Final reflection

Writing my final blog on technology, I can confidently say that I have learned lots of useful concepts and new knowledge about technology and its use in early childhood centres. I was born and raised up in an environment which was dominated by digital technology, the toys I played with and games were digital with graphics and visuals. No wonder I always feel comfortable and competent in using technology. On the other hand I lacked knowledge in building blocks and working with connectors and mobiles, from my personal experience I can say that experience with non-digital technology is as important as the digital technology. Smorti (1999) says that technology is not only limits to ICT but It can also be all objects in which knowledge, skills and resources are united to find solutions and make tasks easier. Smorti’s article and blog posts of my peers made me realise that there is more to the definition of the term technology. I have learnt that technology can be helping people and solving problems, and it is also “a creative and purposeful activity aimed at meeting needs and opportunities through the development of products, systems or environments” (Smorti, 1999, p. 5). Technology by nature such as Worm farm, food production, uses of chops sticks (which is technology from another culture (Smorti, 1999) and building signposts and cars at carpentry table has surely enlightened my knowledge. I have also come to know about the importance of technology from The New Zealand curriculum point of view which says that “technology is associated with the transformation of energy, information and materials” (Ministry of Education, 2007, p. 32).  One of my peer commented on one of my blog that “the greatest technology available is the teacher’s mind (Hatherly ,2009,p. 7), this statement made me realise that teachers are the prime force behind the learning of children and they are as important as technology. If the technology is used thoughtfully by teachers, it can actually develop children’s knowledge and offer them invaluable learning opportunities (Hatherly, 2009), and to achieve that I guess the secret is in achieving balance between these two worlds. Technologies such as camera develop children’s skills to communicate non verbally, which is perfect for younger children who do not have necessary verbal skills (Ministry of Education, 1996). Also these tools act as “tools for exploration and communication” (Ministry of Education, 2007, p. 32). Using technological equipment’s makes children feel empowered, form connections with home and also draw theories of the wider world (Ministry of Education, 1996).  Using technology has encouraged children to learn how to share and negotiate with their peer and build positive relationships (Epstein, 2009). The children when mentor and coach one another and remind each other to be careful using the equipment, this supports Tuakana- Teina relationships amongst children which provide them opportunities to learn alongside others and from one another (Clark& Grey, 2010). They realised that “by working effectively together, they can come up with new approaches, ideas, and ways of thinking” (Ministry of Education, 2007, p. 12). The concept of AKO was also highly visible in using technology with children as some times children have more knowledge and they play as competent peer role(Clark& Grey, 2010)..

There are limitless possibilities not restricted to literacy but also social knowledge and social skills of technology and  isolating children from such tools is not ideal for the future of children as they need to know “How and why the system work and operate the way they do” (Ministry of Education, 2007, P.32). Through ICT, children gain confidence in their ability to use technology and an understanding of the role of technology in communication and learning. 

References:

Clark, B., & Grey, A. (Eds.). (2010). Perspectives on early childhood education: Ᾱta kite ate pae-scanning the horizon. Rosedale, Auckland, New Zealand: Pearson.

Epstein, A. (2009). Me, you, us: social emotional learning in preschool. Ypsilanti, MI: HighScope Press.

Hatherly, A. (2009), ICT and the greatest technology: A teacher’s mind. Early Childhood folio, 13, 7-11

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngāmokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

 Ministry of Education. (2007).The New Zealand curriculum. For English-medium teaching and learning in years 1-13.

                        Retrieved from http://nzcurriculum.tki.org.nz/Curriculum-documents

             Smorti, S. (1999).    Technology in early childhood. Early Education, 1, 5-10