Final Reflection

With every assignment that contains words such as ‘wiki’, ‘blog’ or ‘technology I feel my self-cringe with fear and dread.  Digital technology has been something that I find intimidating and don’t understand. Holding such strong feelings regarding this type of technology means I have rarely stopped to challenge my feelings, or extend my knowledge and proficiency in this area due to my own image of myself as incompetent in this area.

It was a surprise to then notice my understandings and views of technology change though class discussions, my own experiences and the experiences written about by my peers.  I had never stopped to look around at the large role technology plays in every aspect of my own life, and saw my perception change of what is considered technology though Smorti’s definition stating that “technology is about helping people in solving problems” (1999, p. 5). 

I always thought of technology as a skill I was trying to pass on to children; such as “ This is a camera and this is how it works” I never stopped to reflect on the value of this information and why I felt it was important to teach young children.  Though my own reflections and reading those of my peers I have come to a personal understand that learning about technology isn't just about fingering out how to use a certain type of technology for the sake of knowing, but in helping children become familiar with the technological tools available to them to assist them in their explorations and discoveries, acquiring new knowledge and making sense of their world.

Through the natural integration of technology in children’s play I witnessed learning that I had not previously associated with the use of technology including the rich social interactions it facilitated.  The right piece of technology in the right context provided opportunities for children to share and co construct knowledge, problem solve and negotiate skills that can be used across all curriculum areas (Arthur, Beecher, Death, Dockett, Farmer, 2007) and in many situations throughout life.

Gonzalez-Mena (2008) reminds us that we are completely immersed in our culture and that culture influences every aspect of our beings. Through this journey I have come to realise that for children today technology that may seem foreign and complicated to me is part of their everyday lives (Gonzalez-Mena, 2008)and in a lot of ways part of Zealand culture as a whole. As a teacher this realization challenges me to continue to strengthen my skills in knowledge regards different forms of technology so I can best meet the needs of the children and effectively support their learning (Smorti, 1999).

Through reading the comments from my peers I have had some interesting points to ponder.  I am aware that three of the ladies have children of their own and comment on the technology used in their own homes and lives.  This causes me to reflect on collaborative partnerships between parents and teachers, if we are to utilize technology that is relevant in the children’s lives it’s imperative to know the types of technologies are used in the children’s homes and the significance of the roles they play.

This paper may have not advanced my skill base in modern digital technology but it has taught me of the importance of continuing to develop and strengthen my skills in this area and given me the confidence and desire to do so.  As a personal challenge, this reflection has been the first assignment I have ever typed up without hand writing first. I did this to continue to prove to myself that like the children I teach and learn alone side of, I too am capable of acquiring new skills (Ministry of Education, 1996).

References

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2007). Programming and planning in early childhood settings (4^th ed.). South Melbourne, Australia: CENGAGE Learning.

Gonzalez-Mena, J. (2008). Foundations of early childhood education. New York, America: McGraw-Hill

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

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