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| Reflection Two 16/08/2012 Laptop Experience
I was using my laptop in the centre and I noticed D becoming
curious about what I was doing. D came to me and started pointing to the screen
and showing excitement at what he saw. I let D know that he was pointing to the
screen. I had a photo of my grandson on
my screen who D knows. D stood by me while I worked on my computer and every
now and then He would push one of the keys down, showing me that he was
intrigued with the computer. He would go away and then he would come back again
a short time later and just stand and watch me. He would poke my screen, or
just go to the opposite end of the table and just look at me on my computer. I
saw this as a teachable moment. I asked
one of the teachers if I could use the memory card that had photos of D on them
to encourage this interest that D was showing.
I asked D would he like to have a turn on my computer and he
was excited about having a turn. I asked D if he would like to see a photo of
himself on the computer and D showed me that he did by nodding yes and pointing
to the screen. I had asked D if he would
like to put the memory card into the computer, again he showed excitement by
nodding his head and a big smile on his face. I showed him how and where to put the memory
card, then I took it out again and I let him have a go at putting in the memory
card. The photos from the memory card started to come up on the screen and D got
so excited and was trying to tell the children that were passing by but because
of his rough way of approaching his friends they pulled away from him. “At the
heart of providing good quality learning and teaching experiences for young
children are warm, sensitive, and responsive relationships, as it is through
such interactions that children learn about themselves, their world and the
process of learning” (Talay-Ongan & Ap 2005, p.248).
D just stayed with me and was engaged in the photos of him
and his friends from the centre, pointing to the photos and then pointing to
them in the centre if they were around. He would also try to say their name as
best as he could and then I would say what I think he was trying to say and he
would clap his hands and smile. I believe that D was feeling empowered as he
was developing an enhanced sense of self-worth, identity, confidence, and
enjoyment using and being involved with technology (Ministry of Education,
1996). D let me know he wanted to see another photo by using his initiative and
pushing his whole hand on the keys. I said to D I would show him how to see the
next photo. I showed him how to change it to the next photo on the screen by
using the enter key but when he tried to do it he would use his whole hand. I
said to D “ You only need one finger (holding up one finger) to push the enter
key, but because D is a child with
autism, I found he had a short tension
span when engaged in different activities, however, I believe that because he
was so interested in using the computer and seeing the photos on the screen, he stayed engaged and was
willing to take instruction “Activities will be age appropriate and
developmentally appropriate and will enable children with special needs to be
actively engaged in learning” (Ministry of Education, 1996, p.11).
I found this challenging for me as I am not use to working
one on one with an autistic child however D’s excitement, energy and eagerness
to see and be given the opportunity to use the computer exceeded the difficulty
I had found in myself. Through learning
how important technology is through our course people, places and things, to all
children’s learning and development I can feel a little more relaxed about the
process. “A teacher’s computer proficiency can have a direct impact on how
effectively children’s learning needs are met through technology” (Tsantis,
Bewick, & Thouvenelle 2003).
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Friday, 17 August 2012
Laptop Experience
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Isabel,
ReplyDeleteReading your blog, reminded me of times in the past; knowing you will be supporting this curious learner. The exploration process for this learner (D), will be like a whole new world of opportunities, in which you have opened the door. The computer can become an interactive tool that is nonthreatening. What an exciting opportunity,maybe he will be able to try it again sometime.
It was interesting to read how D reacted to familiar faces, demonstrating a sense of belonging by identifying his friends. These are aspects of his everyday world; pictures and photos (Ministry of Education, 1996), which he can identify with and belong to.” Thinking is about using creative, critical, and metacognitive processes to make sense of information, experiences, and ideas. These processes can be applied to purposes such as developing understanding, making decisions, shaping actions, or constructing knowledge. Intellectual curiosity is at the heart of this competency.”( Ministry of Education, 2007, p. key competencies).
I wonder if he has opportunities to have access to a home computer, or photo album. Are there opportunities for D to explore other items of movement, screens, wind socks, kites, windmills and bike wheels?
