Final Reflection

From the technological experiences I provided for the children, my reflections and reading my colleagues reflections and the comments they made on my reflections, my view of technology has been deepened.  Like most of my colleagues I was under the impression that technology was only about digital devices but I've realised that this is untrue.  I've realised that something as simple as a crayon is classified as technology.  Technology is about helping people and solving problems (Smorti, 1999).  It is also a “creative and purposeful activity aimed at meeting needs and opportunities through the development of products, systems or environments.  Knowledge, skills and resources are combined to find solutions; and there may be more than one solution to the problem” (Smorti, 1999, p.5).

Another point that has stood out for me from my reflections and reading others reflections is the urgency for teachers to embrace technology.   According to Tsantis, Bewick & Thornton (2003), well prepared teachers who recognise the power and limitations of technology are urgently required. I feel that if teachers are not competent in this area, professional development in this area is crucial.  We need to educate the young children on the skills to use technology so they are informed citizens and we can only do this if we broaden our knowledge and skills base in this area (Smorti, 1999). “It is the teachers knowledge and skills about how to use technology that makes the difference, not the technology itself (Tsantis, Bewick & Thornton (2003, p.4).  I firmly believe this as at my centre we have the “Kid Pix” programme.  Children were able to use it by themselves to a certain extent.  After having some professional development on this programme, I was able to extend children’s knowledge about this programme.

I have always been hesitant to tackle digital technology but I've realised I have to set aside my fears.  I've 

realised technology is part of young children’s lives today and if I want them to grow up as informed citizens and be prepared for technologically related careers in the future, I have to be able to extend their knowledge in this field.  I have therefore made it a goal of mine to extend my digital knowledge through professional development and not to be afraid to try new devices and learn new programmes.  I am also going to incorporate digital technology into my everyday practice.

From my reflections and reading the reflections of my colleagues on non-digital technology, I have realised what great learning opportunities technology provides for children. By providing technological experiences for young children, they explore, face challenges, problem solve and gain meaningful learning (Weisbrot, 2011).  Through problem solving together, children develop understanding of how technologies can help them and others (Ministry of Education, 1996).  By solving practical problems children develop a sense of self-confidence and well-being (Ministry of Education, 1996).  “Problem solving is widely recognised and supports the development of learning in areas such as literacy, technology, maths and science (Mac Naughton & Williams, 2009, p.343).  Technology also provides children with opportunities to develop physical skills for example holding bowls, and hammering and socio and emotional skills for example taking turns (Smorti, 1999).  I believe that it is vital for children to be given technological opportunities as sometimes the early childhood setting may be the only place where they get opportunities to develop these essential skills.

This technological journey which I've started to embark on has been an eye-opener for me.  I've realised that children can gain great benefit from being innovative and exploring something as simple as a cardboard box.  I will endeavour to continue on this exciting journey as the benefits for young children are immeasurable.  

Reference List

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

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

Tsantis, L., Bewick, C., & Thornton, S. (2003). Examining some common myths about computers in the early years. Young Children on the Web, 2003, Noverber, 1-9.

Weisbrot,M. (2011). Shaping the future: Teaching kids to use digital cameras. Retrieved from:             

http://www.ultimatephotoguide.com/articles/tips-techniques/shaping-the-future- teaching-kids-to-use-digital-cameras/