When searching for articles related to the OLPC project and social issues, I found it hard to find articles which related to research about the actual implementation of the laptops.  The article I looked at was a reflection based on an experience researchers had in Uruguay (which I learned was in South America…google is great isn’t it!)  The observations made were based on how the computers were impacting children’s lives and their families.  Apparently there are some problems using the computers such as connectivity and other malfunctions, but their findings suggest children had high levels of motivation in reading and writing activities on the computers.  The lap tops increased their resource (from what they had previously).  The researcher’s findings also suggested that children were more likely to engage in social interaction than without (which I found interesting since I assumed that having a computer would maybe limit conversations).  The findings also suggested that parents were positively affected by the implementation of the computers and they were used at home to find information, maps and even create a schedule for milk pick up.  One factor seemed to play a role in this “study” and that was the researchers all grew up in Uruguay, which made it easy for them to communicate with families and children.  The study also mentioned that families were seemed to be open to communicate, share what they knew about the computers.  This seems to be a leading element which made their observations successful.  Is it important to have people from the country who are more aware of modern technology to help children learn how to use these computers, or does it matter?  I’m curious how families would communicate with people from the organization that weren’t from the country and how these types of studies (with the OLPC) would turn out.  Maybe teacher training might be necessary (therefore the teacher could be used as a bridge between researchers or OLPC organization members and families. 

With regards to accessing information, parents were using their children’s computers at home to gain information about cities they wanted to go visit, maps and even used them to make it easier to provide basic needs to their families (such as milk delivery).  It seems that providing children with this technology which benefited their school work and leisure time, the technology seems to give parents the opportunity to learn and access information (which is available to those in more developed countries).  

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This article looked at the use of video technology with children who have autism, in creating self-modeling videos of certain behaviours.  Questions were raised about whether or not having children watch themselves do an action would help the child to perform the task again.  The article addressed several instances where behaviour was modified after the children watched a self video (rather than watching a video of their peers doing the same behaviour).  The article suggests that some children with autism are highly visual learners, that is to say they have notable visual skills (which may help to support learning experiences).  Although the article is full of jargon and perhaps does not fit the entire scope of what I was looking for in an article on age appropriate technologies, it was useful to know that technology can be a useful way to help support children with special needs in the classroom.

I am thinking of one child who is in my placement Kindergarten class this year.  He engages with computer games and even watches other children on the computer.  I am wondering if using a video camera in some ways could help provide meaningful learning experiences.  Right now the educators in the room are implementing a communication strategy which is derived from picture cards.  I am wondering if Video modeling could be used in some way to help support this child in initiating communication with others.  For example if he were to watch himself in a certain behaviour which was first guided by an educator, if he could do the same behaviour again on his own.  I am thinking also voice recordings might also be useful in the classroom.  While this child is non verbal maybe recording the sounds he does make, will help him hear his own voice and perhaps he will mimic his own voice.  This may increase opportunities for any type of verbal communication. 

I think it is interesting to know that technology can be used in many ways with children in the classroom.  While video technology may support learning in the classroom for children with special needs, it can also be a great way to have children engage in self-reflection and have critical discussions about certain things going on in the classroom. (Not to mention video documentation of events or certain beahviours is a great way for teachers to re-watch and observe happenings without feeling pressured to remember everything all at once).  

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Link to article: 

@5669646f6520746563686e6f6c6f6779.pdf  

While this article was a bit confusing, some ideas could be abstracted from the reading relating to children’s music experiences and teaching.  The article suggests that children are more willing to compose and improvise in music when they have a supportive environment where they can express their creativity.  I am not sure I have seen such an environment? Usually children are under stress during an art activity or musical experience as the underlying message in the classroom is being the same, producing the same work in the end and meeting the expectations of a model the teacher has created.  If we want children to create music and use improvisation it is important to consider their perspectives and account for what they already know (ie experiences which are new and interesting).  I think educators often have a tendency to take over or set ridged boundaries during activities and “creative” experiences.  They are often concerned with the product turning out “right” or whatever their conceptions of what right may be.  I must say I was a bit worried when thinking about this song child assignment, A) I do not sing very well B) Wasn’t sure how it will turn out.  In overhearing a conversation in class this week between Jason and another student, he set my mind at ease in knowing that the product did not have to be perfect.  The goal was to be creative and make choices to enhance new learning, rather than producing a perfect song.  A lot of what he said during this class relates to this article.  We want to assist children in being creative (but not take over their learning).  It seems that when this type of environment is created (ie no pressure to fit a certain model or do things a particular right way) children will feel more comfortable stepping out of certain comfort zones and will be more likely to be creative.  
            I recently did an art activity with Kindergartens, where they were making jellyfish out of paper plates (Kristen will know this story well).  Any way, the children were really excited to paint something and they really didn’t know what they were doing since I didn’t have a model prepared.  The boys were excited to make something of their own, make choices in their work (what colours they wanted, for example a spider man jelly fish).  Throughout the process it seemed that my activity kept turning more and more into what the field educator wanted, rather than what the children wanted.  In comparing two experiences within the classroom the children seemed more excited to do their own thing and make choices which related to their own interests, rather than in an art activity where snowmen had to be made in a certain way (ie steps to follow).  The same goes for musical experiences, if we as educators portray the message that music had to fit into particular models, not only will we be presenting limited experiences for children, we ourselves won’t learn as much from them.

