Personal Reflection

There are many different types of learning opportunities that we educators can provide for children in the early childhood centres relating to technology and that can be both digital and non digital. Technology can be defined as intervention by design through the use of practical and intellectual resources to develop products and systems that expand human possibilities by addressing needs and realising opportunities (Ministry of Education, 2007, p.32).

I personally wasn’t brought with all these new technologies that are around for the children in this new generation. I think that children are very lucky and in future they will be super talented with all these new technologies they are promoted with. I would like to share this because I feel that it is just wonderful how children use these new digital technologies which I personally don’t feel comfortable in using. I went to babysit this 4 year old boy and I was amazed to see him using an I pad and it was really astonishing to see that he wasn’t playing games on it but he was on YouTube watching videos of how Lego’s were invented.  I was really impressed to see that he didn’t get bored he was on it watching several videos for hours. It is just great to see children so young using I pads, I pods and I phones. Te Whāriki states “New Zealand is part of a world revolution in communication, technology, work and leisure. Change in these and other spheres is a feature of everyday life” (Ministry of Education, 1996, p.18). 

Through working in groups and getting feedbacks from my group members on my reflections I have developed more knowledge from their positive responses. Through group effort I also got an opportunity to share my views on their personal reflections and offer them few ideas. I was suggested to read few articles from my colleagues which I read and found it interesting how there are several beneficial of technology and how it supports in children’s learning. I was also recommended to read an article by Yang by one of my colleagues which I found very supporting and it helps us educators to critically reflect on our practices. “The process of reflection includes reflective thinking and self examination during or after teaching” (Yang, 2006, p.11). As teachers when we reflect on our practice it helps us to improve and make changes to our teaching. O’Connor and Diggins (2002), suggests “as a reflective practitioner, you commit to learn continuously about your teaching, by teaching and them thinking about what you’ve done, what others did and what happened during the process” (p.9). I discovered that we should let children explore for themselves rather than directing them and I believe that we all are learners and as early childhood educators we are learning alongside children every day in the setting. 

Technology plays an important role in children’s learning and development and most of all children develop their creativity and imagination skills. Through technology children also get to develop their independence and confidence. By working with their peers they also gain social skills. When we as educators ask them open ended question while they are taking part in some activities this helps enhance their thinking and reasoning. Children also expand on their problem solving skills. Technology is about helping people and solving problems (Smorti, 1999). To conclude, through the use of various types of technologies children extend significantly on their knowledge and skills. 

References

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

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

O’Connor, A., & Diggins, C. (2002). On reflection: Reflective practice for early childhood educators. Lower Hutt, New Zealand: Open Mind Publishing.

Smorti, S. (1999, Autumn) Technology in early childhood. Early Education, 19.

Yang, S-H. (2009). Using blogs to enhance critical reflection and community of practice. Educational technology & society, 12 (2), 11-21.