This
assignment has been extremely informative for me. I originally thought that the
word technology was associated with the up grading of modern day inventions
e.g. televisions, iPads, and mobile phones, because as soon as you purchase one
of these items, it’s technology is old and someone somewhere would be working
on a new and better model. I have since learnt that technology can mean helping
people and solving problems, and it is also “a creative and purposeful activity
aimed at meeting needs and opportunities through the development of products, systems
or environments” (Smorti, 1999, p. 5). I have also learnt that adaptation and
innovation is at the heart of technological practice as technology is never
static. But what I found really interesting, is that “technology is associated
with the transformation of energy, information and materials” (Ministry of
Education, 2007, p. 32). This simply means that technology is not just
associated with all things digital, but is relevant to construction, food
production, worm farming, creativity, signage and taonga (Ministry of
Education, 2007). ICT technology has the potential to encourage and support
learning opportunities that are associated with the 21st century,
but these resources are only as good as the teachers who use them. I really
like a statement made by Hatherly (2009) that “the greatest technology
available is the teacher’s mind (p. 7).
Being a mature student I originally
was concerned that children had access to computers and iPads in our centres. From
my readings I have learnt there are many benefits to the children’s visual and
oral develop through using ICT which cannot be easily replicated through other
means, and “it is for this reason they can no longer be regarded as a luxury
accessory, nor can their inclusion in an early childhood programme be left to
chance” (Hatherly, 2009, p. 7). Because of my lack of confidence in working
with digital technology I am now researching the use of iPads within early
childhood settings. Through this program it is my desire to learn from the
children their knowledge and skills, and to use this knowledge so that I can
extend their use of ICT within the centre. In this case the tuakana-teina
relationship is the younger teaching the older (Clark & Grey, 2010).
I have been encouraged from my peers
that the learning experiences I have been involved in with the children are all
increasing their knowledge and skills in a technological environment. Cooking
is a passion of mine, and every time I have the opportunity to cook with the children
in my centre I always try and instil some of my passion for food and cooking
onto them. One of my student peers suggested that I take in some recipes for
the children to use, and as they achieve successful results I could introduce
them to more complex recipes. Thank you for that thought as now I am planning
how I could make a recipe book for the children. The children could bring in
their favourite recipe. These recipes could then be made at kindergarten and
taste tested by the children before we put them into their book. Along with
this I would love to video record them cooking. Wow! They could even produce their
own cooking show. The ideas are endless. But this is what I believe working in
an early childhood is about. Taking a child’s interest and offering them opportunities
and possibilities to extend their interest. When children experience a creative
environment where they can solve problems together it develops their
understanding of how technologies can help them and their peers (Ministry of Education,
1996).
References:
Clark, B., & Grey, A. (Eds.). (2010). Perspectives on early childhood education: Ᾱta
kite ate pae-scanning the horizon. Rosedale, Auckland, New Zealand:
Pearson.
Hatherly, A. (2009), ICT and the greatest
technology: A teacher’s mind. Early
Childhood folio, 13, 7-11
Ministry of Education. (1996).
Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early
childhood curriculum. Wellington, New Zealand: Learning Media.
Ministry of Education.
(2007).The New Zealand curriculum. For
English-medium teaching an
learning in years 1-13.
Retrieved
from http://nzcurriculum.tki.org.nz/Curriculum-documents
Smorti, S. (1999).
Technology in early childhood. Early
Education, 1, 5-10