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When I think about it now, there are a lot of ways teaching music can relate to technology.  I was having trouble finding the connections, but in terms of using the computer to create music (through numerous programs) and thinking of instruments as forms of technology, it seems that these two strands in the curriculum can connect in many ways.  CD players can be used to listen to music, while a variety of other technologies such as tape players and tape recorders have been a part of my musical experiences in classrooms.  The title of this article initially attracted my attention, as I took it as a sort of question to ask myself “what does music really mean to children?”  In many cases music seems to be something enforced in the classroom, such as through “O Canada” or other routine songs in Kindergarten rooms.  The songs are often the same each day, and from my observations the children do not participate with enthusiasm.  The article mentioned that “teaching strategies are authentic when they are rooted in children’s actual needs and interests”.  “The ways in which children use and value music should serve as the foundation for the instructional plans that we design and deliver to them”.  It seems that from my experiences children do not get a lot of say in what types of music experiences they have, I have never witnessed any teacher ask children any questions to gain insight into children’s musical interests or what they think about music in general.  

When I read this article I found I related it to my grade one placement both last year and this year.  It was clear that both classes had children who enjoyed music and dancing, yet these experiences were limited in the classroom.  During daily physical activity older children would come in to lead movements for the children, however the children were kept on task in following the movements and were told not to be silly doing other movements, ie “hip hop dancing”.  In seeing the children dance around the classroom while the teacher was marking, it was clear they had interest in the sort of hip hop style of dancing.  Rather than using this interest as a clutch for new learning (even about cultural dances around the world or different types of music and how different music makes you feel) it seemed that it was not supported in the classroom.  From my other experiences it seems that the children are farther ahead with their musical and dance knowledge and talent than teachers think…has anyone made any observations to this?  I can think of one instance where children could actually reherse dance moves and memorize lyrics to a hip hop song, yet they were singing “baby beluga in the deep blue sea” during a music lesson.  I bet I don’t even have to tell you that behaviour seemed to be an issue during this “baby beluga” session.  

There must be some way to incorporate the children’s interests appropriately in the classroom.  While I understand that some hip hop music is not lyrically appropriate for grade one children, it seems that their exposure outside of the classroom to music is not accounted for when planning musical experiences in the classroom.  I think if educators actually took the time to find out what children know and are interested in rather than enforcing their own ideas of how to implement the curriculum, children would be more likely to participate in singing, and actually engaging in dancing.  It seems that we have become very good at working curriculum expectations into our activities for children, there must be ways to work the curriculum expectations into children’s musical interests and previous knowledge.  

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Link To Article
@4d75736963204d65616e696e6720616e64204368696c6472656e.pdf

Assessment and Implications of Learning and Teaching with Technology:

Many of the ideas presented in this chapter have come up before with regards to other learning areas of the curriculum.  It was worthwhile to revisit ideas around authentic assessment and meaningful learning experiences.  Although I have seen some instances where assessments are meaningful for children, in many cases assessments are based on the children’s memorization of key facts, answers or memory of how words are spelt.  It was valuable to know that a good assessment involves “construction” where children construct answers by making connects and applying what they have learned to situations.  In this way educators support children’s own understanding of the world, and will be less likely to fall into the trap of assessing children’s ability to think in the same way the teacher does.  I like the example given in the text: have children create a news broadcast story (allowing them to apply their previous experiences) rather than just having students write a multiple choice test.  Although this seems more meaningful, should educators not use multiple choice testing as a form of assessment?? Reality is that multiple choice tests do exist, while these tests may not be the best way to assess younger students, students will be introduced to this form of testing.  It might be valuable to introduce students to a variety of forms of assessment. 

I haven’t seen the use of portfolios used much in primary classrooms.  From my own experiences I engaged with this concecept of assessment when I was in school.  We got to choose writing pieces to put in, art work and usually these folders were shared with our family during meet the teacher nights or parent interviews, or just to take home at the end of a term to show parents what was going on in the classroom.  I know some children often do not share what they have done at school, the coments I get from my younger cousin are “ya we read” and “we have recess”.  The portfolio system is a good way for parents to see what is actually going on in the class room, a way for educators to track children’s strengths and a way for students to get involved in choosing items (more so reflecting on the pieces they want and why).  I really like the idea of E-portfolios and using them with groups of students.   Although there are issues around group work this may be one    of the systems used in the class.  All students in the group could contribute and bring something individual to the portfolio (for example if one child is good at writing they could include a story, if one is good at art include art work).  This is also away for children to reflect on their own strengths, negotiate and collaborate with other students. 

One of the important points that came to light after reading this chapter was that it is always important to ask yourself why you are assessing students and what is the purpose of the assessment being used.  Often times educators do not take time to reflect on assessment criteria (they use the same rubrics or systems as previous years or given to them by other educators).   This is when I find rubrics are used incorrectly (when they do not meet the needs of individual children, and when they do not soundly relate to particular activities).  When the children are involved in the process of making rubrics or coming up with criteria, they are likely to be invested in the assessment process, supporting learning through reflection  (therefore just like generic work sheets, generic rubrics may not provide a sound representation of what children actually understand and know about the world). 

