Final Reflection:
I think in doing this paper People, Places, Things and
Events has really opened my eyes not just to technology but to also seeing the
children in a different light. We talked – as an early childhood society, about
following the children’s interests and building on these but how can we do this
if we as educators don’t fully understand what we are teaching or put our own
insecurities of not knowing onto the children. Just from reading my group
members blogs I have come to understand that I have been encouraging and
utilising technology within my practice and not even known – so as I commented
on Morgan’s blog imagine what I can teach, foster and empower the children to
know and gain skills in around technology now (Smorti, 1999).
I remember in my Politics class Jo Perry talking about
legitimate knowledge – I can now relate this to technology as it is a topic the
children grave to understand and use, I think that when using digital
technology it needs to be used within context – to enhance children’s learning
and development by incorporating it into their funds of knowledge (Arthur,
Beecher, Death, Dockett and Farmer, 2007).
Although I have completely changed my views, thoughts and
beliefs around non-digital technology and feel it is a vital part of learning
that should be embedded in all areas of learning for infants and toddlers, I am
still reluctant to introduce digital technology – except for the camera, as I
stated in Cheynne’s blog it is a valuable tool for their learning, within the
centre environment and helps them re-visit learning and it is a way to share their
learning in a non-verbal way with family (Ministry of Education, 1996). I found
it interesting that my peer’s comments on my blog were all very similar as to their
individual opinions on digital technology and how they feel so positively about
the use of the camera in the centre setting. It would be amazing if we could
have cameras specifically for the children’s use, but unfortunately this won’t
happen. I still do not see the need for it in the lives of our youngest members
of society; I do understand that they have exposure to digital technology at
home; through ipads, laptops, and television, which is their parents’ right to
do this. I know my views are impacted upon the childhood I had growing up and
these life events have shaped me to become the teacher I am today, but is it
such a bad thing to want those experiences for other children (Gonzalez-Mena, 2008).
I could really relate to the comment Cheynne posted on my
blog by Smorti (1999, p. 9) Smorti states “as a learner, my ideas about
technology are still developing, and I expect they will change as I continue to
research and reflect on what is happening for educators and children as we
explore technology in the early childhood curriculum”. I really see technology
in a different light as all my peers have stated in their own blogs and in
comments, I see the use of it everywhere even in my own day, and truly believe
this is an area of knowledge I will pass on to my colleagues, it encompasses
every aspect of Te Whāriki; strands and goals.
I recently asked my 15 year old step son if he had ever
written a letter, his reply was no he had never bought a stamp or been to the
post office. I wasn’t surprised but, is this a world we want for our children –
a total dependence on devices?
I can’t help but wonder if societies focus on digital
technology is creating a society of socially incompetent people – as there is
not so much face to face time.
References:
Arthur, L.,
Beecher, B., Death, E., Dockett, S., & Farmer, S. (2007). Programming
and planning in early childhood settings (4th ed.).
South Melbourne, Australia:CENGAGE Learning.
MacNaughton,
G., & Williams, G. (2009). Techniques for teaching young children:
Choices in theory and practice (3rd ed.). Frenchs Forrest, Australia:
Pearson Prentice Hall.
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.
