Final reflection
I have always been a believer that technology is beneficial
to children and that a balance of it within the centre is a benefit. However
finding out exactly what was “technology” came as a bit of a surprise to me.
While reading Smorti my understanding on technology grew because of the wide
definition of technology within early childhood in Smorti technology is defined
as ‘…technology is about helping people and solving problems’ (Smorti, 1999,
p.5). Lots of things done in the centre can then come under technology. From
reading my groups comments on my blogs and reading from this course I have
become more open minded to what is defined as technology and what is a
technological process. Being able to post reflections on the blog and receive
feedback from my peers was a new way of communicating our thoughts and
experiences with each other. I not only found out more about technology but I
also read about some great things that other people do in their centre that I
can now implement into mine.
My first blog post was on laptops and using them to do
research within the centre. One of the comments by Patrice made a great link to
Te Whāriki
where she said that children need to develop ‘awareness of their own special
strengths, and confidence that these are recognised and valued’ (Ministry of
Education, 1996). I thought this was somewhat of an eye opener for me, even
though I recognised that the child was building on their own strength I did not
place a large amount of importance on it. When Bronwyn from Botany Downs Kindergarten
came in she said that when children are able to show and something that they
know about then they are the knowledge holder and they are able to teach the
other children and even the staff. This makes them feel powerful and important
at that point, because they have a greater purpose.
Another couple of
comments made by Briar and Patrice on my camera blog made me see that I am not
the only one that has experienced a collegue or adult that is quite closed
minded about a child using their camera.
They both agreed that if this occurs how can teachers then say they view
children as competent learners if they are unable to trust them with a piece of
equipment. I think we all agreed that if a child is shown how to use this piece
of digital equipment properly then it won’t be damaged. I was relieved to know
that I was not the only one that had come across adults that were against
giving children pieces of digital technology. In it says that when ‘technology use
that is connected to what children already
know and can build upon leads to
greater motivation and selfdirection’ (Van Scoter, Ellis & Railsback, 2001,
p.12). I think that with the use of the camera children are able to do this and
further their learning. So I definitely
still stick with my point that allowing the children to use the camera is a
great experience.
Other all this assessment has given me
the tools and readings to support what I am doing in the centre with
technology, both digital and non digital. Although I get questioned about some
experiences I allow children to do because they are “only children”, I still do
them because I know the importance and benefits of using technology in a
balanced environment. I am hoping that from this other teachers will realise that
technology is a part of children’s lives and we can’t hide it from them, but
rather equip them with the knowledge they need to be successful learners now
and in the future.
Reference
List
Ministry
of Education. (1996). Te whāriki, he
whaariki mātauranga mo nga mokopuna o Aotearoa : Early childhood curriculum.
Wellington, New Zealand: Learning Media.
Smori, S. (1999)
Technology in Early Childhood. Early
Education, 19, 5-10.
Van
Scooter, J., Ellis, D., Railsback, J. (2001). Technology in early childhood education: Finding the Balance. Northwest Regional
Education Laboratory: Portland Oregon
