Final Reflection

Over this course I have learnt so much about what technology really is. Before starting this course I saw technology as something digital, as electronic devices such as computers, laptops, cameras etc. I also did not realise the full impact of technology (both non-digital and digital) on children’s learning and development.

Feedback from group members has helped me to reflect further and extend my learning. From my first blog about spoons a couple of my group members questioned me on what other non-digital technology tools could I introduce to children to extend their learning.

 After some though about this I have gathered a few simple technology tools to take into the centre for children to discover and explore. One of these tools is the old wooden pegs used to hang clothes on the line. They may recognise that these pegs may be different to the ones used at home. Not only can pegs be used to hang clothes on the line, they can also be used to hold something together- such as a packet of food. I wonder what ideas the children will come up when exploring with these.

Another non-digital piece of technology we already have in the centre is handbags. Through using these children are finding ways of carrying and transporting things around (problem-solving). Both of these pieces of technology (pegs and handbags) connect links with the home (Ministry of Education, 1996).

In my next blog about the washing machine, a member from my group commented that I am guiding children to lean about the foundations for understanding technology as well as life skills. The washing is a process that needs to be done and the washing machine and dryer aid us in this process making it a whole lot easier! As adults the washing machine is something we take for granted as always there. I talked in my blog about how I saw the washing as a chore and then realised that it was a learning experience for children. A member from my group commented that children love to help with chores and it helps with their learning. I was challenged to reflect on digital technology for my next blog.

It really was a challenge to look around and see how we incorporate learning about digital technology. Firstly this was a challenge as I work with under 2s. Then I noticed the children playing with the digital cameras and after I started to reflect I realised that this is a piece of technology that they are building the foundation of their understanding about. They show signs of being able to use cameras at such a young age.

Technology plays a significant role in children’s early learning and development. Firstly, technology teaches children about solving problems. Smorti (1999) states that technology involves solving problems and helping people. Therefore technology, both digital and non-digital, influences and contributes to children’s learning. As children use and explore technology they are learning about tools that help us to solve problems and achieve a goal. After investigating and exploring with tools children can be further encouraged to look for ways to use technological tools to solve problems they may come across. Therefore, through this thought processes are extended (Swim & Watson, 2010).

Social interaction and culture play roles in the types of technological tools children will use. When children are given the time and opportunities to interact with different types of technology, they are developing competence within the society and culture in which they are involved (Arthur et al., 2007). Children strive to make sense of experience and learning to use technology gives them an understanding of the world they live in (Clark, 2004).

The children I work with are two years and younger. I have come to understand that their early experiences with technology (such as I reflected on in my 3 blogs), are building the foundations for understanding their technology filled world. They are learning and developing skills to become competent and confident within their world (Ministry of Education, 1996). As I look around my centre at the technology we have integrated into the everyday life of the children I have come to realise that I had never before fully understood the impact of this technology on children’s learning and development. 

References:

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2008). Programming and planning in early childhood settings (4^th ed.). Victoria, Australia: CENGAGE Learning.

Clark, A. (2004). Changing classroom practice to include the project approach. Early Childhood Research  and Practice. 8.2 Fall 2004. Retrieved from http://ecrp.uiuc.edu/v8n2/clark.html

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa. Wellington, New Zealand: Learning Media Limited.

Smorti, S. (1999). Technology in Early Childhood. Early Education, No. 19 Autumn 1999.

Swim, T., & Watson, L. (2010). Infants and toddlers: Curriculum and teaching (7^thed.).
 Australia: Cengage Learning

(Photos from google images).