Kia ora tatou,
I have certainly been amazed at how this paper has opened my eyes to blogging and the value it serves for student teachers. I like Debbie thought it was going to be a complete waste of my time with no benefits for this degree whatsoever, how wrong I was. I now understand how Yang (2009) could make such a bold statement like “Using blogs to enhance critical reflection” (p.11). After reading the article I was a little sceptical on the content of the reading and thought it was open for interpretation and not exactly conclusive to placate my full curiosities. However, after taking part in the group blog and being able to reflect and examine the way I do things in practice, I am now a believer. I feel I was more receptive to ‘critical reflection’ having the knowledge that my friends given the feedback were trustworthy and would provide constructive criticism to empower me to grow as a practitioner, not to belittle me as a student teacher (O’Connor & Diggins, 2002). Having the feedback written for me to revisit provided the opportunity to reflect in depth on how my experiences were similar or different to theirs, identify techniques or practices that I could change or adapt to not only benefit me but ultimately the children, families and staff that I work alongside. Miranda provided sound advice about the power of ‘suggestion’ or ‘facilitation’ to invoke problem-solving and critical thinking for children (Smorti, 1999). I believe facilitation and suggesting are great teaching strategies in everyday practice and certainly pertinent for working with Information technology (MacNaughton & Williams, 2009). As Netsafe (2008) so rightly notes and something I am inclined to agree with, it is important that children understand the guidelines and risks surrounding the internet before exploring the possibilities of the cyber world. I believe for children to develop an understanding and gain knowledge of the various concepts of information technology the learning needs to be scaffolded by a peer or adult (Santrock, 2009). This IT learning as my group seems to agree with should be balanced between ‘social interactions with peers’ and gaining skills in Information Technology. Judith made a valid point which I reflected on; she mentioned sometimes computers provide an outlet for children to explore their feelings and thoughts just as we as adults do through books. This comment made me stop and think how this could change the way I view computers for children. I have always known that computers can reveal hidden strengths that some children have, baring this in mind, it seems fair to conclude that if this is the case then those children probably feel more comfortable behind a computer then playing in with peers in other areas of the curriculum(Ministry of Education, 1996). What I needed to consider was; ‘how could I ensure the child is comfortable but not isolated from others? After discussion with the other teachers in my centre we found if we encountered this we would probably encourage the child to show a friend how to use the computer, therefore catering to his individual need to feel comfortable and his wellbeing of building friendships through embracing the concept of ‘AKO’ (Tamati, 2005). Rosie noted to further extend and empower children after they redesigned the outdoor area I could encourage them design the indoor space, this was something we did as a possible ‘what next’ of the learning experience after discussion with the children (Arthur, Beecher, Death, Dockett & Farmer, 2008). An important factor that was highlighted by Debbie and one that I agree with is that technology is not limited to digital or information technology but comes in various forms. Defining technology and the importance it should play in an Early childhood setting is problematic task to do as I believe it is determined by the culture of each centre and the attitudes staff within. I believe Technology in the form of problem-solving and critical thinking is something I would definitely use in my everyday practice alongside children. However, using computers with children on a daily basis is something that my personal philosophy struggles with. I believe regardless of our own beliefs collaboration with other staff, parents and whānau to discuss what would best meet the needs of all within our centre environment is the key to any great curriculum (Ministry of Education, 1996). In addition, the opportunities that are provided to develop IT skills within Early Childhood settings should definitely be woven throughout the curriculum, be child lead, and authentic to the interests of the children. This will ensure that learning is meaningful and children are more likely to be receptive to any new concepts and skills facilitated through this. I strongly believe although there is a need for children to have an understanding of the technological advances we are making as a society this should not take precedence over the importance of human interactions and building responsive, respectful relationships within the setting. If our aim is focused on children building self-esteem, self-worth and confidence, they will be prepared for any technological innovations that the future holds (Ministry of Education, 1996; Ministry of Education, 2007).
References
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2008). Programming and planning in early childhood settings (4th ed.). Victoria, Australia: Thompson.
MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice. New South Wales, Australia: Pearson Prentice Hall.
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. (2007). The New Zealand Curriculum Retrieved from
http://nzcurriculum.tki.org.nz/the new zealand curriculum.
Netsafe. (2008). Netsafekit for ECE. Wellington, New Zealand: Ministry of Education.
O’Connor, A., & Diggins, K. (2002). On reflection: Reflective practice for early childhood educators. Lower Hutt, New Zealand: Open Mind Publishing.
Tamati, A. (2005). “Mā tōu rourou, mā tōku rourou” the concept of AKO:
co-construction of knowledge from a Kaupapa Māori perspective. Early childhood Education.
Santrock, J.W. (2009). Lifespan development (12th ed., International). Boston: McGraw-Hill.
Smorti, S. (1999, Autumn) Technology in early childhood. Early Education, 19.
Yang, S. (2009). Using blogs to enhance critical reflection and community of practice. Educational Technology & Society, 12 (2), 11-21.
