This blog will be reflect a pedagogical documentation and also describe what it means to generate curriculum for our students through the pedagogy of listening. Currently within the Victorian Curriculum, Grade 1’s should be able to identify and explore common digital systems, both hardware and software, and understand that they are designed for specific purposes (VCDTDS013). 

 

The educator guiding the lesson was a first year graduate named Jacquie and the documenter was myself!  This experience took place at Taylors Lakes Primary School, with a group of 20 Grade 1’s who were familiar with the use of computers and Ipad’s. The purpose of this learning experience was for the students to grasp the concept of the “Green Screen”, how it is used and how the use of technology can assist them in altering a photograph. The specified project was to utilise the green screen in order for the students to add themselves into a photograph with their favourite wildlife animal. The hard materials used were of course, the green screen and also the Ipad. The students also used soft materials such as PowerPoint Presentation and also the Do Ink app that works specifically for green screen photographs and videos. In doing so, students were able to demonstrate the ability to follow a series of steps and decisions, needed to solve and complete certain tasks and problems (VCDTC017).

 

Taylor (2012) states that there is little or no doubt that all technology that is used in todays educational settings, does in fact shape and influence a child’s ability to think, ponder and reason. This documentation will query whether technology supports or harms the mental and social development of a child in the early years. 

Here, it is evident to me that a childs’ interests are a necessary aspect of their willingness to participate and excel within the classroom. Dewey’s (1897) child-centred approach encouraged educators to construct learning experiences and environments based around the interests of the child. It has been found that a child’s interests play an energizing role on cognitive functioning. Research suggests that when a child has a strong interest in the learning experience, there is a bigger willingness to contribute in classroom activities (Alexander, Jetton, 1995). In this instance, technology was helped this student with his social well-being.

While I was documenting the learning experience, I came to realise how much we as a society have advanced since I was in the first grade (around 16 years ago). My thinking was furthered, as my memories of grade one didn’t involve much ICT. We may assume that because students are born into a technology rich world nowadays, they are able to use it with no troubles, however this thinking narrowly (Bennett, Maton & Kervin 2008). As technology is advancing, it is important that our student’s ability to use it is also advancing. Meaningful use of technology within classrooms is necessary for all students, as it is important grounding for later in life, as it will influence how students participate in an ever-evolving society (OECD 2010). 

What had me surprised the most were the capabilities all the children had when it came to using the Ipad. Not one child had major issues in using this technology. As an educator you are an ongoing learner in this world. I myself had to ask the students for help when using the Do Ink app.

I believe that there are many pros and cons when using technology within classrooms, however this does all depend on which specific technology it is and how frequent it is being used! In the early years of education especially, we as teachers can dictate the child’s relationship with technology, and how it is influencing their development. It is essential to understand that  there can be negative effects from incorrect or overuse of technology, thus leading to serious and long-term consequences.

A study by Psychology Today states that technology can affect the wiring of a students brain. Thinking is to reflect, reason and conclude based on our experiences and knowledge. Thinking allows students to communicate, create and build, and too much technology can affect all these important aspects of development. Figures also show that overuse of technology can affect a child’s ability to emphasize as it was explained that with less physical contact, children will have difficulty when developing social skills and emotional reactions (Paton 2012).

Rinaldi (2001) informs us that there are many aspects of listening. Listening should come from the teacher, and should be returned by the students. When a person listens, they should not only listen with their ears, but with all their senses. She further explains that listening is generated by curiosity, desire, doubt and uncertainty. During the first five minutes of this learning experience, it was apparent that the students were curious and whole-body listening was occurring. Some students were listening, as they were uncertain of the task at hand, some were listening based off of sheer curiosity. However because the learning intention was generated based off the interests of the children, which depicts teacher listening, there was a greater inclination for them to listen.

Analyse 

Throughout the ICT experience, there was a lot of learning taking place. Andre’, for example, demonstrated Outcome 3: Children have a strong sense of well-being in the EYLF, as he demonstrated strength in his social well being. All students, including Andre, were able to work collaboratively with each other and complete the task. 

Also, children were able to develop a range of skills and processes such as researching, experimenting and inquiry. They achieved this aspect of Outcome 4 as they were able to manipulate objects (the green screen and Ipad) to experiment with the cause of digital effects. 

Also Outcome 5: Children are effective communicators in the EYLF was evident throughout this lesson as they were able to use Information Technology to access various images and information about the chosen topic through researching on their own!

 

Plan (Provocation) 

As documented, the students have a vast interest, and extremely enjoyed this learning experience. As the documenter, I noticed that a majority of students were able to complete the task with little or no help. 

I believe that to further this activity, it would be best to discuss as a class what went wrong and what went right with their own individual experience, and also the similarities and differences the students can identity between each others experiences. Within the pedagogy of Listening, Rinaldi (2001) states that educators need to comprehend that understanding and awareness are generated through sharing and dialogue.

I also believe that by changing the experience to a video recording rather than photographs, and asking students what we would do differently or the same, would also give them the opportunity to ponder, assume, and investigate. Outcome 4:Children are confident and involved learners aims for children to be able to transfer and adapt what they have learnt from one context to the other. This will test their abilities to apply generalisations from one experience to another. 

 

Australian Curriculum, Assessment and Reporting Authority n.d., VCAA, viewed 29 October 2017,  http://victoriancurriculum.vcaa.vic.edu.au/

 

Bennett, S., Maton, K., 2008, The “digital natives” debate: A critical review of the evidence. British Journal of Educational Technology, 39, 775-786.

 

Department of Education, Employment and Workplace Relations. 2009, Belonging, being and becoming: The early years learning framework for Australia.

 

Dewey J, 1987, My Pedagogic Creed, The School Journal, vol LIV no.3, pp. 77-80

 

Psychology Today n.d., Are your Children Prepared to Think and Focus?, < https://www.psychologytoday.com/blog/the-power-prime/201212/how-technology-is-changing-the-way-children-think-and-focus>

Rinaldi C, 2001, The Pedagogy of Listening: The Listening Perspective from Reggio Emilia, vol 8 no 4.

Taylor. J 2012, How Technology is Changing the Way Children Think and Focus, viewed 29 October 2017, < https://www.psychologytoday.com/blog/the-power-prime/201212/how-technology-is-changing-the-way-children-think-and-focus>