Technology is an amazing thing. Duffy and Bruns (2006) demonstrated that technologies like blogs promote desirable practices such as collaborative content creation and reflection of learning experiences, and enable peer and formative evaluation to take place. Through this group project, I not only learned technological skills on how to create a blog, post a reflection, make a comment and build a hyper-link, but also gained a deep understanding and knowledge about the significance of use of technology on children’s learning and development.
Blogging my group
member’s reflections enabled me to gain various strategies and techniques on
how to incorporate different technologies into early childcare. Making comments
on their reflections stimulated me to do more readings on the relevant topics
and made me more thoughtful about my own teaching experience. Reading other
members’ comments on my reflections, I feel very encouraged and motivated to
use more ICT in my teaching practice.
From Emma’s feedback on
my first reflection, I feel very pleased with her comment that this situation
sounds like a good way to create a home to centre familiarity through the use
of technology. I am proud of myself to have provided child B with a learning
environment which reflected the setting and activities of his home (Ministry of
Education, 1996), and nurtured his emotional well-being with a sense of belonging.
It is more appreciated that she gave me constructive suggestions to extend B’s
learning by involve emailing, printing, downloading onto a computer with many
more various technological tools. From Luahine’s comments on this reflection, I
realized that I have the responsibility to help push implementing ICT in my
home centre. I also value Melissa’s suggestion of giving the children day to
day access to a camera solely for them as it will allow the children to revisit
their experiences. It is a great way to help build on their cognitive skills.
From Emma, Luahine
and Melissa’s comments on my second reflection the spray bottle, I learned that
technology is everywhere, and we can use provoking questions to promote children’s
thinking to use technology to help them solve problems, and enhance cognitive
skills. Technology has endless possibilities to enhance children’s learning. What
a creative idea to do spray art with a spray bottle by putting dye in it! I
believe that our perspectives on technology have great influences on our
teaching.
From Faa’s comments
about using ICT, I believe that her concern about children’s health and safety
is necessary. However, I think the advantages of using ICT outweigh the
disadvantages when it is appropriately used in early childcare settings. Through
this blogging platform, I become very sensitive in teaching children with
technology. Last Tuesday, a two-year-boy was playing water. He wanted to get
the plastic bottle in the middle of the tank, but it was beyond his reach. He
pointed at the bottle to show me he needed my help. Why not use technology? I
gave him a big spoon instead of passing the bottle to him. He successfully got
it with this simple technology.
I’m sure I will learn
more than the above from my group member’s comments as I haven’t got all the
comments from them. As we have six members in our group, I made three comments
on each of the two members’ reflection. I didn’t want anyone to feel isolated
in the group. So I made two comments on each of the other three members.
Through the class discussions, course readings and blogging,
I believe that the significance of use of technology is great on children’s
learning and development. When used appropriately, technology can enhance
children’s cognitive and social skills. Digital or electronic technologies
offer opportunities to extend children’s learning in much the same way as other
learning resources such as puzzles, blocks and art materials. They can also help
improve children’s numeracy and literacy competency through playful activities
or games which make their learning simpler and easier. Technology tools can greatly
improve the documentation of children’s learning and development. Photographs
and audio and video recordings have made it possible to document, archive, and
share a child’s accomplishments. All these can help teachers improve the
quality of the programs they offer young children.
Technology
supports inclusive practices in early childhood centers with assistive technology
that allow children with disabilities equitable access to participate more
fully in the early childhood setting (Behrmann, 2010). These technologies can
empower young children to increase their independence and support their
inclusion in interaction with their peers. With use of appropriately designed
technology, teachers can increase the chance that children with special needs
will have the ability to learn, move, communicate, and create.
Technology promotes
positive partnership with parents and family. Communication and social media
tools can be used to share a child’s developmental progress and communicate
with parents and families. With technology becoming more and more common as a
means of communicating with one another, early childhood teachers can use technological
media tools to keep in touch with families such as blog, e-mail, telephone or
cell phone. Parents feel more connected their child while they are away. In the
same way, teachers can get information about children at home so that they can
work out plans that meet the individual needs of children’s learning and
development.
References
Behrmann, M. (2010). Assistive technology for young children in special
education: It makes a difference. Retrieved from www.edutopia.org/assistive-technology-young-children-special-education.
Duffy, P. & Bruns, A. (2006). The use of blogs, wikis
and RSS in education: A conversation of possibilities. In Proceedings Online
Learning and Teaching Conference 2006, pp.31-38. Brisbane, Australia.
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa .Wellington,
New Zealand: Learning Media.