Final Reflection:
Reflecting on my group members’ comments and technology learning
2nd September, 2012
Why do we need Information technology in early
childhood? Information technology can be defined as “anything which allows us
to get information, to communicate with each other or to have an effect on the
environment using electronic or digital equipment”(Ministry of Education, 2004,
p.2).
Comments I received from group members were
encouraging. I am not a digital native, whenever it comes to information and
communication technology I ‘fall short’, yet it is never too late for me or
anyone who is willing to learn to up skill themselves. I have learnt the
importance that a teacher can impact on children’s attitude towards ICT. When a
teacher is not confident with using a computer, the children will lose the
opportunities of experiencing this technology. As the teacher will not promote
it to the children and they are great observers and imitate what the adult
models to them (MacNaughton & Williams, 2009). “The integrations of ICT
into teaching and learning have meant a quantum leap in the teachers’ technology
skills” (Meade, 2005, p.29). It takes time, patience and support from others.
Members of my group all agree digital technology is here to stay and advances,
as life goes on.
My personal opinion is, I believe that computer/
ICT do enhance children’s learning, from my teaching practice that I
experienced in a kindergarten; they use computer, digital camera and other ICT
equipments like, smart board, photocopier, the laminator, printer, and the fax
machine. They have slotted digital technology into their learning as wellbeing,
belonging, contribution, communication and exploration.
In my second reflection I talked about how the
digital camera and laptop were used in my teaching practicum centre. We
recorded video footage and played the footage to the children, which developed
a raft of useful documents for the fashion show. This not only enhanced the
children’s learning but also involves their families. We put the footage on a
CD for the families who were unable to attend and in addition allows the
children to revisit their experience.
One of my group members has commented on my
third reflection regarding to the children’s thinking and problem solving
skills. When children are working cooperatively together, if one child figures
out a solution to a problem, they can share what has been discover to their
peers, as well as cooperative technological learning. For
example with this assignment I learnt how to set up a blog and learnt through
reflections, also interacting with group members through their comments. I have
experienced many frustrations and obstacles through the process; however I
managed to overcome the difficulties with perseverance. Now I have a better
understanding of why we use a blog. Blogs can stimulate thinking and motivate
learning (Yang, 2009).
There is much
computer software out in the market place, not all children’s software is
beneficial for them, teachers and parents need to ensure a suitable program for
the children is essential, soft ware that meets the needs and interests of
children that will foster inquiry, communication and problem solving(Isenberg
& Jalongo,2010).
The thoughtful
and meaningful use of ICT in early childhood education servicers can support
children “to grow up as competent and confident learners and communicators,
healthy in mind, body and spirit, secure in their sense of belonging and in the
knowledge that they make a valued contribution to society”(Ministry of
Educaton,1996).
Technologies have
pushed back the boundaries of human knowledge and ability since the beginning
of time (Bennington, Harrison, Morrison & Oxlade, 2003). Technologies are
everywhere, from simple devices such as wheel, ramp, scissors and oven to
mobile phones, digital cameras and computers shows how technological know-how
develops gradually and can branch into many directions.
References
Bennington, S., Harrison, P.,
Morrison, A., & Peacock, G. (2003) The illustrated science encyclopedia:
Great inventions. London, united Kingdom: Hermes House.
Isenberg,
J. & Jalongo, M. (2010). Creative
thinking and arts based learning. New Jersey. United States of American:
Pearson Education.
Ministry of Education. (1996). Te Whārik he whāriki
mātauranga mō ngā mokopuna o Aotearoa:
Early childhood curriculum. Wellington, New Zealand: Learning Media.
Ministry
of Education. (2004).Information and
communication technology (ICT) Te hangarau Pārongo me te whakawhitiwhiti:
Kei tua o te pae assessment for learning: Early childhood exemplars (20).
Wellington, New Zealand: Learning Media.
Meade, A. (2005). Catching the waves: Innovation in early
childhood education. Wellington, New Zealand: NZCER Press.
MacNaughton, G., & William, G.
(2009). Techniques for teaching young
children: Choices in theory and practice (3rd ed.). Frenchs Forrest, NSW,
Australia: Pearson Prentice Hall.
Yang,
S.-H.(2009). Using Blogs to Enhance Critical Reflection and Community of
Practice. Education Technology & Society, 12(2), 11-21.
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