What is an iPad?

This seems to be an odd question, given its 2014 and iPads infiltrated our society back in 2010. However, I still believe, its a good question.

Technically it’s a rectangular screen with finger touch sensitivity. It can connect to the world wide web via a wifi (wireless router), or in some cases via the cellar mobile network. It has two cameras (front and back), speakers and a microphone all inbuilt into the screen. It comes with a base set of applications or programmes - called ‘apps’. Apps can be purchased  and loaded onto the screen via an online store. Apps are used to access and create digital information. Many apps are free but contain advertising. More specialised and ad-free apps are purchased relatively cheaply.

Given all these technical capabilities, the iPad enables us to connect to almost anyone, anywhere who has a regular phone, mobile phone, computer or ipad. It enabled me to send instant photos to the children of Manaia Kindergarten (New Zealand) from the heart of Kruger National Park (South Africa) - while tracking an elephant. It has enabled me to find my way through a rural township in South Africa that had not street lights. Its capabilities seem almost endless.

Apple, the company that designed, created and brought the iPad into our homes describes the iPad as its "most advanced technology in a magical and revolutionary device”

Were they right?

If we are to accept the iPad into our lives, we must endeavour not to be trapped in the rectangular screen - but to dream big, explore widely, and embrace the magic.

Other posts of interest.

What technologies do you have in your centre?

Technology fundamental in ECE

Music and ipads

Exploring Space on the iPad

Change is in the air

Since my last blog post there have been many changes to my situation. I have resigned from my position as Head Teacher at Manaia Kindergaten. It was time!  I had been at Manaia for 10years. I continue to love the kindergarten, its community and the teaching team, but it was time to refresh my batteries and experience new adventures.

 I am currently working as a relieving teacher for the Northland Kindergarten Association. It has been the best professional development I could have hoped for and I highly recommend that others do the same. If you have a teaching job and just want to explore other ece's - talk to your management about a few days of professional development to visit other kindergartens or centres. Don't pop in for a few hours - take 3 days and visit 3 different centres. At the very least, do that.

As I move from kindergarten to kindergarten I am being asked to provide some ICT support - which of course I am happy to do in the context of the day. I am amazed how much ICT comes up in my practice - particularly trying to capture children's voice. I don't need to encourage children to share their stories, children I am new to are eager to tell me their stories. I video, take photos and type their words onto the photos when appropriate. Wherever possible I try to use the kindergarten's cameras, iPods and iPads. I have been surprised at the technology kindergartens have and how they are using it.

My interest has been spiked. What 'latest' technologies do early childhood centres have in new zealand and around the world? And how are they using their technologies?

How about you and your ece?
What do you have in the way of digital technology and how confident do you feel you are using it?
Are the digital technologies offering you and the children the extended learning opportunities you had hoped for?

Please be honest and if you want to remain anonymous you do have that option when posting a comment.




 PS: Another change in the air - its election year. Lets make that count!! More on that later.

Exoplanet - ipad apps for young children

Do a Google search "apps for young children" and inevitably you are provided with a selection of app icons showing cartoon characters, alphabet flash cards, peekaboo and nursery rhymes. Some of these are great (though never the flash cards!!) But our children deserve more! Our children are capable of more! I recently took an evening session in astronomy for children at our local school on camp. Unfortunately it was cloudy, so we turned to technology. In preparation for this, I had downloaded apps onto the Manaia Kindergarten ipad to use with the school children. The session went brilliantly (but more of that on another post). I left the apps on the ipad and took it back to Kindergarten. I did not alert the children to these new apps - I left them to make their own discoveries. Two weeks later, Otis's Nan brought this picture in to Kindergarten.

Otis told his Mum, "The sun is in the middle of our earth and the earth is going around and round the sun. The planet on the outside is Jupiter."

Wow - When did he learn this? His family had not spoken to him much about the solar system, but he does have a natural curiousity towards stars and planets. He had found the apps, explored them, and set up his own learning goals. Check out the app Otis explored.

Once you have zoomed into Planet Earth's solar system - you can manipulate it for a better look...

Otis clearly had some knowledge of the solar system - such as knowing about the existence of planets, the names of some planets - and he was able to further extend his knowledge by exploring the ipad app Exoplanet. This is a sophisticated app and through this app you can learn about other solar systems - enabling teachers and parents to learn alongside their children. There is huge potential for Otis to further extend his knowledge of solar systems because this app isn't "just for children". It doesn't limit knowledge to information we THINK children can handle.

I continue to search for apps that support children's interests and current knowledge....

In the meantime check out Exoplanet - an added bonus is that its free.

Exoplanet

Buying an iPad for Education?