This event is like a dual purpose scenario, with D responding, finding ways to communicate both verbally and non verbally, so although your focus was on his interest in technology, other learning was taking place at the same time; he was getting valuable responsive feedback, so important for his well-being. I liked the way you encouraged him to participate. Tino pai Isabel.
Ministry of Education. (1996).Te Whāriki; He whāriki mātauranga mō ngā Mokopuna o
Aotearoa; Early childhood curriculum. Wellington, New Zealand: Learning Media.
Ministry of Education, (2007). New Zealand curriculum. Retrieved 18thAugust 2012, from
http://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-Zealand-Curriculum/Key-competencies
It is a thoughtful reflection Isabel, I am impressed that you made an effort to scaffold D’s quest for learning about the computer. You were very responsive to the child and as an educator we need to be vigilant towards the children with additional needs. They need more one on one learning opportunities than others which is necessary to deal with equity issues. It does not matter what is a child’s ability or understanding but it matters to endorse their funds of knowledge. Teacher’s positive response towards their learning provides them with sense of belonging and fundamental for their well-being (Ministry of Education, 1996).
ReplyDeleteThe experience also gave the child an opportunity of learning where he can interact with other children in a positive manner. Learning about technological literacy is one of the aspects of gaining knowledge of technology (Ministry of Education 2007). Children with autism are usually reluctant to work in a group situation due to the overwhelming situation for them. In this case computer technology helped him to control his fear and willingness to work with others. Your reflection gave me an insight to try out this strategy in my centre, to find out whether it will work for other children with additional needs too.
Hi Isabel,
ReplyDeleteWhat a nice reflection on the use of Information and Communication Technology (ICT). I liked how you noticed D’s interest, you invited him, and encouraged him to use your computer. It is fascinating how when it is something of their interest, children’s engagement on the activity is lot longer. Did you think of taking pictures of his engagements with the computer and maybe show it to his friends and family later? It could be a really good help for him, if the parents will be able to provide him with opportunity’s like this at home as well. I love it how today’s technology allows teachers and parents to communicate through ICT. ICT is a great tool for supporting children with additional needs as it helps them develop social relation skills, reading, writing, creativity, communication etc.
Today, this understanding is more important than ever. Many jobs of the future have not been created yet. We are working with and learning alongside children who will be active in these yet to be created jobs. As teachers we need to encourage learners (including ourselves) to be creative, adaptable and innovative to fulfil this future especially children with additional needs, otherwise they will be completely left out, and miss out on something that might turn out to be their passion (Ministry of Education, 2005).
Children, who have poor concentration, or attention spam, tend to quickly lose interest in an object or an activity, so keep encouraging him, give him choices on doing things that gets him excited. I am waiting to hear more stories of ICT and D. I really believe this could really help him so many ways, a U.S. researchers with preschool children suggests that giving children choices of their interest allows them to find more power over environment, which in turn motivates their participation in an experience and they remain in engaged for a longer time (Cole & Levinson, 2002).
Isabel I liked the way you picked up on this child’s interest in the computer. He obviously couldn’t tell you what he wanted but through his actions you interpreted his curiosity and interest. Using photos of himself to further his involvement in the computer was a great strategy as you were aware of his lack of attention span therefore you had to find something of interest to him to keep him engaged. This shows how technology can support children in their learning. Gonzalez-Mena (2008) states that it is important to involve children with special needs in the programme and in doing so we may need to adapt activities or the environment through using visuals or physically supporting the child while interacting with others or equipment. You showed these skills through showing him how to use the computer and allowing him to do this with you instead of just being an observer.
ReplyDeleteYou talked about how you thought he felt empowered through being involved in this activity. It is important that we are inclusive in our teaching through allowing children with special needs feel that their achievements are valued and that their view is seen and heard and makes a difference (Ministry of Education, 2005).
Do you use digital photos frames in your centre? As this could be another avenue for this child to see himself involved in the centre through watching it on the photo frame. This would also allow his parents to see how he was contributing and involving himself in the centre.