Final Reflection

Through posting reflections and reading others’ reflections as well as discussion in class, I had an opportunity to realise the importance of technology for children in the early childhood settings.  I thought that technology is just a tool which supports a good environment for children’s learning or documents for teachers’ work.  I also recognised that I had narrow knowledge about technology in relation to only digital technology excluding non-digital technology.  However, I realised and experienced that technology is an essential part of learning for both teachers and children. 

According to the principle of Communication of Te Whāriki, children can develop their knowledge, skills and attitudes through experience with some of the technology (as cited in Ministry of Education, 1996).  I was able to find out a variety of connections in relation to technologies everywhere.  For example, when I look around on the wall, I could find a clock, speakers, strings, pegs, fans and so on, which are made by using skills, knowledge and techniques of technology.  As a result, children can improve familiarity with the character of technology in their surroundings during activities (Ministry of Education, 1996).

In addition, I was very surprised that teachers were able to make movies by using pictures and editing videos from a digital camera.  I also have experienced recording some videos with digital cameras with children, but the videos were about children’s play and events in the centre not making movies.  Technology can change the availability of materials and resources.  Thus, technological materials enable children to use many different ways to communicate, create and control their own play with new ways of expressing imaginary ideas (Isenberg & Jalongo, 2006).

I think that teachers need to prepare very well through organising running times and plots when they make movies with children.  In addition, teachers should anticipate unexpected challenges such as chaos, loudness and child interruptions.  However, I am sure that both teachers and children will be proud of the process of making movies as well as the results.  Therefore, the processes are very valuable and are good experiences for children.

Planning should be a continual process through involving careful observation, identification of needs, assessment and evaluation (Ministry of Education, 1996).  In addition, when I plan for children’s learning, I need to be aware of involving the daily challenges of providing flexible, secure, supportive, respectful and collaborative relationships and environments.  For example, when children engage in investigations, extended projects and collaborative learning, I need to plan for ways to limit the number of resources.  Furthermore, I should empower children with choices which they will engage in particular experiences and interactions (Arthur, Beecher, Dockett, Farmer, & Death, 2008).

I also realised that our children are new generation with new technology.  Most new technologies, such as iPads and iPhones might not be strange or difficult to our children any more.  I need to give opportunities for children to experience new technologies naturally through learning new skills and developing knowledge consistently and continuously.  I also hope that I can have the chance to provide good technologies for children with active support from stakeholders in many ways.

Lastly, teachers need to know about and “understand how technology can be effectively integrated into instructional activities” (Tsantis, Bewick, & Thouvenelle, 2003, p. 3).  I think that teachers can also learn knowledge and skills as well as collect information through using computers.  Computers are valuable instructional tools for finding out answers to questions through communication by using the internet (Isenberg & Jalongo, 2006).  Therefore, technology is very important for teachers to enhance their teaching and learning when they have an opportunity for professional development (Tsantis, Bewick, & Thouvenelle, 2003).

References

Arthur, L., Beecher, B., Dockett, S., Farmer, S., & Death, E. (2008). Programming and planning in early childhood settings (4th ed.). Victoria, South Australia: Thomson.

Isenberg, J. P. & Jalongo, M. R. (2006). Creative thinking and arts-based learning: Preschool through fourth grade (4 ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

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

Tsantis, L. A. Bewick, C. J., & Thouvenelle, S. (2003). Examining some common myths about computer use in the early years. Young Children, 58(1), 1-9.

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Google images. (2012). Image of iPhone-And-iPad-Difference, retrieved from http://www.tech2date.com/what-are-the-differences-between-iphone-and-ipad.html