When reading the Epilogue, it became clear that reflection and asking questions are a big part of implementing change.  Although it may be difficult at first to implement the use of technology in meaningful ways in the classroom, I think children would be more invested in learning processes by showing excitement and perseverance during learning experiences.  Just as we take risks now in our placements with hands on learning activities and perhaps support different forms of learning that other educators are not use to, we should be taking risks in using technology with children in the classroom.  I can only wonder if it is because of money or classroom budgets that these experiences do not occur, or if it is because of lack of teacher education or both?  From observations, children at a young age are developing negative attitudes towards school ie its boring or they do not do anything fun.  Adding excitement to the classroom seems like a positive risk to take in using technology to support positive attitudes towards learning and discovering the world outside of the classroom.     

In looking at this article, I almost feel frustrated that in several placements I have been in children are assessed based on their completion of work sheets, how well they colour a picture (or stay between the lines) and often their behaviour is assessed at carpet time, which can extend for long periods of time.  With regards to spelling tests in grade one, it seems that the children who get the words “get them” and the ones that don’t get the words, usually have the same scores week to week, as words are practiced and learned at home.  I can only question if these are really meaningful experiences, and meaningful ways to assess children.  It seems that the characteristics of meaningful learning should be applied to all learning experiences in the classroom, although it may be impossible to include all of the following: active, constructive, cooperative, authentic, intentional, all of the time, it seems that in program planning the following characteristics can be useful to ensure educators are planning projects or activities for the right reasons.  

In looking at the experiences with technology in classrooms, they mainly consist of “computer time”.  During this time my observations lead me to believe that technology is seen as the teacher at this time, rather that using technology as a “partner in the learning process” (chapter one p. 7).  It seems that this is often the case with other learning materials, not just technology (for example science kits or book and tape type learning experiences).  Because I have had limited learning experiences using technology, I thought it was interesting that the text outlined that we have to think of technology as not only hardware, but as a learning environment.  It can therefore be assumed that as educators we plan for our learning environments, thus the same type of planning is necessary for using computers and other forms of technology in the classroom.  What are some of the ways do you think computers can be used to support meaningful learning within a Kindergarten class? I thought of an idea that may include the use of computers and tape recorders.  Perhaps to include all children in the story process, children create a class story verbally.  Children could work in pairs and tell different parts of the story, and compose pictures using the computer to go along with the story, either real images or ones using paint, the choice could be theirs.  The tape and pictures could be used in the listening centre or at a literacy centre.  Not only could all children get involved in the process, but it would be a project where I could see the inclusion all of the characteristics if meaningful learning.

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            I will admit that before learning about early development and learning, my trust in children holding cameras or video cameras was very limited.  From several programming courses and lesson plans that we have seen (for example in science last year) it seems that using these forms of technology with children can help support meaningful learning experiences.  “Children’s photographs are not just their view of the world, but are also a construction of their identity in relation to their parents and their peers” (Children as Photographers).  I think I mentioned that over Christmas I let my seven year old cousin take my digital camera and take pictures around my Aunt’s house. A lot of the pictures were of my family members, but mostly of my Aunt’s pet dog, which he loves since he doesn’t have any pets.  I can relate to the articles view of cameras (how posing children for pictures may give off the wrong representation of feelings at the time), my cousin often doesn’t want to pose for pictures if he is interested in something else.  It was fun giving him the camera and together we took some funny photos of ourselves.  Of course they were not the type of photos the family would want to put in a large frame on the wall, but to me this was a real representation of the fun we were having at the time.  I think it is important for children to have these types of experiences, I can remember asking to borrow the camera when I was younger and I was told to take “good” pictures, but really did not know what constituted a “good” picture.  Although this was because film was expensive and you could not preview the photos, it made me feel hesitant in taking pictures.  Now (I am sure all of us can relate), I am not scared to take pictures as they can be viewed and deleted on digital cameras.  In making digital cameras available to children, there is a level of choice involved.  They can choose which pictures to keep, which ones to print out and which ones may be the most important in representing what they want to represent.  I know at the placement I was at last year, there was one digital camera for the school, which made it hard to get your hands on it to capture creations the children were making or even capture the process of a project.  It would be a worth while expense for every classroom to have their own camera, therefore the children may have more opportunities to use the camera and the classroom teacher would have not only another way to assess children’s learning, but to add creativity to activities and learning experiences.

            My experiences with video cameras when I was younger were based on the oversized, heavy video camera my family owned.  It always seemed like a very special time when my parents brought it out, for example a birthday party or for one of my school plays, or concerts.  I got the idea that actions to be recorded had to be “special” or somewhat important to be recording, and when you were on tape you had to be on “your best behaviour”.  With the technology we have today, footage can easily be erased and edited, making the “movie making experience” more “child friendly”.  As I child my friends and I would always pretend to be on camera either doing news stories or cooking shows.  Not only does a video camera make for interesting dramatic experiences, it also children to take on roles they might not normally have (the element of pretend is increased, giving children new learning experiences).   

