It was a stressful beginning for me when I first heard about
blog. I questioned myself, how am I
going to learn this? I do not have much knowledge about technology. I was totally lost for the first three weeks
when I started this session.
Wow, what an experience and learning I have gained from this
assessment. The assessment was about significance and use
of technology on children’s learning and development, but I guess it was for me
as well. To be honest I hate using
technology, it is too complicated for me.
Likewise I look at the negativity side of it instead. But, I have no option I have to live with it
and change my view about technology.
This assessment changes my whole perspective about technology. I agree with Smorti’s (1999) notion that
educators’ perceptions about technology should be changed; we do not have to be
an expert but to enjoy learning and experiencing together with children. This comment overcomes my fear that I do not
have to be a technologist to know them all.
Again Smorti (1999) suggests for educators to support children’s learning
by increasing our knowledge with technology.
He is also warning us to keep learning to widen our understanding and be
skilful with technology.
Viewing and commenting on my group’s reflections was a good
practice to reflect on our own practice; to uncover difficulties and discover
changes to carry out effective teaching strategies (Sockman & Sharma, 2008,
cited in Yang, 2009). I learned new
ideas and different views from their reflections on particular activities they
have done with children. My group
comments make me realise I missed some of the best learning skills I should
have done with the children. Our group’s
critical reflections on my experiences raised my awareness to develop more
knowledge about my teaching style which prompts the positive ways I look at
technology in early learning (Liou, 2001, cited in Yang, 2009).
Learning technology is so vital in early childhood because it
helps children and us to solve problems together (Smorti, 1999). Technology is everywhere and it influences
and changes our world we are living in.
However, (Authur, Beecher, Death, Dockett & Parmer, 2008) suggest
that early childhood curriculum needs to introduce these changes and support
children’s engagement with this rapid changes in the world. It is a useful tool
that develops children’s knowledge and meaningful learning about their world
(Smorti, 1999). Therefore, I strongly
believe that the children need to develop their own understanding and
confidence by familiarising and experimenting new knowledge and skills about
technology (Ministry of Education, 1996).
Observing children playing and exploring technological and
non-technological tools makes me wonder how fast some children automatically
get attached to them. They create and
solve their own problems by learning and talking to each other. They build relationships with each other
(children/teachers); literacy and numeracy skills, manipulative and imaginative
skills which are all part of their cognitive development. In fact, (Bruce, 2011) emphasises that
“children are learning through doing in this early stage development” (p.
110).
Surprisingly, I did not know scissors, woods, sharpeners can
be part of technology. My understanding
was only electronic equipment like computers, cameras, ipad, TV, telephones and
others are part of the technological world, but I was wrong. Now, I believe teachers need to be open-mined
to embrace children’s enjoyment of learning technology: should be more
interested and less frustrated (Binders & Ledger, 1985, cited in Clements,
2002).
I really enjoyed this assessment because I have learned from
it; and being able to use blog to comment on others reflections. Likewise, learning how to do hyperlinks but
mostly enhanced my knowledge about the importance of technology in children’s
learning and myself.
References:
Arthur, L., Beecher, B., Death,
E., Dockett, S., & Farmer, S. (2008). Programming and planning in early childhood
settings (4th ed.). Victoria
South, Australia: Cengage Learning.
Bruce, T. (2011). Early
childhood education. (4th ed.). London, Great Britain: Hodder Education.
Clements, D. H. (2002). Computer
in early childhood mathematics. Contemporary issues in early childhood,
3 (2), 160-181.
Ministry of Education. (1996). Te Whāriki:
He whāriki
mātauranga
mō ngā
mokopuna o Aoteroa: Early childhood curriculum. Wellington, New Zealand: Learning
Media.
Smorti, S. (1999, Autumn)
Technology in earlychild. Early Education,
19.
Yang, S. H. (2009). Using blogs
to enhance critical reflection and community of practice. Educational Technology & Society. 12(2), 11-21.
Please be advised this
is my reference for my camera reflection
