I have never proclaimed to be an expert in the use of modern technology. I can, like many of my peers, post status updates and photographs on my Facebook page. However, the blogging world or namely, BlogSpot remained an unfamiliar forum. I therefore began this learning journey ascertaining ‘what a blog actually is’. I found this very useful link http://www.youtube.com/watch?v=NN2I1pWXjXI, and derived that a blog is a forum that gives me the power of the media, with a smaller audience. The link also explained, blogging is a way of sharing news and exchanging our thoughts with others. This made me appreciate that blogging, was in fact, similar to Facebook. Smorti (1999) writes that teachers should continually broaden their own knowledge and skills of technology. This is highly relevant if we are to scaffold our children’s comprehension of technology and its place in their world.
Technology has made possible the ongoing communication between my peers and I. We used email, telephone, Facebook and texting to illuminate the dilemmas we were having. Tsantis, Bewich and Thouvenelle, (2003) write that technology assists people to interact socially and can lead to problem solving. Equally important, I consider our children using technology promoted respectful relationships with each other (Ministry of Education, 1996). For example, our centre only has two microscopes, thus the children practiced turn taking, listening and modelling as they played together. I believe the concept of Ako, (shared learning), is paramount when using technology and this has underpinned my ICT experiences, both with my peers and our children (Mead, 2003).
I consider that using technology has allowed my peers and I to share constructive strategies that will improve our own pedagogy with children (Ministry of Education, 1996). I plan to introduce different facets of technology such as Skype, video cameras and the sewing machine. Additionally, from this assessment and subsequent discussion with my peers and whānau, we ascertained that many (whānau) do not have access to a computer. Our centre is currently working to hold small ‘Techno Workshops’. Our objective is to make our computers, printers, laminators and photocopiers available so our whānau can appreciate the value of technology within their own and their children’s lives. The authors of Te Whāriki, highlight the need for children to establish a link between their home and centre life, I consider sharing technology with our whānau may assist us to meet this objective (Ministry of Education, 1996).
As some of our whānau do have computers, we are planning to set up a centre blogging site for them to contribute thoughts and comments. Following the advice from Netsafe (NZ) and the Ministry of Education (1996) this will assist our centre too safely utilise a forum that will enhance ICT within our lives. This is supported by Siraj-Blatchford and Whitebread (2003) who suggest that using ICT as a forum will enable both children and their whānau to share suggestions and ideas.
Using technology to comment on each other’s blogs has instigated an entirely new phase in my practice with children and technology. The suggestion from Padma to enable children to create their own PowerPoint is not something I had considered. I believe this would be a fun and helpful addition to simply ‘doing a google search to find out the answer to children’s questions’. Smorti (1999) describes technology as a way of solving problems but also as a creative, imaginative tool, which can meet the needs of our young learners. While, Stephen and Plowman (2007) suggest that with computer technology, children can extend their knowledge and gain new skills to run the differing functions, such as PowerPoint. Additionally, Emily commented about children surfing the internet as an eventual necessity, I agree with her entirely, as this is how my own children work on their stories and assessments for school.
I enjoyed exchanging comments with Leanne and Jody on the subject of technology being unavoidable, not only for us as adults, but for children also. Their comments are reminiscent, as technology is not only the large items that require power, but smaller items such as the car keys or the eftpos card to purchase goods. Sharing this information on a blog site had me recollect a newspaper article discussing the reduction of mail delivery, solely due to emailing. I consider these examples are another rationale as to why; we should implement technology experiences with our children. Perhaps when our children become adults there will no longer be any form of mail delivery. The Ministry of Education (1995) writes that the aim of technology education is to assist our children to become confident in its use and for them to embrace the diverse range of technological resources available in society today. I believe sharing ICT experiences will empower our children to meet this objective.
Overall, the Blogging component of People, Places and Things was an imaginative and creative way to recognise the significance technology has on our own and our children’s learning and development. Offering and receiving comments from peers was a positive reinforcement of why this component of our curriculum is so important. In closing, I believe it is paramount for us as teachers to provide an environment rich in technology, and to guideour children on their learning journey so that they have the best possible start to their later lives.
Tamar, I apologise for the lack of photographs on my blogs, I was unable to post them, they just refused to load. I investigated the problem and tried several alternate methods, but to no avail.
Reference List
Mead, H. (2003). Tikanga Māori. Wellington: New Zealand: Huia Publishers
Ministry of Education. (1995). Technology in the New Zealand Curriculum. Wellington: Learning Media.
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa. Wellington, New Zealand: Learning Media.
Netsafe. (2008).Netsafe kit for ECE. Wellington, New Zealand: Ministry of Education,
Plowman, L., & Stephen, C. (2007). Guided interaction in pre-school settings. Journal of Computer Assisted Learning, 23 (1), pp. 14-26.
Siraj-Blatchford, J. & Whitebread, D. (2003). Supporting Information and
communications technology in the early years. Berkshire, England: Open
University Press.
Smorti, S. (1999). Technology in Early Childhood. Early Education, No.19 Autumn 1999.
Tsantis, L.A., Bewick, C.J., & Thouvenelle, S. (2003). Examining some common
myths about computer use in the early years. Young Children. Vol 58(1). pp.1-9.
