Part 3: Final reflection:

Date: 02/09/2012

Creating my blog page was a challenge for me as I consider myself a computer illiterate person.  Now while I am writing up my final reflection I acknowledge that it was a valuable learning journey.  Comments of my group members helped me to ‘reflect in action’ and examine my teaching process to make suitable changes in regard to the children’s learning (Yang, 2009).  They also enriched and supported my developing view on technology. 

Overall it is a constructive experience as I learnt that technology is more than just digital devices and it is a great tool for solving problems and helping people (Smorti, 1999).  Posting comments on the other blogs made me think critically, productively and respectful towards my fellow blog teachers. 

At the same time in regard to blog, I learnt that information could be unreliable as we can use personal opinions or remove our comments from the blogs independently at any time.  As Wang (2008) argues that blogs are personal properties and they can be biased or may have material, which can be used without considering authentic sources.  

My personal and other group member’s reflections helped me to learn heaps of different ways of using technology and how it is helping the children/teachers in the centres.  Feedback comments made me reflect on the teaching respect of material and I acknowledged that it is important to teach respect of material.  I learnt providing consistent, clear positive guidance is one of the requirements to help children to behave positively towards property and others (Ministry of Education, 2004).  Another great idea is to let children capture the moments of their learning through camera photographs that in turn will empower them.  The ideas of letting children make their own learning stories and using exploration as a project approach, which emerge from group blog reflections, inspired me.  According to Katez (2000, as cited in Clark, 2004) project approach help children to develop desirable dispositions towards their own learning, others and themselves too.  I already had a conversation with my associate teacher to bring this valuable aspect of the use of technology into our centre.     

The acknowledgment of reciprocal learning moment’s occurred to me when the comments highlighted the experiences while I was learning too from the children.  Sometime we get caught up in the moments of teaching and forget that we can be the learner and children can be teachers too.  Concept of ako (Maori theory of reciprocal learning) and Vygotsky’s (1896, 1934) notion of scaffolding are valid and hold a central value in Te Whāriki (Ministry of Education, 1996).  Through my own difficulties, dispositions and learning from my own mistakes my understanding of children’s learning styles has been enhanced.  I am more patient towards their learning dispositions and trying to provide my support in the way of time, space, and working along side as a co-learner and co-explorer (Dunkin & Hanna, 2001).

All of the group reflections are mirrors to the children' learning experiences from different technological tools such as camera, microscope, magnifying glass and projector.  These tools were scaffolding the children’s learning in multiple ways; they learnt to work independently and in a group situation.  They learnt the use of digital, communication and other technological tools such as sticks and glue.  Technology allowed them to communicate, be creative, feel empowered, gain positive self esteem and develop further learning skills.  Technology in the sand pit is an example of how technological tools promoted children’s thinking to develop a plan, evaluate and design.  Smorti (1999) and similarly Ministry of Education (2007) support the learning through process rather than a product.  All in all learning about and from technology was a valuable learning experience for me and for the children.

References:

Clark, A. (2004) Changing classroom practice to include the Project Approach. Early Childhood Research and Practice, 8(2). Retrieved from http://ecrp.uiuc.edu/v8n2/clark.html

Dunkin, D., & Hanna, P. (2001). Thinking together: Quality adult child interaction. Wellington, New Zealand: New Zealand Council for Education Research.

Ministry of Education. (2004). Kei tua o te pae assessment for learning: Early childhood exemplars. Wellington, New Zealand: Learning Media.

Ministry of Education. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media.

Wang, H. (2008). Exploring the educational use of blogs in U.S. education. US – China Education Review, 5 (10), 34-37.

 

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