While making these Power Point presentations and computer books, I tried to share the process with the children as much as possible.  They saw us scanning in pictures, downloading pictures from the digital camera, and inserting their voice recordings.  They watched me get excited when something worked.  They also saw some of my frustration when things didn't go as planned.  The children called these mishaps "technical difficulties".  Most importantly, I think they saw me as an active learner.  I think it is important to demonstrate to children that learning is a lifelong process. 

     Our experiences through each step of the project were documented using the digital camera and video recorder.  These pictures were displayed in the classroom to show the children "in action".  Descriptions of the children's work was added to the photos to give insight to their thinking and show the learning that was occurring.  I feel this use of technology was extremely beneficial.  Viewers often look at the photos and say, "That looks fun".  Education in an early childhood classroom should be fun, however, I want to point out the learning occurring through each of the activities.

     Photographs were grouped according to similar content and display panels were created.  These boards were placed in the classroom as a pictorial record of classroom experiences.  The documentation boards really grabbed the parents' attention.  They often looked at them searching for photos or work samples from their own child.  While examining the panels, they were also kept up-to-date on classroom events.  The children felt pride in seeing their work displayed, and they could often be found revisiting and discussing prior activities.

     I also scanned some of their drawings and work samples for classroom display.  By doing so, the children were able to take their original work home (avoiding a power struggle between the child and teacher).  Text could be added to their work in a respectful manner.  Typed words underneath the samples is much more respectful than taking a pen and writing all over their original work.  In addition to classroom displays, I began inserting some of these work samples into their individual portfolios.  These were particularly helpful to me during parent-teacher conferences.

     Finally, I think the collaboration between the student teachers and myself was one of the most  valuable components of technology usage.  I assumed that since I was the "teacher", I would be leading the way through the MITTEN projects.  However, both of the student teachers and myself were familiar with technology and its uses.  Although we had many of the same skills, I found that our knowledge also differed.  As a result, we learned a great deal from one another.  Collaboration and team effort was apparent throughout the school year.  When one of us was teaching, the other was taking pictures, videotaping, or writing down some of the children's dialogue.  At the end of the day, we set aside time to discuss the day's events and plan lessons extending their experiences.