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In reading the chapter about designing with technology, I was a bit hesitant in how these types of programs would support learning in the class (from what I know, some programs can be sophisticated and need a lot of time for practicing).  I like how the chapter related problem solving and designing as having similar challenges and outlined some differences.  Last week was my first experience using Scratch and it took me awhile to figure out how to use it.  I did get frustrated and could not figure out how to get my animations to play, and could not figure out the proper control to make my characters move in the way I wanted them to.  The lead me to question the amount of time provided in a day to work with these programs and if this time is realistic?  Not only issues of time came to mind, but also, what if children/students have previously came from classrooms where this type of learning was not supported…would this not cause some independence issues?  For example children would be asking the teacher how to do things consistently.  Just curious if any one has seen this happen or have any thoughts about the “reality” factor in seeing this go on in the classroom.  I know for me, last year I did a science activity with grade ones that was very open ended, and a lot of children had some challenges in generating ideas as there was not one right answer or one product as a goal to work towards.  I think that what these programs have to offer can enrich the learning experiences in the classroom, however it may be necessary to consider the time and planning involved in providing opportunities.  

             The music “deign” program sparked my interests as it reminded me of a program I bought in high school.  One of our evaluations was based on a piece of music which we wrote ourselves using all of the knowledge gained throughout the year.  I decided to buy the program and use it at home rather than at school.  Although it involved reflecting on numerous previous learning experiences, it was a great way to visualize, and listen to music as you composed notes and beats.  The program would play back exactly what you had entered on the staff, making it possible to hear what you wanted changed.  I think the musical sketch pad would be a great adaptation of the program I am familiar with “Finale”. 

            In reflecting on some of our previous classes, I know there was some mention about including the use of cameras in activities, video cameras and even tape recorders.  I really enjoyed reading about these experiences in the chapter as it outlined some performance goals I would never have thought of (for example building self-esteem and a sense of self accomplishment).  I can’t help but think of the art extensions possible using cameras to print out photos and make collages.  I really like the idea of children using technology and other materials for their own intended purposes, to suit their own interests.  I know growing up dramatic play was a very large part of my own personal play experiences, where my friends and I would act out broadcasting situations and create funny voice recordings.  I really do not see these types of experiences going on in the classroom.  Do you think the school should be providing money for these experiences in the classroom (for example having a digital camera in every classroom) or is it our responsibility…..I know some teachers are scared to spend their own money on materials for the classroom (especially in Kindergarten) perhaps if children were exposed to technological materials early on, we would have more trust in children handling equipment.

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I am glad the chapter introduced with the idea of learning on computers being similar to other types of learning experiences which occur in the classroom.  We now have a background in early math and science learning, and it seems that the learning objectives which related to that learning is similar to learning outcomes for technology.  “Exploring involves hypothesizing, conjecturing, speculating and testing” (p. 44).  This statement does not reflect the experiences I have had with children using computers during library or computer periods.  I am starting to realise the difference between meaningful experiences for children and some of the planned experiences which I have witnessed.  I thought this introduction was useful in that we can relate it to other areas of learning.  The discussions about Micro Worlds were definitely new to me.  Has anyone ever seen one or been on one of these sites before?  I have heard to SimCity before, but never actually used it.  I think when we were young there was something called the Yukon Trail; it was sort of an alternate reality, where we had to buy things that we needed for trips on the trail.

I really found the learning principles created by Gee interesting and in most cases applicable to diverse learning experiences (which may not be computer games).  The “Identity Principle” stuck out the most to me.  Do you think there are any precautions or dangers in having children explore different identities?  I think it might be a good way to explore the true self, but I know I have heard about cases where people are consumed with online identities.  I think the Discovery Principle outlined that we need to let children have time to discover and experiment, and that telling children the answers will not lead to any meaningful discoveries.  Is doing things on the computer the same as other activities?  I know for me if I could not figure something out in terms of using the computer I am quick to find the answer by asking someone who knows.  What about children who may get frustrated with these types of problem-solving tasks? I know I am asking a lot of questions but I am curious if these games would be useful for all children.  Although I have never been interested in computer games, it seems that there is a large variety of games which may provide good learning experiences for children. 

Perhaps it is due to a generation gap, but I know my seven year old cousin likes to go on different sites on the computer and use the “webbkins” program.  I am finding it hard to map out in my head where time on the computer could fit into a day (where I am at placement).  It seems that in order to have children experimenting with technology there needs to be a lot of time provided. 

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In reading this chapter I could not help but think that with numerous ways to communicate ideas through community building on the internet, would come numerous barriers to credible information.  While there are endless possibilities to have information posted, there could be endless possibilities for children to access inaccurate information, information which may not be useful or related to assignments.  Like the chapter discussed about wikis, where any one can edit information, I am still a little hesitant in using these environments with children and trusting the material.  It concerns me to think that with the increase of technology to post messages, videos, and create blogs, comes the increase of the possibility of inappropriate messages or subjects reaching children.  While “what is considered to be appropriate” may be another topic, as educators we need to be aware of what technology our students are using and for what intended purposes.  I have stressed before in previous posts that keeping open communication (face to face) and allowing for discussions about using these online resources seems necessary for educators to monitor children’s experiences; helping to support meaningful experiences without being intrusive to the learning process.  In my previous experiences with computers when I was younger, it often felt like we got thrown on the computer in the library to free up some time for the teacher (I did not learn anything new).  Do you think that it would take a lot of planning to develop activities which would be useful for children?  Do you think we could get children involved in this planning process? 

