals and standards. Open template

A multiplication chart is a versatile tool that can be used in various ways to support students' understanding and mastery of multiplication. Open template

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Explain Everything | Interactive Whiteboard for Teaching

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Interactive whiteboard for teaching. Record video tutorials, create interactive presentations. Join 24+ million users of Explain Everything.

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My views on Mathew Jones' article on iPads in Kindergarten (2012)

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My views on Mathew Jones' article on iPads in Kindergarten (2012)

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Jones (2012) begins by presenting his project in which he “examined the impact of technology on Kindergarten students’ literacy development in a low-socioeconomic community”. The work focused on the impact of play-based learning and how it has a role in affecting language development, but more prominently, “how iPads could be used in play-based situations to enhance oral language and communication” (Jones, 2012). Continuing to read, it became apparent that there wasn’t a research question, and therefore the previously mentioned topic guided the study.

Jones acknowledges that the participants were 20 students, with 10 male and 10 female, who started their formal schooling with a range of literacy skills. When introduced to the iPad, students had prior knowledge of the device, touch screen and how to navigate, suggesting that “technology as already and important part of their daily lives” (Jones, 2012).

To collect data, Jones (2012) used teacher observations and iPad recordings of the students as they enacted a retelling of a story. Jones also reflects on the students being ranked and graded in accordance to Best Start assessment tasks. Through the use of video clips in the study research report, Jones (2012) was able to make comparisons between the videos from the beginning of the project to those videos that were recorded at the end of the project.

As the students were being tested according to the comprehension section of the Best Start Assessment, Jones (2012) recorded that 75% of students in the class had moved up a cluster by mid-year in terms of retelling a story without prompting. Although by the end of the year, there were still 15% of students in the original cluster, Jones (2012) compares it to the previous cohort who had 26% in the first cluster at the same time of the year.

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From Common Sense Media

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#DeviceFreeDinner - Basket (with Will Ferrell)

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from Scholastic

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This image was captured by simply typing in Kindergarten Documentation in to Google Images. These images aren't far off what is seen in Kindergartens and childcare centres around the nation. Text heavy, with photos only recently becoming the focus. Thinking forward to next year, my documentation has to be much more concise and academic than this years, considering I am moving in to the Kindergarten room. I believe the use of mind maps, in conjunction with voice and video recording apps such as Explain Everything, will lift my documentation. While the contents of the documentation matters, it can be guaranteed that no one will read it if it looks like lots of disjointed documents displayed on a wall. I want to see big bold headings with arrows and connections between different aspects on each document. I want to be able to glance at my co-educators documentation and within 1 minute of looking, have a vague understanding of what it going on, without having to read the whole document for 8 minutes.

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Taking what I've learnt forward with me in to 2018 and my Kindergarten Teacher career 

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Taking what I've learnt forward with me in to 2018 and my Kindergarten Teacher career 

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What have I learnt from this subject? What has influenced my thoughts and ideas?

I really like that I gave myself 12 weeks (although on and off) to test out this app and find how it can be used in the room in the future, as opposed to dismissing it instantly because it couldn't be used right now in the room and with the children have in 2017. I can see the weaknesses of the app, but my golly I can see the benefits and strengths of this app. Once you do get the hang of it, it is easy to navigate and work around. It will take time to learn, and once we have began to master it, on the iPad and interactive whiteboard, we will be able to see where it takes us in 2018.