Reflection

I have had an eye opening experience with the children and upon myself as well. Be honest, I would have never thought that technology was more than computers or cameras and although I’m quite fluent with these technologies. I really didn’t think that the materials we used every day with the children were an area of technology. In my mind again I always just thought of technology as TV, or computers or cameras. I didn’t think there was much non-digital technology around centre and I have access to as well as children. My previous knowledge on technology wasn’t that much.

Since I started setting up the blog and doing reflection, I realized that technology is everywhere. I found out that blog is a valuable platform for us to share ideas and knowledge; have the opportunities to communicate each other. Although I was aware of blog before yet I still need to explore in posting a new blog or a comment.

I have gained some knowledge from other students’ comments they made very meaningful ideas and suggestions on my reflections that I could take them on board for my practice in the centre. I have also learned wide learning experiences in using technologies with children, such as using glue gun with children I think it is a very good learning experience to present the significances of children using non-digital technologies. The children could use this technology to solve problems as they need to stick the objects together to create a design. Smorti (1999) states “technology is about helping people and solving problems” (p.5). I was gaining so much from all the people around me and I was able to contribute my suggestions and ideas to others. Having the different perspectives helped a lot with experimenting with different ideas and getting feedback to know I’m doing things right.

“Technology is a creative, purposeful activity aimed at meeting needs and opportunities through the development of products, systems, or environments. Knowledge, skills, and resources are combined to help solve practical problems. Technological practice takes place within, and is influenced by, social contexts” (Ministry of Education, 2007, p. 6).

Therefore, as a teacher need to take account of the significance and use of technology on children’s learning and development. I believe that children use variety technology could help their physical, emotional, social skills. In terms of physical development, children could operate and manipulate with hands on experience; children could develop a sense of satisfaction and emotional well-being by figuring out how to use the glue gun or completing an educational game; and children would be developing social skill by working together on a project and talking about what they have done.

In addition, the co-constructing takes place in many occasions where they could construct their knowledge to solve the problems. Technology involves thinking about processes, successful products, practical invention, designs, searchers for solutions, research for practical purposes and study of how things might be (Fisher & Gravey, 1991 as cited in Smorti, 1991, p. 7).

With using technology, children are more likely to develop their creative skill and imagination as they would create an object or a craft by using the technologies such as scissors, glue gun. Te Whāriki (MOE, 1996, p. 88) states “children develop the ability to represent their discoveries using creative and expressive media and the technology associated with them.”

Regarding to the usage of computer and TV, we need to use it wisely with children, because it might have adverse effect on children’s leaning such as the inappropriate behaviour and language from the computer that children would copy from. However, as early childhood teacher needs to ensure children to gain the maximum learning and development through different technologies by guiding and assisting them. We also need to follow children’s interests and needs. Helm & Katz (2001, p. 4) states “It is only when children are curious, absorbed, and interested in a topic that the benefits of projects are realized.”

Children are encouraged to explore all area of technologies in the centre either digital technology such as computer, camera or non-digital technology such as glue gun, scissors etc and encouraged to talk about their theories of solving the problems. As Te Whaariki (1996, p.44) says “children are developing more elaborate and useful working theories about themselves and about the people, places, and things in their lives. 

Reference:

Helm, J., & Katz, L. (2001). Young investigator: The project approach in the early years. New York: Teaches College Press.

Ministry of Education. (1996). Early Childhood Curriculum Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa .Wellington: Learning Media.

Ministry of Education. (2007). New Zealand Curriculum. Wellington: Learning Media.

Smorti, S. (1999). Technology in early childhood. Early Education, no. 19 Autumn1999.