It seems that while the use of technology may make life easier in certain instances (ie having access to fast information and networking or communicating with an entire community of learners), it may require intense planning and guidance when first introducing these concepts to children.  As future educators we should be thinking about preventative strategies in making sure these experiences are meaningful to the learning of concepts or building on problem solving techniques, and ensure online communities are not used inappropriately.  I keep reflecting on a video we saw in diversity where there were online chats and blogs which related to severe cases of bullying/gossiping and watching a Dr. Phil show which discussed several instances of harmful uses of community building with technology (amongst teenagers).

I think if we communicate to children and discuss some of the issues around communicating and building communities online, they will be more likely to create their own meaningful experiences for learning, rather than spreading rumours or creating harmful situations.  While I have outlined some of the negatives about community building, I think having educator blogging communities is a great way for teachers to share ideas and strategies.  Live Journal has allowed a lot of us to communicate and reflect on readings (which may not come up in our daily friendly discussions).  Although sometimes blogging can be a tedious task at times, it has become meaningful to me, as I get to reflect on my own experiences as a child and now with technology.  There is often no time devoted to this type of reflection which can really help us get a sense of how we want to be when teaching children.

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When I first read the introduction to chapter seven I thought, how many of us can relate to “Melissa”.  She had so much going on at one time that involved a lot of different uses of technology.  I have never really stopped and thought about all of the different systems, machines and technology that I have running at one time.  I have never really thought about how it consumes my life before until it was pointed out in this chapter.  It seems that children (even in toddler-hood) are exposed to way more uses of technology than I was as a child, and I think the reliance on technology will only grow further.  Since technology does consume our lives and children’s lives (which I have personally observed through interacting with my seven year old cousin), it does seem necessary as educators to learn how to work with technology and present meaningful experiences to children. 

The chapter asked a question which really made me think “what does media multitasking mean for educators?”  I have become aware to the fact that children are living in many ways in a fast paced environment including the use of technology.  The introduction talked about looking at the structure of classrooms, the curriculum and technology present in schools.  Just curious if anyone has any observations.  Do you think that your placement environments meet the needs of children who are use to multi-tasking with media?  I have one personal experience which sort of relates.  Last year in placement I noticed that all of the children in grade one were very current music listeners.  They knew all of the current pop songs and songs that teenagers would listen to.  When it came to music class, the music teacher would often have the children sing songs which they could not relate to such as “baby beluga in the deep blue sea”.  I saw a lot of behaviour problems occur perhaps due to children’s boredom, perhaps due to lack of engagement and perhaps due to lack of motivation to actually participate.  The text made a good point; not including exposure to technology and new forms of sensory input could lead to a risk of “losing attention, motivation and interest of a new generation of students” (Chapter 7 pg.140).

I really liked the mention of Howard Gardner and the points made about multiple intelligences.  Instead of asking “how smart are you”, ask “how are you smart?”  I think the idea of changing language into more positive statements or questions which support all children’s learning can really apply to all areas of teaching the curriculum (not just technology). 

One of the other things I thought about regarding communicating with technology was the inclusion of ELL learners.  It seems that “the computer language” involves a lot of interpretation, and relies on personal experiences.  I know I have had some conversations using chats where I have been confused of the meaning of a statement, solely because I cannot hear the other person’s expression (or tone of voice).  I think there should be more material on how to support ELL learners in communicating using technology (perhaps we will see more in the following chapters).

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I wanted to apologise for the late post, I was really not feeling well this weekend and have now finally caught up it seems; (I wish there was technology to help us build up our immunity to Kindergarten).  Although I found this weeks readings to be a bit wordy at times, a lot of the concepts introduced were new to me which seemed to hold my interest.  The chapter in short talked a lot about investigating with technology, which I have not seen much of in classrooms.  From my personal experience new programs, ideas, and ways to use technology are often not introduced or investigated.  Has anyone seen anything interesting done on computers (perhaps in their placements) other than working on the same old programs that were around when we were young? 

One point I found useful in chapter two related to “flexibility” as being one of the “habits of mind”.  I have not observed much flexibility when it has come to using technology in the classroom.  As I discussed above, programs often remain the same; new experiences are often not supported relating to technology.  As a potential future educator I would hope to use flexibility in my lesson planning to incorporate new discoveries or new ways to incorporate the use of technology into the curriculum. 

So far this semester (or at least in our Social Studies class) we have been talking about balanced instruction, for example a balance between exploration and instruction.  It seems that the same issue arises when introducing activities using the computer or other technologies.  In using computers we need to be thinking about structured activities vs. just “searching” and having closed ended questions for children vs. activities with out meaningful purpose.  It seems that like other early experiences, children should be taught in terms of incorporating inquiry/exploration based learning and guided instruction (certain facts we want children to know).  Unlike my experiences as a child where a lot of lessons to do with computers were based on instructions and teacher’s intended purposes, I learned that early learning with technology should be about involving children’s intentions, interests and allowing for individual strategies to find out information.  Like other areas in learning such as mathematics and science, we should be looking at the process of how children use technology to solve problems, rather than basing their abilities on getting the right answers or doing tasks a certain way.

