The photocopier is only used for copying and taking up a large space within our centres, right? Well, I thought so to, until I reviewed the humble photocopier and have since found it can do something magic...
On this particular morning, two siblings, who recently immigrated from South Africa, began telling me about their visit to Mum’s work over the weekend. ‘We saw two of those at her work, what do they do? Child R said, pointing at the photocopier. I asked if they would like to investigate what the machine does and they hastily replied ‘yes’. Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa outlines that teachers should embrace opportunities which enable children to explore the wonders of technology (Ministry of Education, 2009).
I realized I was actually uninformed of how the copier actually worked, but I did explain its purpose was to copy what we placed on the scanner. I asked them to find a book from the library and Child G retrieved his favourite, ‘Ben 10’. I showed them how the lid lifted up while explaining the picture needed to face downwards. We discussed how the light moved over the scanner and created the image. We then took turns to press the various buttons on the keypad.
I supported the boys as they continued to copy different books and eventually various 3D items such as wooden cars and blocks. As they became more familiar with the copier, their confidence increased, thus enabling them to complete the copying process themselves. As I observed them, they were chatting and smiling and I felt very pleased with their endeavours. Smorti (1999) writes that teachers embracing occasions to assist children’s understanding of technology are extending both their knowledge and familiarity. While, Mindis (2006) explains that working with technology creates the opportunity for children to find answers to their own questions.
It soon became apparent, that the image of some items transferred clearly while others were blurry. The boys and I discussed possible reasons for this, Child G suggested the photocopier batteries must be flat, while his older brother said ‘the light, the lid don’t close’. ‘What could we do? I asked. The boys experimented covering the 3D items with large cloths to see if the quality of the print improved. Nastasi and Clements (1994) write that technology enhances children’s ability to problem solve and partake in critical thinking. While Smorti (1999) writes that children exploring with the use of technology will make sense of the world they live in while satisfying their curiosity.
As I was unaware of ‘how the copier actually works’ I took the time to investigate further. I found the following video link showing an old photocopier, much like the one in my centre, bringing drawings to life. Unfortunately, there is no sound but it is self-explanatory. Just take a thick pen and ask the children to do some drawings. Place it in the photocopier and press scan. A few seconds later, the light coming from the photocopier will transfer the drawings to the ceiling and display them moving around.
After viewing the video clip, do you agree your humble photocopier has just become so much more than ‘just’ a copier? I’m going to try it...are you?
References:
Mindes, G. (2006). Social studies in kindergarten. In D. Gullo (Ed.), K today: Teaching and learning in the kindergarten year (Chpt. 10, pp.107115). Washington, DC: National Association for the Education of Young Children.
Ministry of Education. (1996). Te Whariki: He whariki matauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
Ministry of Education. (2009). Information and Communication Technology (ICT). Kei tua o te pae: Assessment for learning: Early childhood exemplars (20). Wellington, New Zealand: Learning Media.
Nastasi, B. K., & Clements, D. H. (1994). Effectance motivation, perceived scholastic competence, and higher-order thinking in two cooperative computer environments. Journal of Educational computing research, pp.249-275.
Smorti, S. (1999). Technology in Early Childhood. Early Education, No.19 Autumn 1999, 5-10.
3 comments:
Hi Rachel,
I really enjoyed reading this blog and think that it was tumeke how you extended the children’s knowledge of photocopiers. This was a spontaneous activity that the children initiated themselves after viewing two of them at their Mums work. This shows that you are connecting the children’s experiences outside the centre and integrating them into the curriculum. I believe that this activity is more meaningful to the children because it was initiated and lead by them. In viewing the video link you found, it is amazing I had no idea that a simple photocopier could bring your pictures to life in such a creative way, the children and I will have lots of fun experimenting with that activity at my own centre. A possible way you could extend on this experience if the children are still interested could be taking the children to a commercial photocopying company where the children can view photocopying on a massive scale e.g. creating signs etc.
Tumeke Rachael!
Wow! Rachael this is a remarkable learning story of these two siblings who just recently migrated from their home country to their new centre. And I can see how you taking their interest seriously while them settling in to their new centre. You encourage and maintaining a good relationship with them both by allowing them to find out more about their curiosity in this huge photocopier/printer related to their prior knowledge of seeing the same photocopier machine at their mummy's work. I also can see how effective the strategies that you were using in this learning for example, helping, role model, praise, discuss, support, and encourage. Smorti (1999) strongly believes that it is our role as educators in early childhood is to “scaffold our children’s learning in this area of using technology” (p. 5). These siblings are enjoying their learning and development on technology as you helped, support, discussed, and encouraged them with problems solving, how the photocopy machine works, how the lights moved and so on.
It is excellent to see how effective you/we as teachers can be to enhance children's learning and development through using technology. This is a successful way of enhancing children’s learning and development through using technology. It also strengthens the reciprocal relationships between children and teachers in your centre. I have learnt something new here to take to our centre how to foster children’s learning and development by using photocopier.
Great work Rachael!
Thanks girls for your comments. Thank you for highlighting some of the other things the photocopier can do, such as print on large scale.At this stage I'm not sure who would be able to facilitate this expereince for the children but I will investigate further.
Have fun trying the 'dancing pictures at your centres!
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