Technology has changed our lives and is making our lives much easier
and better. Smorti (1999) defines technology is about the branch of knowledge
which associates with innovation, creation, invention, method and the
interrelation with human life, our society, and the environment (Smorti, 1999).
Nowadays we could not live without technology.
As teaching the young children, it is very important to equip them to integrate
into society as informed citizens and enable them access to technology related careers
(Ministry of Education, 2007).
Cherry.bytes program is a unique feature in KinderCare’s
curriculum which was tailored for the 3 years above children by curriculum
department professionals. I decided to write about Cherry.bytes for my first
reflection and was very proud to introduce this special computer learning program
to my classmates. The feedback from my blog buddies was great; they all reckoned
that it is a very unique and purposeful program on computer learning for
children. Catherine suggested that it should be introduced to every centre in
New Zealand. Ruby was wondering if children can use computers in the classroom
or only in Cherry.bytes van they can access the computers. Because we concern that not all the age group
can be taught computer skills, and not all the room teachers can teach computer
skills, we just drive our van (which is called technology lab) to every centre.
There is a computer professional to teach children the basic computer literacy
skills. Tsantis, Bewick and Thouvenelle (2003) insist that “A teacher’s
computer proficiency can have a direct impact on how effectively children’s
learning needs are met through technology” (Tsantis, Bewick & Thouvenelle,
2003, p.4).
My second reflection was about eftpos. It was quite surprised when I saw a 2 years
old toddler use eftpos instead of cash. Ruby commented on my reflection that
she was not surprised for her that young people know the digital way to pay.
She reminded me these children were born in the era of technology. New Zealand
Curriculum (2007) states “children learn about technology as a field of human
activity, experiencing and exploring historical and contemporary examples of
technology from a variety of contexts” (Ministry of Education, 2007).
After I read Ash’s reflection on Painting and Jasmeet’s reflection
on Celebrating Eid, I realised that technology is not only digital, it is also
about non-digital. They are really good reflections; they both focused
on process and creativity. Smorti (1999) emphasises the importance of using a
process approach to technology rather than the product (Smorti, 1999). So I
decided to do my last one on non-digital technology, Hebi ring (stretchy cord
playing). The feedback on this reflection was great. They all agreed with me
that teaching non-digital technology is the same important as digital one. Especially
Catherine, she is a strong believer of children developing their fundamental skills
through exploring outdoors. I like Jasmeet’s comment; she quoted from Fleer and
Jane (2011) that “technology is everything we use around us-construction,
clothing, tools, computers, machines, medicine, etc" (Fleer & Jane,
2011, P.2). Te Whariki points out
that “Using many materials for different
purposes enables children to recognize that different
technologies may be used in various places and settings” (Ministry of
Education, 1996, p.95).
When I first started my blog, I was so confused how to post the
entry and comments. I did not know the meaning why we need use this social
media to do our assignment. After I used blog, read other classmates’ entries,
and their comments for me, I realised that we just learnt a technological and
effective way to share information, knowledge and reflections. It was really
interesting. It just made the learning process full of fun. The Blog method
assignment provided us an opportunity to learn not only new technology, but also
learn from other classmates about teaching and learning for young children. In
future we might use this way to communicate with parents, share information
with parents, and work on children’s portfolios along with their families. Wang
(2008) believes blogs as a powerful tool which “enhances communication, foster
critical thinking, and encourages collaborative learning in education” (Wang,
2008, p.37). As early childhood
teachers, we need increase our confidence and competence in technology teaching
and learning, thus open new doors for young children’s learning in the era of science
and technology (Taylor-Ongan, 2006).
Reference
Fleer, M., & Jane, B. (2011). Design and technology for children. Frenchs Forest, Australia:
Pearson Australia.
Ministry
of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga
mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand:
Learning Media.
Ministry
of Education. (2007). The New Zealand
Curriculum. Wellington, New Zealand: Learning Media.
Smorti,
S. (1999). Technology in Early Childhood. Early
Education, 1, 5-10.
Talay-Ongan, A., & Ap, E. A. (Eds.). (2005). Child development and teaching young children. Southbank ,
Victoria
Tsantis, L.A., Bewick, C.J., &
Thouvenelle, S. (2003). Examining some common myths about computer use in the
early years. Young children, 58(1), 1-9.
Wang, H. (2008). Exploring educational
use of blogs in U.S. education. US-China Education
Review, 5 (10), 34-37.