One addition to the section on internet safety could have been about how educators could get parents on board with stressing internet/computer safety with their children at home.

Chapter four presented some ideas about supporting writing with technology which I have seen before and some ideas which were new to me.  Doing concepts maps on the computer looked like a good way to organize ideas and be a supportive learning tool for visual learners.  I am not sure if this idea would work for all learners in the classroom, for example kinaesthetic learners.  It would be interesting to investigate if there were differences in making meaningful connections to a topic by mapping out ideas by hand (ie with markers and drawings) or using a computer.  Supporting creative writing with technology would be useful for children who may have difficulty with fine motor, or for those children who do not write as fast as their imaginations run.  I think this strategy would be a good way to support children’s creative flow.  

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            Just as it was difficult to reflect on my childhood experiences with learning in science, it seems just as difficult to remember engaging in any meaningful experiences with technology.  I think my first recollection of going on a computer was in grade one.  I can remember having a period during the week where we went to a computer lab and got to play “games” on the computer (usually with a partner).  They did not look like the computers we have today, they took up a lot of space, thus there were not many in the room.  I also can remember getting my first computer at home, playing the game Reader Rabbit on the computer and typing my first book report on Charlottes Web in grade four.  After grade one I can remember the game Yukon Trail and having to first finish a “typing lesson” on the program All the Write Type before being able to play with the other games.  I can remember several other favourites including Sammy’s Science House which I have seen currently on library computers and classroom computers.  Other experiences with different forms of technology were limited during primary school. 

 There were no digital cameras to use and video recorders were a definite luxury item.  I remember my first experience with having a video recorder came in grade two, when the classroom teacher had us stand in front of the camera and talk about a project we were doing.  Other than using tape recorders in the listening centre I cannot remember any hands-on play activities where we actually got to use technology.  When the internet became popular, surfing the net experiences were also limited to certain planned sites.

 My high school experiences with technology became enriched when I took a Media Arts class which revolved around different forms of media.  The group projects were endless from using programs to create advertisements, radio advertisements and filming advertisements.  The technology used when editing short films and adding music was also challenging but a great experience in witnessing a process of hard work coming together.  Music was also an area where technology seemed advanced at the time, using simulators and technology to edit recorded performances.  In reflecting on my current experiences with technology it almost seems that I am uncomfortable with using technology that does not consume my everyday life (such as my home computer, cell phone and ipod).

 In looking at primary classrooms today, I find it interesting that children seem to have an abundance of technology in the form of entertainment and seem to have high interest in different forms of technology, yet learning about how these systems work seems to be limited in the classroom.  Other than classroom computers which are rarely used for any activities other than generic “educational” games, it seems from my personal experiences the subject of technology is neglected in learning activities.  From my own personal hesitations in teaching technology I can see that some educators may leave out material which they are unfamiliar with or may not understand.  If we want to educate young children in terms of supporting inquiry based learning, it seems necessary for educators to inquire about material they are unsure of (in this case the subject of technology) and engage in research.          

Before reading this chapter I never thought of sound as a scientific concept included in children’s early learning.  I guess because I have not seen any concepts of sound being taught in classrooms during science lessons, it was not clear to me that sound was its own topic in science.  When I think about my own learning about sound, I can remember playing with one of those home-made telephones where you would have two cans attached to a long string.  I also remember how air carries sound when taking part in activities with long tubes.  The water carries sound activity was new for me.  I would never have thought to incorporate how water carries sound. I think some amazing connections can be made through this concept.  The chapter suggests asking children about fishing experiences.  Children could also discuss how their swimming experiences and if they have talked underwater before.  I know that when I try talking underwater or when I am listening to others talk under water it sounds funny.  The concept of sounds can also be related to animals.  Dolphins are one of my favourite animals that I find really fascinating.  I know that they rely on sound underwater to navigate and communicate.  This would be a great tie into learning about animals, and perhaps the way that they communicate with each other (which are different or similar to the ways humans communicate).  

I really liked the introduction.  I had never thought about covering my ears to sound and how this effects emotions.  It is something I have done before, but I never really thought about how sound truly leads to certain emotions or feelings in a certain situation (such as watching a scary movie).  This can be related to music and how different sounds in music penetrate certain feelings as well.

Some of the activities in this chapter did present confusion.  I think that children would need a lot of hands on experiences with materials and how they make different sounds.  I really like the activities at the science centre which relate to sound.  They have different lengths of tubes to bang on, which make different sounds (this activity is similar to the ones on page 285).  I like the activity where the children can fill up bottles with different amounts of water and see how the sound varies.  This could make a great experiment and promote discussion.  The food experiences extension was new.  I never thought about how sound can indicate when food is ready to eat (such as popcorn).  Connections could be made to how sound helps us in our everyday lives (such as the beeping sound when walking across some busy streets, or how car horns help to communicate and with other drivers).

