Using
non-digital and digital technology in the centre has made me more aware of how
much technology we use in our everyday activities and experiences. The main
knowledge I gained was from non-digital technology, I didn’t know bowls,
spoons, pencils and crayons were a form of technology. I learnt there are 2
forms of technology, one being digital which is computers and camera, and
non-digital being pencils and crayons these materials have been designed or
invented to make a process easier (Smorti, 1999).
I
discovered how to use a new device in the centre; it was a digital piece of
technology, an Ipad. I taught myself how to use it from the children explaining
what to do, as well as watching them use it. I also gained understanding of how
to use it by hands on experiences which is important to be aware of, as if we
let children explore and be engaged in technology they can discover their world
around them. “Information and communication technology has a major impact in
the world in which young people live” (Ministry of Education, 1993. P. 36). I
could see it gave the children confidence and competence using it. I knew
technology would give children confidence, but I saw children teach others and
myself, by taking on the teaching role to share their knowledge. “Children and
adults can help one-another co-construct knowledge as they explore rich,
interesting and aesthetic environments” (Douglas college, 2012). This adds
theory to my philosophy as I want children to experience opportunities to take
on the teaching role, in the centre, to build confidence and leadership skills
by using technology. I can see how digital technology helps children to learn
by exploring but also to develop new roles in the centre.
I
realised using a range of non-digital technology like the measuring cup, helped
children to learn mathematical and science skills. Such as, how to estimate,
read the numbers and to measure the ingredients. In the drawing activity the
children gained hand and eye coordination, colour skills, and fine motor
skills. I discover how different forms of writing tools can give children a
range of skills to learn and develop, from holding thick and thin pencils, and the
faint and bold lines they produce; these skills helps children’s growth and
development in the arts and writing. Using non-digital technology children
learn a range of skills to develop physical and mental abilities. Having these
simple tools in the centre children can explore and gain more understanding
about their world and what’s available to them. (Fisher & Garvey, 1997).
I can see
the significance children gain from using technology, it helps children expand
new skills, builds confidence and to develop the ability to use technology by
using their knowledge. Te Whariki states “in order for children to participate
in this world, our children will need the confidence to develop their own
perspectives as well as the capacity to continue acquiring new knowledge and
skills” (Ministry of education, 1996, cited in Smorti, 1999). I will provide
more opportunities for technology to be used and recognised in the centre to
support the children’s knowledge and development.
The
feedback from my peers, gave me greater ideas to think about for next time, by
helping me to enhance my teaching and writing skills. My first reflection
turned out to be more of a learning story, where my peers were able to help me
look at it in a different way, to look at what I learnt and what worked and
what didn’t. I was able to take this on board to improve my next reflection. I
learnt how to give feedback to my peers, ways I could help them improve by
giving them critical feedback and ideas that they can think about next time. Overall
I have learnt a new definition for technology and can see how much learning
children gain from using it in their activities. I have also learnt to future
enhance my work and practice in the centre, by taking on board what my peers
have told me through their feedback.
References:
Douglas
College. (2012). Children teaching teachers. Retrieved from, http://www.douglas.bc.ca/programs/early-childhood-education/childrenteaching.html
Fisher,
R., Garvey, J. (1997). Investigating technology, Book 2. Contributions by Harriman, S., & Robinson, R. Addison
Wesley Longman: Australia
Smorti,
S. (1999, Autumn) Technology in early childhood. Early Education, 19.
Ministry
of education. (1993).New Zealand Curriculum. Wellington, New Zealand: learning
media.
