At the start of this assignment I believed that nearly all the group members had similar and unanimous views, that technology (particularly electronic devices) did not have a place in early childhood settings. However with the completion of my personal blog, and through responding to my individual group member’s blogs, I have come to the conclusion that technology does have a vital and essential role to play in early childhood education. I observed that although there were common devices used in our experiences across the blogs each person has conveyed and contributed a new aspect of knowledge regarding technology processes because of the context of the centre. This is often attributed to the culture, people, spaces, places and resources and age of the children. This supports Smorti’s (1999) reading which states “technology is influenced by the culture or society in which it occurs” (p.6).
I benefited from receiving the feedback of my peers, and gained new and enhanced perspectives on the different ways in which I could progress and scaffold these experiences in the future. Katie highlighted the importance of brainstorming; I feel that this pertains not only to technological experiences but all early childhood education explorations. Brainstorming allows educators to gain a better understanding of children’s knowledge on particular topics and it provides them with a clear reference point for ‘where to next’. Jody’s informed blog comments (‘growing a better future’) reminded me of the critical importance of nurturing children’s learning through the satisfaction and joy I gain from my creative explorations with drawing, painting sketching and photographing bulbs and plants. This validates the need of educators to bring their areas of strength, uniqueness and expertise to the forefront of their teaching experiences and to substantiate the worth of a quality teaching team. Recognising, acknowledging and utilising individual talents and abilities also emulates the teaching philosophies that educators apply to fostering the unique identity of the children they teach and the necessary contributions these make to the cultural contexts of the environments they occupy. “A strong image of the child is also a strong image of the teacher and a strong image of the school.”(Rinaldi, 2001, p.51)
I feel that we have gone on a journey that has tested our understanding and knowledge of technology and the conceptual ‘componentry’ in its processes. That understanding has in turn, generated a process of critical reflection concerning our unique perspectives, values and beliefs, personal opinions and biases. Through class discussions, readings and participating in practical experiences, using technology as tool both as a process and as a device, (as Morgan stated her blog ‘How handy and iphone – 5’) we have gained renewed insights into the capability and confidence of children as they explore new fields of learning and we have been able to implement informed teaching practices based on non-biased approaches. With this change in pedagogical views we have ensured the ‘high quality’ learning experiences of children using technical devices (Evidenced in Jody’s reflection about ‘Construction in the sand’).
However in saying this, technological advances are being made at a rapid rate, almost beyond our ability to keep up with them. With the reading of Morgan’s blog ‘What is a leap pad’ I feel my fears are being realised, that technology may eventually replace other important processes essential to early childhood development, ones that promote the practical skills of acquiring knowledge (through physically writing in text books and reading paper books) . The relationship with the teacher risks being a cursory one with the primary role of educator being instilled into the fibre optics of technological hardware and the impersonal mediation of software programs. While this may not be a primary concern at present discretionary use of technology is dependent on the cultural contexts of different learning environments and means there are genuine concerns surrounding the long term viability and relevance of the ‘real’ versus the virtual educator. I think it is because of the social variables that exist in the one to one interactions with educators, when learning an academic skill, which makes them so unique and essential to the socio-cultural development of children. Because of this realisation I now have to anticipate how this will affect my teaching in the future, in particular pertaining to children’s relationships with technological devices. I have heard it said that ‘you can’t change what you don’t acknowledge’. As research is still being formulated and is yet to be conducted on the long term physiological and psycho-social implications for individuals resulting from the introduction of these advancing technologies, I can only adopt a wait and see approach myself. In order to deconstruct this fear in my teaching practice I need to maintain my vigilance in keeping abreast of new knowledge and current theories of education and child development, and use reflective models to ensure a non-bias approach to my teaching.
This assessment has strengthened my belief that the nature that is displayed in the physical world and the inherent nature of the individual are inextricably entwined. And this recognition is vital for the continued and holistic well-being of both. This relationship should continue to be the dominant factor in contributing to high quality education and new understandings of how we need to incorporate technology. I believe that as long as there is technology in the world we need to maintain a balance when creating rich learning experiences for children. Richard Louv (2008) supports this by stating “the future will belong to the nature-smart—those individuals, families, businesses, and political leaders who develop a deeper understanding of the transformative power of the natural world and who balance the virtual with the real. The more high-tech we become, the more nature we need”.
This video clip showcases his ideas and theories surrounding nature deficit-disorder. http://richardlouv.com/books/last-child/videos/
Therefore in this age of information overload it is easy to become overwhelmed with the plethora of knowledge available. Through digital resources, but with the informed and skilled interventions of educators, children can learn discernment and unique ways of expressing their identity.
References
Louv, R. (2012). Videos about Last Child in the Woods. Books Retrieved 06.04.2013, 2013, from http://richardlouv.com/books/last-child/videos/
Louv, R. (2008). Last Child in the Woods: Saving our children from nature-deficit disorder. United States of America: Algonquin Books.
