As a professional teacher it is important that I regularly reflect on teaching through critical thinking. Reflective thinking allows me to critically look at the subject matter I wish to convey, mull it over in my mind to find out what worked well and what did not. Burnett and Lingam (2007), as cited in Yang (2009), states that critical reflection helps us as teachers to rethink processes and reflect on what was taught, then reshape the programs to meet the needs of the children. When feedback and reflection are integrated in the form of reflective conversation between teachers and children, both parties would benefit. Through peer feedback, reflective writing and reading, as teachers we uncover the obstacles and discover how teaching beliefs need to change in order to implement transformative teaching strategies (Yang, 2009).
Through the peer collaboration of my group, I have found that the feedback helped me develop my professional knowledge and more so that of using technology in my teaching practice. Collaborative writing has given me the opportunity to share ideas, gather new ideas and provide my team with feedback. This blog has encouraged us to become confident, competent teachers in using ICT and technology skills through the nurturing discussion that took place (Yang, 2009).
From what I have noted through the reflections and feedback, it is evident that ICT and technology plays a major role in the early childhood classroom. Most children have hands on experience with ICT and technology in many different forms. As an early childhood educator in today's world of technology, I cannot be ignorant to the use of technology at a centre. It is okay if children know more about using the computer that the teacher does. Computers are valuable instructional tool when teachers are personally comfortable using them. I believe that it is the teacher's knowledge and skills about how to use the technology that makes the difference, not the technology itself (Tsantis, Bewick, Thouvenelle, 2003).
I have become aware of the increasing technological world that we live in. A world where people have created and changed through technology. Te Whaariki states that in order to participate in this world, our children need to be confident to develop their own perspectives as well as the capacity to continue acquiring new knowledge and skills. Technology is just as important as mathematics and science within the principles, strands and goals of Te Whaariki. I feel that if we expect children to broaden their knowledge base in technology, we as teachers should be up to speed with our own use of technology in its various forms (Smorti, 1999).
When reading through the groups various reflections, it is evident that technology is experienced in various forms, for example food technology, digital technology, creativity, block building, art, and many more. Through the process of food technology, it becomes a creative process, whereby the product and the end result are completely different looking to each other. Children use their knowledge about problem solving and processes., science, reading and mathematics. They use physical skills by holding the mixing bowl and spoons; they use social and emotional skills and language. The the process of art or collage, the use of the stapler, glue, cellotape, paper clips, are all part of technology (Smorti, 1999).
Information and Communication Technologies (ICT) can also offer children encouragement as they build their language and literacy skills. Van Scoter and Boss (2002), as cited in MacNaughton & Williams (2009), describes specific ways that ICT can encourage children to express themselves through oral and written language. These include the use of digital photos of children's daily activities that encourage them to describe to others orally or through written short stories or captions of what has happened during their day or use of email and online projects in which children communicate with a real audience (MacNaughton & Williams, 2009).
Using materials and experiences that promote opportunities for children to work and think together and that encourages co-operation between children. New technologies offer possibilities for this work. The children that are given the opportunity to use CD players, amplifiers, video cameras and television monitors to produce a whole-of-class Karaoke concert, is fun and creative. Teaching children to develop clear and simple rules that encourages sharing and helping others (scaffolding). Using group and classroom meetings to celebrate learning, provides insight into the active skill development teachers can focus on in order to ensure that everyone is supported rather than undermined through community building within the service (MacNaughton & Williams, 2009).
I certainly have gained a lot through this exercise. I now appreciate how important ICT and technology really is in early childhood, be it from the use of a computer to food technology, to the common building blocks.
References:
MacNaughton, G. & Williams, G. (2009). Techniques for teaching young children: Choices for theory and practice. (3rd. ed). Frenchs Forest NSW: Pearson Education Australia.
Tsantis, L. A., Bewick, C. J. & Thouvenelle, S. ( 2003). Examining some common myths about
computer use in the early years. Beyond the journal: Young children on the web.
Smorti, S. (1999). Technology in early childhood. Early Education No. 19 Autumn.
Yang, S.-H. (2009). Using blogs to enhance critical reflection and community of practice.
Education Technology & Society, 12 (2), 11-21.
