Final Reflection

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.