Reflection three

Reflection three

  Connecting communities through technology

My centre visits local rest home once a week.  It is a good opportunity for children to explore local community and expand their learning boundaries.  When children visit the ‘old kids’, children and teachers usually dance to the music while the elderly sit and clap for us.  At the last visit to the ‘old kids’, we sang a special song which we have been practicing for several weeks at mat time.  It was a special performance for Easter.  One of the teachers recorded the whole performance with video camera.  For the next few days, centre laptop was placed on the play table near the entrance door, playing the recorded performance.  Teachers encouraged parents and children to take a look at the video.  Parents showed great interests in watching what their children actually did at the time.  Children seemed enjoying to see their images on the computer.  Some children kept watching the video several times. 

When I sent my daughter to the kindergarten some years ago, portfolio was the only communicational way through which I can see my child’s activities, participation, developmental progress, and detailed relationships.  I always felt there was not enough communication between the centre and the parent or between the teachers and the parent.  Now, I feel very positive about the way New Zealand ECE services have introduced technology into their curriculum.  I agree with Smorti (1999) that some ECE centres have “taken up the challenge and have used a focus on technology to revitalise curriculum … excited and motivated by change” (p. 5).

Also, Te Whāriki supports using technology in the learning areas because technology can help children understand that diverse technological items can be used in diverse settings (Ministry of Education, 1996).  I strongly believe it is teachers’ responsibilities to introduce new technological challenge to the centre curriculum so that children can prepare themselves for the future professions.  I agree with Fleer and Jane (2011) that children should be encouraged to participate in technology activities as purpose-oriented technology focuses on real world problems and help children enhance their understanding on making effective technological products.  I believe teachers should support children to develop technological capabilities in early years so that children develop knowledge, skills, and attitudes in which they can connect to the real wider world within and beyond early childhood settings. 

Yang (2009) confirms that the technology development has changed the direction of educational programmes as all learners of all ages now have access to technology such as world wide web, mp3, and social networking system.  Especially, emails and electronic bulletin boards are promoting technological communication between teachers and learners.  I have to admit now I can’t imagine living without internet any more.  This is a quite dramatic change.  I grew up where there were no such things called computers, internet, mobile phone, and ipod.  Children went to the classroom to meet the teacher and watched blackboard for information and read books to deepen the knowledge.  However, technology now stimulates more learning and teaching.  I have no idea how things will be changed rapidly for the young generation.  I just can tell things will be very different when they are grown up.  This is why we, early childhood educators, have to be equipped ourselves first to the up-date technology so that we can support and further enhance children’s capabilities in their journey to the technological era. 

Even, Ministry of Education supports technological learning environment to meet the needs of “key stakeholders, current and potential users” (Ministry of Education, 2007, p. 30).  I believe it is very important the official education provider is responsible for the implementation of the technology curriculum in New Zealand.  So, I feel very positive for young children’s learning as New Zealand’s early childhood education sector is fully aware of the importance of children’s learning through the effective use of information and communication technologies (ICT).  According to Ministry of Education (2005), ICT is a part of children’s learning already so teachers have to understand the impact on the children’s lives and use ICT to enhance children’s learning for the purpose of providing better communication, cooperative relationships, creativity, imagination, problem-solving, and flexible thinking. 

I believe teachers have to keep working on discovering and integrating ICT into their teaching practice.    

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. (2005). Foundations for discovery. 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.

Yang, S.-H. (2009). Using blogs to enhance critical reflection and community of practice. Educational Technology & Society, 12(2), 11-21.