Firstly I
would like to thank my group for all the positive feedback I received on all my
reflections.
Blogging has been a great challenge for me with the use of technology. Atfirst I was very nervous when I realised that this was one of our assessments. Once I got
creating my blog I was confronted with so many challenges but my team supported me all the way. Guess what 'I am a blogger now' I am so amased with where I come from and where I am now with blogging. After listening to Bronwyn from Botany Downs I was really motivated to move out of the old fashion way of life and move into the children's world of technology.
As a
professional teacher it is significant that I regularly reflect on my teaching
through a critical lens. Reflective thinking allows me to critically look at
the subject of the matter I wish to convey, think about it carefully in my mind
to find out what worked well and what did not. Burnett and Lingham (2007),
states that critical reflection helps teachers rethink the process and reflect
on what was taught, then reshape the programs to meet the needs of the
children. When constructive criticism and reflection are integrated in the
forms of reflective conversation between teachers and children, both parties
would benefit. Through feedback, reflective writing and reading, as teachers we
uncover the obstacles and discover how teaching beliefs need to change in order
to put into operation transformative teaching strategies (Yang, 2009).
Through the
peer collaboration of my group, I have found the feedback assisted me expand on
my professional knowledge and my use of technology in my teaching practice.
Collaborative writing has given me the opportunity to share ideas, gather new
ideas and provide my team with feedback. This blog has encouraged us to become
confident, competent teachers in using ICT and technology skills through the
nurturing discussion that took place (Yang, 2009).
From what I
have distinguished through the reflections and feedback, it is evident that ICT
and technology in many different forms. As an early childhood educator in
today's world of technology,
I cannot be
ignorant to the use of technology at a centre. It is ok if children are much
more informed about technology than teachers do. Computers are valuable
instructional tools when teachers are personally comfortable using them. I
believe that it is the teacher's knowledge and skills about how to use the
technology that makes the difference, not the technology itself (Tsantis,
Bewick, Thouvenelle, 2003).
I have
become aware of the increasing technological world that we live in. Technology
has
transformed
people through its inception. Te Whāriki
states that in order to participate in thisworld, our children need to be confident to develop their own perception and the ability to continue to obtain new knowledge and skills. Technology is just as important as math and science with the principles, strands and goals of Te Whāriki. I feel that if I expect children to broaden their knowledge base in technology, we as teachers should be up to speed with our own use of technologyin its various forms (Smorti, 1999).
When reading
through the groups various reflections, it is evident that technology is
experienced in various forms, for example food technology, digital technology,
creativity, art, and many more. Through the process of food technology, it
becomes a creative process, whereby the product and the end result are
completely different looking to each other. Children use their knowledge about
problem solving and processes, science, reading and mathematics. They use
physical skills holding the mixing bowl and spoon; they use social and
emotional skills and language. The process of art collage, the use of the
stapler, glue, cellotape, paper clips, are all part of technology (Smorti,
1999).
Information
and communication technologies can also offer children support as they build
their language and literacy skills. Van Scoter and Boss (2002), as cited in
MacNaughton & Williams (2009), describes specific ways that ICT can support
children to express themselves during oral and written language. These
incorporate the use of digital photos of children's daily activities that
encourage them to describe to others orally or through written short stories or
captions of what is happening during their day or use of email and online
projects in which children communicate with a real audience (MacNaughton &
Williams, 2009).
I certainly
have gained a lot through this exercise. I now have a complete new outlook to
technology and appreciate why it is important in the early childhood education.
I also realise that I have an obligation to move into the children's world and
move out of my historical cocoon and embrace the way forward.
References:
MacNaughton, G. & Williams, G. (2009). Techniques for teaching young children:
Choices for theory and practice. (3rd. ed). Frenchs Forest NSW: Pearson
Education Australia.
Tsantis, L. A. , Bewick, C. J. & Thouvenelle, S. (2003). Examining some common myths
computer use in the early years. Beyond the journal: Young children on the web.
Smorti, S. (1999). Technology in the early childhood. Early Education No. 19 Autumn 1999.
Yang, S. H. (2009). Using blogs to enhance critical reflection and comminity practice.
Education Technology & Society, 12 (2), 11-21.
