Catherine: September 2012

Final reflection

When I first started this assessment I didn’t see the need to have technology in early childhood centres and I didn’t understand how technology could support children’s development. It wasn’t until we started to have discussions in class that I realised that I didn’t really know the meaning of technology. I always thought it was only digital devices. When I read Technology in Early Childhood by Smorti (1999) I soon learnt that there was non- digital technology as well as digital technology. “The simplest definition of ‘technology’ I found was that technology is about helping people and solving problems” (Smorti, 1999, p.5). This definition helped me understand what technology was all about. After reading Technology in Early Childhood by Smorti (1999) I was able to point out more aspects of technology in my centre, where as beforehand I was struggling to find areas in which we support children in this area of development. For example I noticed that the activity of cooking was a form of technology, not the product but the process to get to the result (Smorti, 1999). In the end I concluded that any item that can help people, solve problems and save time was a form of technology.

From reading, commenting on other students, discussions with my AT and class time discussions, I have learnt technology can enhance children’s development in many ways. I believe first we need to use technology in the correct manner, for example, not letting it become a babysitting tool and find a balance of how much time we allow our children to use it. Ipads, computers, laptops, cameras etc are becoming very popular with young children’s lives as it is part of their world and technology is only going to improve. Te Whāriki He Whaariki Mātauranga mo nga Mokopuna o Aotearoa: Early childhood curriculum “supports children using many materials for different purposes enable children to recognise that different technologies may be used in various places and settings”( Ministry of Education, 1996, p.95). I have learnt that children can develop the skills of

· Communication. For example, at our centre we have a microphone with an amp.

· Listening skills. For example, listening to favourite stories via YouTube.

· Social skills. For example children researching topics on the computer and discussing them.

· Mathematic and literacy skills. For example computer programmes that involve counting.

· Problem solving. For example when we are doing cooking activities.

· Role playing cafes with recycled eftpos and key board equipment.

· Developing creativity skills. For example we have creative computer software where children can practice their computer skills while drawing and building on their creativity skills. We also use YouTube clips to demonstrate art activities and learn about the artist.

· Physical skills such as fine and gross motor skills. The use of their finger for example typing, clicking buttons and dragging the screens on computers, cameras and ipads. Children having the access to spades in the sandpit and hammers for the carpentry table.

Technology knowledge and experience will help them prepare for school. I didn’t realise how much technology is used in school and didn’t know that it had its own section in the New Zealand curriculum. “The aim for students to develop a broad technology literacy that will equip them to participate in society as informed citizens” (Ministry of Education, 2007, p.32).

Most of my feedback was comments that agreed with my experiences with technology however there was one suggestion that was given to me. It was for my cooking activity. When I do cooking activities with the children I use a cook book. Ash suggests that I use the internet and Google the recipe. This made me think because my centre isn’t that into digital technology. When I am doing the simple activity like cooking instead of finding the recipe in the book, we can as a group research it on the computer. This showed me that I can still implement digital technology in my centre by replacing simple items with digital technology. I am encouraged next time to try out this new suggestion.

References

Ministry of Education. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media

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

Smori, S. (1999) Technology in Early Childhood. Early Education, 19, 5-10.

Saturday, 1 September 2012