I am aware that our children have been using cameras for a
while now at the centre. However, I had no concept of cameras as a possible
learning resource that could enhance and transform the children’s learning.
Finally, I have found the reason for this by reading the article by Tsantis,
Bewick and Thornton (2003). I doubted the effectiveness of using ICT in
children’s learning by misunderstanding the definition of ICT. ICT is not about
playing games on the computer but dealing with the use of information
electronically (Ministry of Education, 2007).
The teachers
at my centre (PMK) use cameras to encourage “Each child’s sense of camera
ownership and independent decision-making”(Richards, 2009, p. 4). This is a
major turning point for me to shift my teaching and learning practice. PMK is my
last practicum centre where my teaching and learning disposition has been
deeply developed by observing the PMK staff’s practice. At the moment, I am
volunteering here as my home centre. As I have experienced ICT related learning
daily at PMK, I have clarified and strengthened my understanding of ICT as an
effective learning resource.
The children
at my centre use a real camera to take photos.
My centre has got only three cameras so when a child asks for the
camera, the teacher takes a photo of the child’s face before giving it to them,
so that they know whose photo this is. I like this rule as it provides the
children with a consistent learning environment and enables the staff members
to consistently support the children’s learning. Then, the teachers observe the
children’s interests through their photography and offer the children possible opportunities (MacNaughton & Williams, 2009). For example, the children choose which photographs they want to have framed, to scrapbook and to make movies.
In addition
to this, the teachers create connections between themselves, the child and
their families (Whyte, 2010). Black and white photo books are made from the children’s
photographs. I have learned that this book is a great profile to share each
child’s interest and the learning process with his or her parents so that the
parents can understand what happens in the centre and their child’s development. "Parents, caregivers and families can benefit from using ICT to enhance communication with educators"(Ministry of Education, 2005, p. 3).
In the
morning, when I took some photos of the children, Child A asked me for the
camera. In accordance with my centre’s rules, I took a photo of Child A’s face
and then I passed it to him. I saw that he was really excited about taking
photos of people, places and things around the environment on his own. Once he
finished, he wanted to show us his photographs. The children and I enjoyed
seeing the photography and having a good conversation about them. After that, he commented, “this (camera),
more than I like it” (Child A’s voice).
As I have understood how invaluable this learning was for
Child A, I realised my perception towards ICT has since changed. I could see
Child A developing a sense of confidence and a sense of self by taking
ownership of the camera (Ministry of Education, 1996). It is really true that
opportunities to use ICT enable children to be actively involved in the
learning process based on their interests and inquiries. That is called, “a
learner-centred approach” (Ministry of Education, 2005, p. 6). This learning
process will absolutely encourage children to become drivers in their learning
process and tremendously impacts later a sense of self (Piaget, 1954 as cited
in Santrock, 2009).
References
MacNaughton,
G., & Williams, G. (2009). Techniques
for teaching young children: Choices in theory and practice (3rd
ed.). Frenchs Forrest, NSW, Australia: Pearson Prentice Hall.
Ministry of Education. (2007). The New Zealand Curriculum.
Retrieved from http://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-Zealand-Curriculum
Ministry
of Education (2005). Foundations for Discovery: Supporting learning in early
Childhood education through information and communication technologies: A
framework for development. Wellington: Ministry of Education.
Ministry of Education.
(1996). Te whāriki: He whāriki
mātauranga ngā mokopuna Aotearoa: Early
childhood curriculum. Wellington: Learning Media.
Richards,
R. D. (2009). Young
visual ethnographers: Children’s use of digital photography to record, share
and extend their art experiences. Retrieved from http://artinearlychildhood.org/artec/images/article/ARTEC_2009_Research_Journal_1_Article_3.pdf
