Links to five contributions to peer's blogs:
Monday, 2 May 2011
Last blog of children's technology learning
There is my last blog entry of observing and supporting children’s learning and development with the use of technology, I am going to reflect on what I have learnt through the study and the feedback from peers on my blog entries in overall.
Before I began this course, my knowledge of technology was limited. I considered that technology learning in early childhood education is all about ICT. Through study and reading blogs of others, I have gathered more ideas of technology education in the early years of children’s learning. Technology is identified as one of the seven essential learning areas in the National Curriculum of New Zealand: A Discussion Document, which aimed to support success in the modern competitive economy (Davies, 1998). Technology is everywhere, incorporated in children’s world and it could potentially rule their lives. Technology is forever changing due to the high demand of society. To develop technology learning in an early childhood settings teachers can help children build on their technological knowledge with the “know how” to make informed choices about technology and to be actively involved in technology in the future (Ministry of Education, 1995).
I have enjoyed the blog assignment as it not only enhances the learning opportunities for myself on ICT through the instructions and online facilities, but also provided a terrace of sharing and learning from other classmates, studying and exchanging information was a convenient way of networking.
As I started the blog, I realised that technological learning is going unnoticed in my teaching practice. How can I ensure technological learning is recognised in the centre when it is happening around me every day? The key for me is having the technological knowledge and understanding to observe and recognise children’s technological learning, then respond appropriately to support their development. During the observing of children’s technology work, I could determine what the child is trying to attempt or achieve with the materials. Also through close observation, I can find out what goals they have set for themselves in the process of technological practice and learning (Mortlock, 2005). Questioning is a most effective teaching technique in technology learning. Open-ended questions allow children to explore the fundamental properties of the materials and be able to make predictions and hypotheses rather than us teachers handing them the answer to their problems. MacNaughton and Williams (2004) argues, “open questions inquire into the children’s thought processes and involve them in active learning through discussion” (p.148).
From the comments which I received from peers, I learned many useful ideas and strategies. Involvement of parents/whānau in their child’s technology learning has attracted my attention. As an early childhood teacher, we should build up effective partnerships to keep parents informed, thus share their children’s daily learning experience, involve them and encourage participation. Research evidence suggests that existence of technical tools in the home and prior experience with these tools has a positive impact on children’s technology learning outcome (Boser, Palmer & Daugherty, 1998). I believe technology is not perfect, and it is evident that it is unpredictable and messy and one of the main implications was responsibility. “Technology cannot be separated from the responsibility that comes with it” (Mulberg, 1992,p.27) as it holds great power. When technology is not taught properly, society is affected by it and we as teachers should work with parents together to guide technology appropriately for children at an early age. Te Whāriki and DOPs state the early childhood teachers should work in partnership with parents to develop an effective programme for their children.
By reading others’ blogs I was able to have an open mind on different ideas of technology activities, therefore strengthened my knowledge of the use of technology to support children’s learning and development. Technology is connected with other areas of children’s learning, by exposing new things to young children and allowing them to explore how things works and function would enhance their holistic development. We as teachers should provide the children with technological opportunities as much as we can to develop their own perspectives on technology learning, and to create their own technological process.
Reference list:
Boser, R.A., Palmer, J.D. & Daugherty, M.K. (1998). Student’s attitudes toward technology in selected technology education programs. Journal of Technology Education, 10(1), 4-19.
Davies, J. (1998). Constructing technology education: Questions of purpose and fit. In I Livingstone (Ed.), New Zealand Annual Review of Education, (8), 119-146. Wellington: School of Education, Victoria University.
MacNaughton, G., & Williams, G. (2004). Techniques for teaching young children: Choices in theory and practice. Frenchs Forrest NSW: Pearson Prentice Hall.
Ministry of Education. (1995). Technology in the New Zealand Curriculum. Wellington: Learning Media Limited.
Mortlock, A. (2005). The technologist – toddler and intentionality. The First Years Ngā Tau Tuarahi, 7(2), p.30-32.
Mulberg, C. (1992). Beyond the looking glass: Technological myths in education. In C, Budgett-Meakin (Ed.), Making the future work (p. 145-153). London: Longman.
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