Word Count 458

When thinking about the concepts discussed in the chapter, I cannot remember learning about any of them in elementary school.  What I can recall are the placements I have been in and how they incorporate the learning of simple machines.  I must say the learning is limited from a day to day basis, not much is pointed out or connected to other learning.  It seems from my experience science is taught in “units” or certain concepts are taught under specific terms.  Perhaps this is why I haven’t seen much science being done in the classroom.  I remember in the day care and kindergarten classroom they had great building centres with lots of materials for children to use.  Naturally children would make “simple machines” such as pulleys, levers and ramps when using toy cars and building structures.  My concern with this is that I only observed a majority population of boys engaging in this type of play.  How can we get girls into the building centre without actually placing them there during centre time?  It seems that planned experiences are necessary for all children to gain concepts about simple machines, and I can honestly say I have not seen one activity done in the classroom.

Although my lack of experience with these concepts made me a little bit hesitant in teaching young children about simple machines, this chapter provided some great ideas on how to engage children in inquiry based learning.  What I found about this chapter was right from the beginning the activities involved a lot of questioning and the use of open ended questions.  The activities involve a lot of experimentation which sets the stage for making hypothesis, testing and reasoning.  While some of the previous chapters seemed a bit dull in terms of “hands on experiences”, this chapter involved a lot of activities where children are “doing”!  I really liked the experiment about friction where the children tested out paper and an eraser.  They then took rubber and paper out onto the play ground and tested it on the slide.  I though this was a good way to connect other environments outside of the classroom.  This activity could also relate to the use of materials and what materials would work the best in sliding down the slide (ie what characteristics would materials need to have).  When I went to the science centre there was an activity like this available.  There were different ramps with different materials on them.  My cousins and I made predictions about what ramp would make the block slide down the fastest.  I also liked the activity about how rollers can move things along.  I think the children would have fun trying to pull each other in a large box and seeing the difference when adding rollers to the bottom.  I think the activity with ramps would be a great way to incorporate learning about children with special needs.  Children can then connect learning to how ramps help children in wheel chairs.  

Word Count 497 

One of my favourite tricks to do with magnets when I was young was putting a coin on a paper and moving a magnet across the back of the paper to make it look like the coin was “magically” moving around.  I also liked playing with fridge magnets when I went to my grandma’s house (she used to have lots, it seems she has cut down now).  I loved standing back and throwing the flat magnets on the fridge to see if I could get them to stick.  I would keep moving back (in distance) to see how far I could stand back and get them on.  I still find magnets really fascinating; they can be used in so many ways and for so many different purposes.  Some of the activities in the book would be great to use with young children, but I really thought when I started reading the chapter I thought I might learn something new like when reading the other chapters.  I’m not sure what I was looking for maybe something more interesting (the chapter seemed basic).  I did like the part where the text mentioned about going into the environment to test out magnets.  It’s great to try things out in the classroom, but I think children will make sound connections when given the opportunity to explore the outdoor environment.  I think it also might be a good way to bring in some ideas about where magnets are used in our environment.  Does anyone know where magnets are used in the world for like a larger purpose than a fridge ornament???? I’m curious!  I have been trying to think about this but haven’t come up with anything yet.  Just thought I would get your opinions before looking into it further.  I think children have a natural fascination with magnets.  I remember in the daycare they had a science/sensory centre which none of the children used while I was there.  I decided to do an activity with magnets in the centre and children actually came and used the materials.  I put out different materials so the children could test out the magnets and see what attracted and what did not.  They had the most fun with paper clips I think.  Although the activity was kind of thrown in there with no connection to anything else the children were doing, my goal was to get them using the centre.  This makes me really think about and reflect on the classroom environments I have been in.  Nothing interesting was going down in the science/exploration centres.  The children rarely used them!  For me looking at these spaces is a great learning experience in realising what I could do different to get children excited to try out new activities.

Word Count 459

I have never really though about rocks as being interesting before, but in reading the introduction to this chapter I really thought twice about rocks.  Even just thinking about the rocks around my house, I find it interesting that we have so many different ones.  We have white (almost crystal looking ones) in the front garden and very large rocks from a neighbour’s backyard (which backs onto a ravine).  In the back we have lots of river rock which is used as landscaping.  I guess when I think about rocks ( I think dull grey ones), but now that I have really thought about them, they do bring a great beauty to our yard and to other landscapes around the world. 

I really liked the picture on page 215.  It was a great way to see what exploring should look like outside of the classroom.  The children are climbing, observing, and discussing, all key elements to getting excited about rocks!  I really found the activity on page 222 (about stalagmites and stalactites in caves) really interesting.  I was reading my friend Krsiten’s blog this week and she mentioned about our experience in Cuba last year.  We took a tour through an old cave (we went really far down in there, it was not a fun walk back to the top!)   I remember seeing a lot of crystal build up on the cave walls.  This experience got me thinking about what I did afterwards.  Although this sparked my interest and I didn’t know why this had happened in the caves, I did not pursue “finding out”.  Often educators do activities and take the “that’s that attitude”, meaning they just leave it at that, or they do not extend children’s questions or wondering into new learning experiences.  I think it is great that we are learning to extend learning through extension activities and really promoting that sense of discovery and getting excited about natural occurrences in our environment. 

