This afternoon E(not using the name due to ethical considerations) came running up to me to show me his car which he had made using Mobilos (Connector type of toys). He explained to me how the wheel and axel worked together and the car moved. One of our other teacher’s listening to our conversation commented “wow E you have a good understanding to technology and how it works”. This comment surprised me because I am not sure when or how but to my personal definition of technology had become everything that was digital. This was a defining moment for me because I had to stop and re-examine what technology meant to me and how my perception of it influenced my teaching and learning with children. 
After this incident, I observed and analysed everything that happened in my classroom and realised that non digital technology was all around us. The children were discovery concepts such as cause and effect, like child E was exploring how cars worked using his model made of Mobilo’s. After much reflection and reading, I read a definition written by Smorti (1999, p. 5), who defined technology to be about “helping people and problem solving”. I realised that children were interacting with technology every day and in almost all aspects of their learning and play. My personal philosophy as a teacher is to enable children to explore the world, become confident and enjoying the learning process. 
But I realised that because I was only aware of technology as digital I felt that I was in many ways limiting my children’s learning about non digital technology. This change in perception of technology as a whole, now means that I look around the my preschool room with a fresh pair of eyes and am working very closely with child E and other children on his “how does a car work” project. I feel that as an educator I need to encourage the children to learn about different forms to technology and help instil in them the confidence and passion for gaining new knowledge and skills (Ministry of Education, 1996).
During past few weeks of working with my preschoolers on their project I have come to realise that technology can support and extend learning in valuable ways and can increase educational opportunities for children. Clements (1999) agrees with my belief but goes further to state that the key to children learning and loving technology is finding a balance and teachers having the ability to align elements of a healthy childhood with unique capabilities offered by technology. This self reflection on technology has been very educational to me as a teacher because I have began to think not just about where we are in terms of technology at the present time but I am also now looking towards the future. The past decades are proof that we do not know what the future holds for us in terms of technology and I therefore want my preschools to be educated and informed. In order for them to be prepared for the future I want them to be able to explore non-digital technology along with digital technology because both are equally important to our present and future because who knows what will inspire them to make the next technological break through.
Reference:
Clements, D.H. (1999). Young children and technology. InDialogue on early childhood science, mathematics, and technology education. Washington , DC
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Ministry of Education. (1996). Te Whariki: He Whariki Matauranga mo nga Mokopuna o Aotearoa. Welington,New Zealand.: Learning Media LTD.
Smorti, S. (1999) Technology in Early Childhood. Early Education, No.19 Autumn 1999.
Hello Pawan
ReplyDeleteI really enjoy reading your blog. Wow it sounds like you have learnt a lot through this experience. During my first two classes of this course I was interested in and a little uneasy about the general assumption that technology in early childhood education means the use of cameras and computers. As the classes unfolded I learned about other types of technology that are involved in our everyday lives. Once I realised like you my own working definition of technology involved tools and process which make our tasks easier I began to recognise technology everywhere in the centre. I have learnt a lot more about your reflections such as Smorti 1999 definition of technology is about solving problems and helping people. I agree that experiencing children with simple tools empowers them to make new inventions. It is amazing to understand that technology is not only computers and cameras but tools and processes which make our tasks easier. I am agree with your statement as you said that if we want to prepared children for their future we as teachers need to provide them opportunities to explore non-digital technology along with digital technology because both are equally important.
Well done!!
Kiaora Deep.
ReplyDeleteFeedback for the Reflection 1
It is good to see you have started to re-examined what technology meant to you. You have realised that everything what is happening in the centre is technology. I agree with you that children interact with technology on daily basis almost in all aspects of their learning. Children gain experience in using communication technologies such as crayons, paintbrushes, pencils, calculators, books, mobilos, blocks and computers. Children use a variety of technologies for different purposes as they explore their world (Ministry of Education, 1996).It was really something interesting which you have written about the non-digital technology. I was not too sure about non-digital technology and confused a little bit, but after doing this assignment it is clear now. Technology is all about helping people in problem solving (Smorti, 1999). In non digital technology children gain increasing motor and manipulative control and skill in using tools and materials safely. Exactly same happens in digital technology. I like the way you are working on his “how does a car work project. You may take this project on a large scale like going on internet showing them different brands of cars especially mechanism of wheels. Introduce a little bit physics in children. It will extend their learning in science.
Hi Pawan,
ReplyDeleteI agree with you by reading your blog about non digital technology which is all around us and how it promotes children’s development. This course (People, Places, Things and Events) has changed my perception of the meaning of technology as well. In general, we think that technology involves objects that work with electricity, mechanical and electronics but your blog made me realise that it also involves other aspects. I agree with Smorti (1999) states that “technology involves helping people and solving problems” (p.5).
I believe, we as an early childhood educators has to provide meaningful resources for children and let them to explore and create new things. E has shown an interest for a long period of time and he is very passionate about his creations. I was very much impressed when you extend Es interest by explaining a “how does cars work” project and how preschool children were able to work together which allowed them to plan and design their own ideas. Children can grab the ideas by thinking outside the square as they “learning by doing” (Helm & Katz, 2001).
You improved my knowledge by pointing out that a mobilo is actually a technological tool in itself. Mobilo’s is one form of technology that has been here for ages, the many models of construction a child can create out of it is a massive learning experience. Mobilos unique interlocking system is a great way for kids to learn about construction and design. It is also a great tactile toy which allows children to develop muscles in the fingers and hands. By interlocking matching colours and styles children learn the use of patterns which develops key math skills and problem solving skills. Mobilos is the best example which can be used as a model for architect and mechanical structures. Mobilo’s can consider as a first generation tool for the stimulator technology like current CAD (Computer aided design) and CAM (Computer aided manufacturing).
References:
Smorti, S. (1999) Technology in Early Childhood. Early Education, No.19 Autumn 1999.
Helm, J., & Katz, L. (2001). Young investigators the project approach in the early years. New York: Teaches College Press.
Hi Deep, It’s great to see that you value the not –digital technology. That it is great that you chose to focus on traditional technology in this reflection. You are right, normally, this type of technology is not considered as technology. But in the fact, traditional technology is just as important as modern technologies and can be implemented into early childhood centres with ease. Yes digital technology brings huge benefit for human’s life. For example, TV as the main medium of the modern society, it can broaden children’s horizons and enrich their lives, but watching TV too much will decline children’s vision and limit their minds. If compare with non-digital technology, the traditional way has given children more benefit about creative thinking and Experience. So I think it is important that value the traditional technology in early childhood setting. Yes we should value traditional technology as the same as digital technology. Awesome reflection!
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