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Update: March 2006
Update: October 2005
Songs we have used this year are ‘ Old Macdonald’, Take you driving in my car’, ‘What do you think my name is?’, ‘ Row, row, row your boat’, ‘ Tic, Tac, Toe’ and ‘Happy Birthday’.
Thinking skills are evoked when KidiPads are combined
with a story displayed through ‘Power Point’. In our story of the ‘Three Billy
Goats Gruff’, children use visual cues to access appropriate coloured
pads to add sound effects to their stories. These sound effects were
the footsteps of the Billy Goats. Children are able to control this activity
throughout the day to create and recreate their favourite parts and sounds
in the story.
KidiPads has been woven into the fabric of our curriculum and the IT components have challenged staff. It has broadened our knowledge our creativity and our community interactions, maximising the benefits of KidiPads for all at the Monash Kindergarten.
The Monash Kindergarten undertook the project of collaborative work and KidiPads. Monash is a part time kindergarten with children attending over 2 full days. To allow this project to operate successfully, structures weekly sessions were scheduled. A target group of children emerged. Approximately twenty children participated in these sessions with the remaining fifteen joining this target group during a later group time. Staff, children and parents have all embraced this project with enthusiasm.
The research was focussed on the collaborative play that unfolds when kindergarten children have the opportunity to explore their world through the technology of KidiPads.
|Why is your research educationally significant?
The Monash Kindergarten has been fortunate to access school computers through a shared project with school staff on the use of Kidpix 3. Although the children received great satisfaction from these sessions, staff were keen to try alternative ideas. With the newly developed KidiPads and the simple operating procedures for young children along with the social interaction possibilities, the project came alive for all at the Monash Kindergarten.
Music and masks for songs
How did you gather your data/evidence?
View more images from the inquiry.
|Examples of the data/evidence
Rubrics, photographs, videos newspaper articles and a CD
How did you interpret your data/evidence?
|How has this research changed your theory and practice?
Technology has becoming an integral component of children’s
It adds an auditory and exciting dimension to children’s learning.
In planning for KidiPads it broadens the learning spectrum with the visual, kinaesthetic and auditory dimensions being catered for. Larger group participation for individual children is also an added bonus.
A change in my teaching and in using KidiPads has forced me to take risks with my own skills and experiment with new technologies. Parents have been supportive and assisted with musical knowledge and resources My IT learning curve has been enormous as many problems were worked through with the assistance of staff. Collaborative efforts have been essential and necessary.
What new questions emerged for you as a
result of this research?
Findsounds - search for the web for sounds
What could have been better?
Initially I had concerns about the inflexibility of video borrowing from TSoF for data collection with this project. This led to the Monash kindergarten purchasing our own video camera. As it turns out this was by far the best outcome.
What exceeded your expectations?
I am forever grateful for the patience and instant support I have received from Jim Edson (TSoF) to assist with my own skill limitations. The use of emails through this time has been hugely beneficial and necessary. He has assisted my teaching by maintaining the momentum with problem solving the IT issues I had encountered. This directly impacted on the success of projects I was undertaking.
My entire journey with this research project has pushed me far beyond my comfort zone in every aspect of my learning.
Everything I have done this year with this project has been very rewarding.