SarahJoan: September 2013

References

Allen, D. (2011). Social competence 101. Retrieved from: http://www.youtube.com/watch?v=iDjweTRWwDQ

Ministry of Education. (1996). Te Whāriki, he whaariki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

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

New Zealand Commerce and Economics Teachers Association. (n.d.). Digital technologies. Retrieved from: http://www.nzceta.co.nz/Pages/digital_technologies.htm

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

Talay-Ongan, A., & Ap, E. A. (Eds.). (2005). Child development and teaching young children. Southbank, Victoria, Australia: Thompson Social Science Press.

TASK THREE

Through this experience I have learnt about technology and become more aware of technology, both digital and non-digital and the significance they have for the children in our centres. Only a few weeks ago when I thought of technology I could only produce examples of digital technology, completely unaware of the non-digital technology that surrounds us. This may because I grew up with so many digital technological advances, not realising what technology really was. Now, I acknowledge that technology involves all things made to create ease in our lives (Smorti, 1999). This means that not only are iPads and cameras technology, but so are pens and pencils.

In reading my groups blogs I have learnt the about the many learning opportunities technology creates for children and how technology is embedded in almost everything we do. For example crayons/pens allow children to be creative, expressive, learn literacy, communication, and so much more, this had made me appreciate many non-digital things I take for granted each day. Te Whaariki states "children develop skills with media that can be used for expressing a mood or a feeling or representing information" (Ministry of Education, 1996, p. 80).

My group’s blogs have allowed me to be open-minded and gain new ideas or ways to implement digital and non-digital technology in the centre with children of all ages. It was also interesting to read the different perspectives group members took for the same types of technology, but saw different learning outcomes for children that I hadn’t thought of. I learnt that technology provides children with learning about sharing, social interactions, expression of ideas and knowledge with peers and teachers.

It was great to give and receive feedback on each other’s blogs. Hearing positive feedback is reassuring of my practice and encourages me to continue engaging in technology experiences with children. Feedback also provided me with new possibilities and further reflection and investigation into technology for children. Although creating a blog assignment was a challenging new experience for me I believe it is important for myself as a teacher to learn new technology and become confident and comfortable with it, to include and implement technology experiences in the centre program (Smorti, 1999).

It was apparent to me through the blogs that digital technology is not something readily available to children in all centres, and I feel this is an area we can all work on to improve and reflect on. I believe that children are capable and competent learners and therefore should be trusted with cameras and iPads to further enhance their learning (Ministry of Education, 1996). "The thoughtful and meaningful use of ICT in early childhood education services can support children to grow up as competent and confident learners and communicators...making a valued contribution to society" (Ministry of Education, 1996, p. 2).

Overall, I believe our centres are filled with technology that provide for many valuable learning experiences for children and teachers alike. Technology is significant for children’s expression and contribution as they grow up in a world reliant on modern technology. I feel digital technology needs to be an integral part of our program, used in moderation.

Sunday, 1 September 2013