Technology fundamentals for Educators


I was recently providing ICT professional development to a cluster of kindergartens. I was inspired by their desire and passion to learn, and to approach technology in early childhood education in a new way. As a final summary we concluded the following:

1. ICT is a tool. Use it to engage children with yourselves, each other and learning opportunities.

2. Technology for a purpose. ICT should be used throughout the curriculum. Scatter technology (computers, laptops, cameras, ipads) where it will be used for a purpose - digital microscope near a collection of bugs, natural resources, science specimens or close to the outdoors. Laptops with typing programmes in an area promoting literacy, cameras where children can easily access, take a photo of their name, and download photos when returned.

3. Start with one thing and do it well. The latest technology on the block can be cool, exciting, trendy to start with (like the ipad) - consider its long term appeal. Choose the thing that you think you can move forward on and commit to it. Make sure its achieveable.

4. Technology is not a babysitter - its a tool that should encourage collaborative learning and teaching. Engage in technology WITH the children.

5. Encourage children/students to be the teacher. You can learn a lot from them. Technology shouldn't be stored until YOU have mastered it - open it with the children and learn together. Encourage children to push buttons. Its unlikely to blow up. Learn from their desire to explore.

Comic Life - Software Review

Fiona Grant from the MOEs Software for Learning encouraged me to write a few reviews about software we use in early childhood education. There was little doubt in my mind about which piece of software to begin my reviews.



Comic Life has been an exciting addition to the curriculum at Manaia Kindergarten. This is a software package that appeals to teachers, children and parents alike. In addition it is equally usable on both Mac and PC (though marginally faster on a Mac!).

Although Comic Life is set up to provide tools for the creation of comic strips and pages, it is quite versatile for a variety of uses.

The teachers of Manaia Kindergarten use Comic Life to write children's Learning Stories. Stories about children's learning experiences had previously be written in MS Word. We found Comic Life provided a platform to easily mix pictures and text in creative formats.

• Text boxes can be placed anywhere on the page. Text headings come in all shapes and sizes. You can choose from pre-determined styles or manipulate the shape, colour, or outline of headings. When using a Mac - Comic Life provides some text formatting options.

• Picture boxes can easily sit next to text. Neither moves unless you click and drag them to the desired position. A small image library window remains open with your image thumbnails. It is easy to click and drag your images from the window into your picture box. They automatically resize to fit the window. It is also easy to crop images by clicking and dragging the boundaries of the picture or the box. Picture boxes come in a range of style shapes which can be manipulated individually along with the frame, if desired.

• Speech bubbles are the cornerstone of Comic Life. At Manaia Kindergarten, we use speech bubbles to type children's words and correspond them with particular images. You can see an example of Speech Bubbles in use in a recent story about our trip to the Fire Station.

• Blog your learning stories easily from Comic Life. Each page can be saved as an image (jpg) and uploaded onto a website or blog.

• Bling - pages can be beautifully coloured with preset backgrounds or manipulate easily to create your own. Check out some on Manaia Kindergarten blog

• Children - the Comic Life interface makes it easy for children to create their own pages and make their own choices about images, colour, heading styles etc. Children at Manaia Kindergarten see Comic Life as an opportunity to take charge of the mouse, click to make their choices, and have direct input into writing their own learning stories. Check out Sari's story about Poi meeting her friends at home.

Purchase Comic Life - its not expensive
Comic Life is a creation of Plasq. They have a variety of Comic Life options. We use the regular Comic Life option at Manaia Kindergarten. You may also be able to purchase a bulk license to cover a number of computers and computer platforms in your Early Childhood centre. Comic Life Download Link.

PS: I am not paid by the manufacturers of Comic Life for this review - though I probably should be lol!

Best Cybersafety practices for young children

At Manaia Kindergarten we are often asked about our Cybersafety ideas, practices and policies.

• I believe that the internet offers wonderful tools that enhance children's everyday learning, and tools to build community.

• I believe that children should have access to the internet and a child has a right to have a presence on the internet if their family is in agreement.

• I believe that by using the internet with children, children are able to learn some valuable lesson's about being safe on the world wide web. What a great time for children to learn such valuable lesson's when they are with trustworthy adults.

I also believe that children at home should have the same opportunities. Here are some safe practices that families can follow to teach children about the safe use of the internet.

1. Always have the computer in a family room - not in children's rooms (I would adhere to this until your children are ready to leave home)

2. Explore the use of safe internet filters on your computers. (read the comments on this post to learn more)

3. Always have an adult closely monitoring children's internet usage, while also giving children independent control of the computer. Just as you do with your children in public places - never be too far away from young children, give children more space/time on the computer as they grow older.

4. Teach your children that there are good (safe) sites and bad (unsafe) sites on the internet and what to do if they accidentally come across a site that doesn't look safe. There is an awesome example of this Cybersafety practice on Moving at the Speed of Creativity.

5. You should never put images of children on the internet without the permisson of their parents AND the permission of the child. Consider using pseudonyms or just first names of children. And teach children safe practices when our in real life public places. Keep personal contact details off the internet.

Those would be my top 5 tips. What are yours?

