Final reflective blog

I vividly remember on the commencement of this course when the lecturer asked the class what we thought technology meant, about 80% of us had similar answers.  For us, technology largely meant computers, TV and I Pad’s.  Now coming to the end of this course, my understanding of technology has a new insight.  Today if someone asks me what technology is, I can confidently say that technology can be digital and non-digital, I can further talk about how designs have changed over a period of time such as story books with tactile experience, story books with C/D’s and how technology has changed our lives. 

Additionally, through reading literature on technology, I have now become more informed of what technology means.  Smorti’s (1999) quote that technology is about helping people and providing opportunities to solve problem is one that I feel defines technology so explicitly.  This definition has actually opened my eyes to seeing technology differently, in everything around us and how as educators we can foster and support children’s learning and development through the use if this.

Furthermore, feedbacks from the group on my post were also informative.  It created a virtual learning classroom, a community of practice where the group members shared their perspectives and asked questions (Yang, 2009).  I have been able to learn from other group members and this opportunity may not have been there had there been no blogs.  In response to Stephanie’s first question on using simple technology to problem solve, I did another learning experience in cooking shortbread cookies as cooking is such a popular interest at our centre.  This time instead of using the electric mixture, I asked the children to use the wooden spoon to mix.  Even though this took a longer time, there was positive in it, children waited patiently for their turns which meant they worked well alongside their peers and the whole experience was more interactive.  We also used spoon to place the mixture on the baking tray and using fork made the design instead of using the pusher.  This question actually helped me develop creative learning experience for the children. 

Moreover, in response to Stephanie’s second question on C/D books where she asked my view on story books with C/D’s, I feel it is a great learning tool, it provides children autonomy and independence to solve their own problems as stated in Te Whāriki He Whāriki Mātauranga mo nga Mokopuna o Aotearoa (1996) that programmes should provide opportunities for children to make choice and develop independence.  Additionally, I concur with Clare’s explanation that C/D books helps build children’s literacy and getting the teacher to be fully involved in dramatic play as she is not reading the book.  However, I also feel similar to what Clare suggests that that this technology should be used appropriately and not replace the practice of teachers reading the storybooks to children.  Reading story books to children has its own value such as building relationship with the children. 

 In response to Nicola’s question about ways teachers could help children understand technology around us is firstly the educators should become aware of digital and non-digital technology in the centre.  Then whilst observing the children, they should talk about technology, the change in designs to the children and how it can be used to solve problems.

 

The significance of use of technology in children’s learning and development is huge.  Children need to understand what technology is, the difference between high and simple technology and how it is useful to solve problems.  It is a means of exploring, linking to their social world, their culture and building social competence amongst peers.   Technology prepares children to have a smoother journey in schools and better people in the community.   We need to foster and better equip children around both digital and non-digital technology and provide a balance between high technology such as computer and simple technology such as sand pit, gardens in the outdoor environment.  Whilst computer can be an excellent inquiry tool, we should not limit the children to just that.  The outdoor environment provides yet another rich learning experience for the children.  Ministry of Education (1996) highlights that in order for children to participate in this world they need to acquire new knowledge and skills. 

Overall, this course provided me an excellent platform to learn what technology is all about and the importance of it in our everyday life.  I need to embrace it and foster in children as the significance of technology in children’s life cannot be ignored.  One more positive outcome from this course is that I have learnt how to blog, this is a great achievement for me and something I may use in my early childhood career.

References

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa         Wellington, New Zealand: Learning Media.

Smorti, S. (1999) Technology in Early Childhood. Early Education, No.19 Autumn 1999.

Yang, S. –H. (2009).  Using blogs to enhance critical reflection and community of practice.

            Educational Technology & Society, 12 (2), 11-21.

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