The crystal in caves activity might be better suited for older children; it seems a bit complicated but a good one to intrigue both the students and teachers.  I might want to test it out first before trying it out with the children.  I think this activity could connect with talking about children’s experiences with caves and making connections to different caves around the world.  Perhaps it could lead to researching interesting or most known caves in the world. 
 
Word Count 405 

I really liked all of the extension ideas for air and weather this week.  There were lots of great art ideas like making a weather mobile by cutting pictures out from newsprint or magazines.  It would be great to see the different pictures children find.  It could be a way to bring the children’s work into a science centre in the class or have it hanging by weather graphs.  I also really like the idea of having a field trip after it rains.  This can get the children thinking about the effects of rain, and different types of weather, on people and the neighbourhood they live in.  I think this type of activity could also spark a great discussion about the weather in different parts of the world where children come from.  As educators I think we need to be aware and take advantage of these types of teachable moments.  Concepts of weather are a part of children’s everyday lives in all parts of the world.  From the different clothing they wear to the different shelters needed, I think talking about this could get children to open up about their experiences.

I liked the parachute activity on page 161.  The paper test where the teacher holds a flat paper and a scrunched paper ball in the air and lets them go would be a great introduction. 

I think it might be a great way for children to test out different materials attached to the parachute.  They could make guesses by predicting which one would fall faster, then test and figure out why that outcome happened.  I also thought the balloon math activity would be a great one to try out.  I never really thought about what happens when you leave a blown up balloon for a long period of time.  Measuring the balloon size each day would probably get the children excited.  I could see them coming in, in the morning and looking to see if it shrunk over night.  I think I would use this with primary grades other than kindergarten.  It might be a hard concept for some to understand.

I really like the art extensions for air, where the children use straws and paint to create their own unique paintings.  I use to love doing this when I was young.  I remember something called “blow pens” and you would blow on one end and the marker would come out, sort of like air brushing.  I really like the connections the book made to children’s experiences and air.  For example children could talk about being on an air plane.  I thought the books should have made some more integration with music and musical instruments.  The air our body produces plays a big part in how instruments work. 

Word Count 459

In reading this chapter I thought about my own experiences as a child with water, and I really can’t remember having a water table in grade one and two (only in kindergarten).  If there is so much to learn about water (which even I learned reading this chapter), why isn’t there more planned experiences with water for children in primary grades?   I realised this reason or why water experiences were views as “not practical” for the classroom in my placement last year.  For my science activity I decided to have children use materials to create a vessel that would float on water.  The teacher seemed a bit hesitant about having water bins at each group of desks but I thought it was necessary for the children to test out the materials they were using.  It seems that teachers are concerned with the mess involved rather than the concepts learned.  As we have learned so far, the messier the better, for children to learn concepts and really get excited about science.  Although I spend my recess cleaning up the “floods” under the children’s desks, it was worth it to me to hear “wow we get to play with water today”.

I really liked the activity where children find out what materials dissolve in water.  I think it would be an activity which could lead children to bring in their own experiences.  For example a trip to the Ocean or cooking experiences at home.  I feel like many of the activities in the chapter would be great for a younger “audience” but from personal experience Grade one children might find some of these activities none interesting.  For example the activity where the children write their names on black board and blow on them to see what happens.  I think some of these activities would really need to be modified for the particular group of children you are with, as some children have more prior knowledge than others. 

I thought it would be interesting to try the water activity with the celery, watching colour water climb up the stock.  This would really tie in the concepts of water with plants, and the importance of water to living things.

Word Count 365

I think this topic in science would be the most interesting to integrate into other areas of the curriculum.  The one area I did not see presented as much as I thought should have been mentioned was physical activity.  A large part of understanding the body comes from using the body in different ways and moving around.  I also found that there were a lot of areas which could have incorporated cultural experiences and support for diversity in the classroom.  Different cultures have different foods they rely on for healthy eating and different ways in which they keep their body healthy and strong.  It would be great to incorporate this diversity in some of the activities mentioned.  I must say I had an issue with the activity where the children were weighed and measured and the records were posted.  I think this could pose as a possible cause of exclusion, name calling and bullying amongst children.  While differences need to be supported and understood, I think some children may feel centered out.  I know that with previous experiences with grade one children that having their weights posted would not be the most valuable learning experience.  Children may get taunted for being larger or smaller than their peers.  It may depend on the group of children, but I think we need to think of all possible outcomes of activities with children.  
I really liked the “experiment” with hand washing.  The children would get to try out different hand cleaning products and see which ones worked the best and which ones did not take off the baby oil very well.  In my experiences children love doing activities like this and I think it would engage good group discussions about the importance of washing hands.  I think sometimes we often forget to put ourselves at the level of a child and remember what we were like as a child.  I know I was not the cleanest person when I was a kid running around outside and touching things.  I think hands on activities like this help children understand the importance of things, as they actually get to be a part of their own discoveries.  I think we need to make sure we are giving children reasons why they should be doing things (like washing their hands) and through activities children can discover this “why” factor on their own without just being told.