Individual
Reflection: Final Reflection
This Assignment has been a great experience, not only
through the learning of using and creating blog. It has been a fantastic
way to share our thoughts, views and experiences about ‘technology’ with other
members of our group. As teachers we are continually working on our
practises with children, parents, staff and members of the community to become
better teachers, and have a professional outlook. I believe that through
'reflective practice' we can improve on our learning in ways that it will
impact on our practise working with children, and work towards becoming more
professional. Ng, Lan, and Thyne (2004) point out that a professional
teacher is one who regularly reflects on his or her teaching through critical
thinking. The process of reflection includes reflective thinking and
self-examination during and after teaching (Liou, 2001).
Through sharing reflections gave us the opportunity to
compare and contrast our own experiences, confirm our understanding, depth of
knowledge in particular areas. For example 'non digital devices' has been
an area where the majority of our group, found a little challenging.
However by reading each other’s reflections and feedback we gained a
better realisation and understanding of what a non-digital device meant.
Liou (2001) expresses that critical reflection raises teacher’s
awareness about their own teaching and triggers positive changes. It was
becoming clear that there were many more 'non-digital' devices in the centre,
that connected to technology more than there were 'digital devices' in and
around the centre. Just these two terms alone created the enquiry to
start exploring 'technology in the centre' and make connections to wither it
was related to technology as being digital or non digital . So this
means that 'critical reflection' allows teachers to develop a deeper
understanding. (Yang, 2009)
Through these 'feedback posts' or reflective posts we
learnt about others in our group, and how they reacted to similar situations.
They begin to share their views we question ourselves again, find
different ways of how to make change or improvements, or just the enjoyment of
reading similar outcomes or having a appreciation for another way of doing
things. A peace of mind that what we have shared connects with others.
Brandt (2008) indicates that when feedback and reflection are integrated
in the form of reflective conversations between teachers and students, both
teachers and students could benefit from the reflective practise. It is always
nice to hear other positive comments from team members, and reading about their
similar occurrences. This poses the idea
that 'there is an increasing awareness of 'the technological world' that we
live in: a world that people have created and changed through technology (Smorti,1999).
From my reflections,
feedback posts, and by commenting on other group reflections has widened my
knowledge in areas of technology and its relevance, influence and its
importance as part of the early childhood curriculum. 'Te Whariki' states
that in order to participate in this world our children will need the
confidence to develop their own perspectives as well as the capacity to
continue acquiring new knowledge and skills. (Smorti,1999) ( Minstiry of
Education, 1996). So this means that we need to be providing children
with the opportunity to do so. There are many ways in which we can
implement this, so the blog allowed us to investigate and explore some of the
different ways it was achieved, ie cooking,(making pancakes)
construction,(building,blocks) photography,(camera) creative
arts, (glue gun,) music ( ipod, stereo). This evidence shows that
'technology is about helping people and solving problems'. (Smorti, 1999) and
technology can be adapted to meet the children's learning needs ( Smorti,
1999). By using technology to promote turn taking, negotiation, increase
participation and communication skills, literacy, mathematics, ect. The
feedback promotes technology as becoming a 'popular emphasis in learning
experiences and activities for children'. (Fleer, 1996)
Through these activities some feedback relate to children
having acquired previous knowledge from home. This could be linked to
experiences with computers, camera's, ipods, laptops, ipads, cell phones etc.
'Technology is influenced by the culture of the society in which it occurs'
( Smorti,1999). Overall I view that technology plays an important factor
towards early childhood learning. I believe that from the course of this
learning, teachers need to have a positive outlook about technology and learn
ways to implement meaningful experiences to incorporate technology into the
centre. As technology is an essential learning area for children, as part of
transition to school. (Ministry of Education, 1996). Smorti, (1999) indicates that
'introducing technology to educators is often about changing attitudes, and
convincing people that they do not have to be scientists to appreciate and
enjoy working with children exploring technology' (p.6).
References:
Brandt, C. (2008). Intergrating feedback
and reflection in teacher preparation. ELT
Journal, 62 (1), 37-46.
Fleer, Marilyn. (1996). 'The Technical
Language Children Use At Home' in Early
Childhood Folio 3. NZER
Liou, H.C. (2001). Reflective
practise in a pre-service teacher education programme for high-school English
students in Taiwan, ROC. System, 29, 197-208.
Ng, P, T., Lan, L.K., & Thyne, J.T
(2004). Developing reflective teachers; The experience of two modules in
the teacher training programme at the National Institute of Education,
Singapore. Asia Pacific
Education Review, 5 (2)
200-206.
Ministry of Education, (1996), Te Whariki, He Whaariki Matauranga
mo nga Mokopuna o Aotearoa, Wellington:
Learning Media.
Smorti, S. (1999) Technology in Early
Childhood. Early Education, 19, 5-10.
Sockham, B., & Sharma, P. (2008) Struggling
toward a trans formative model of instruction: Its not so easy! Teacher and Teacher Education, 24
(4), 1070-1082.
Yang, S-H (2009). Using Blogs to Enhance
Critical Reflection and Community of Practise. Educational Technology
& Society, 12 (2), 11-21.