Readings:
NetSafety New Zealand
Cybersafety.org - safety tips for parents (including teens)

Blogged 27th July - Inbetweens Video on CyberSafety Practices

The Benefits of Technology in Education

Having recently attended ULearn08 in Christchurch, and presented at this inspiring conference, I again came home excited about the future of education. The possibilities seem to expand with every passing year and I am amazed as I reflect and realise that actually the possibilities for us as a kindergarten continue to expand. Everytime our children assess their own learning, and challenge us with questions and responses to technology, we are amazed by their own expectations and desire for learning. Here are some real life examples:

Digital Dexterity
A few years ago a young boy came to me with his completed work of digital art and my expectation had been that I would either type his name at the bottom, or print the picture and have write his name himself on the paper page. It was with renewed expectation about children's mouse skills that I appreciated how he wrote his name in green digital ink on the digital page. His very matter of fact satisfaction with his newly developed skill paved the way for himself and other children to extend their own possibilities.

Learners as Teachers
One four year old girl had just finished making her PhotoStory3 movie and she wanted to change the colour of her text on the movie. A few runs through that process with the adult teacher and soon this four year old was teaching her friends. When introduced to other programmes they recognised a difference in the programme interface and wanted to explore the slightly different method of changing the colour of the text. The pride in this young girls face as she taught her peers, and her matter of fact satisfaction when her friend also acquired this skill took us all to a higher level of expectation and possibilities.

A young blogger expects Web2.0 capabilites
A four year old leaned out the window at Kindergarten and said "Hey Beverly, I left a comment on the blog" - and she had! This same girl wanted to see on the computer, the school she was to attend when she turned five. When the website was downloaded by an adult teacher, the four year old searched the page and said "Hey, where can I leave a comment?" - unfortunately the school had not yet entered this young girls world of Web2.0. When she finally arrived at school on her 5th birthday, this new entrant handed over the kindergarten business card and said "This is my blog address, you will be needing that!"


What are the benefits?
You might read the above examples and wonder how they answer such a question. These are but small instances highlighting the impact of ICT on children as they assess their own learning, explore with fascination and expectation at what computers can do for them. This expectation goes with them to school. They have a level of expectation about their learning that is best supported through the use of ICT in education. Technology is an invaluable asset when we begin to explore what ICT can do for us and our students, and when we begin to view education as a collaborative, relevant, living opportunity.

Also Read:
What are the benefits of Technology in Education? Practical processes children use when engaging with technology including a list of links to kindergartens and schools who blog about their technology learning and their open exploration of education in all areas.

The Power of Questioning in ECE

Questioning - Surfing or Scuba Diving?
A workshop by Mary-Anne Murphy - Educational Facilitator
#ULearn08 - Christchurch.

What?
Why?
Who?
Where?
When
How?

Questioning is important because it helps us understand issues more deeply. It indicates that we have a level of curiosity about an issue and also helps to stimulate curiosity in others. Questioning promotes conversation and can take conversations to a new and deeper level. Questioning helps us to find an answer or address a curiousity... The importance of questioning is instictive in 2-3yr olds who start off life after establishing the words Mum, Dad, and various other vital labels, by asking "what's that?" and then deepening their questioning to ask "Why?"

The profile of a good questioner is someone who has a good level of curiosity and above all is prepared to take risks. They need a certain level of patience and persistance so that they are able to continue to ask their questions again and again until they are heard, or to be able to modify their questions so that they are understood.

The early years is a great time to encourage children's questioning. But it can also be a time that is so easy to discourage questioning. The 2yr old who asks "WHY?" until the only answer you can find is because if you believed in a God - is because God decided it would be so - may start to be ignored when asking questions.

So how do we encourage questioning in a manageable why for such young children? DO WE have to answer their questions with correct answers to encourage their questioning style - or at this particular age could this not lead rather to parents, teachers and caregivers going insane and resulting in a discouragement of questioning? Do they need us to have an answer to every question? What if we asked the children their ideas to the questions they ask? We might see some astonishing insights into the way our children see the world. Would it be better to correct their insights and theories or would we encourage a development of their questioning techniques if we let them work on their theories over time? I don't believe that we have to find and give the answers immediately. I believe it is much more fun to involve children in seeking the answers to their questions and I believe this would show children that we take their questions seriously and respect them for asking their questions.

Children do not always ask questions at times that suit our timetables, or home schedules. Maybe it would be good to have a place in our classrooms and homes where children can 'park' their questions. These questions can then be addressed over time and given the time to address them. This way we would be saying to children that we are listening and that there a no wrong/bad questions - they are all valid and together we can look for the answers.



What makes a good question?
Open ended question - one that requires more than one word answers
Relevant
Takes you to another level, another question
Acknowledging that in certain context closed questions are important.

Inspiring and developing questioning... (activity)
Give the answer - " the answer is 'tree' - what is the question?"

Questioning relationship
child <-> adult <-> child <-> child


Maybe encourage the children to create our ICT survey?