Final reflective blog
Reading other students’ feedback on my blog gives me much different stimulating learning, which gave me new ideas and reminded me to step back and re-evaluate my teaching techniques. The feedback also helps me to identify similarities in the technology used to influence the children’s learning and development, and emphasized to me the importance of children’s safety when using both digital and non-digital technology.
Learning new ideasI read about the students’ ideas implemented in their own centre, and as they shared I learned new ideas and absorbed new knowledge and practiced these ideas at my centre as Yang (2009, p.12) states that blogs “teach and bring newly learned knowledge back to classrooms.” Sharing students’ own multiple perspectives gave me new perceptions to try with my centre views refreshed my knowledge about some interesting concepts such as different ways of using crayons.
Re-evaluate my teaching techniques
When I read the students’ responses, I identified and recognized some similarities in technology that centres are commonly practising. I learned that most centres are all using many similar technological resources such as computers, phones, cameras as well as many similar non-digital technologies. I found out that most centres use these technologies in a similar way aimed at developing the communication, imagination and information skills of young children (Ministry of Education, 1996). It is fun to learn how our children and others use the camera to take pictures of the environment, people and things around their surroundings.
The moment I put up a blog and other students commented on it, the comments told me straight away to step back, re-think again about what I did and reflect on whether there is any learning for the children or not. O’Connor and Diggins (2002, p.30) suggest that “when you reflect on your practice you consider your values, beliefs and assumptions.” It is very motivating to read other students’ comments and encouraged me to look at my existing beliefs and practice and try to change them. I also learned to be aware of my assumptions about the children’s learning. I believe this awareness is all about looking back to my style of teaching and checking again if these assumptions are suitable for the children’s development. Wang (2009) suggests that teachers learn to challenge their own teaching beliefs and make suitable and possible changes. One of the blog comments said, “I wonder if there are other ways of using small crayons,” I reflected on this comment and examined a possible alternative way to use small crayons. I learned to think about other advantages of using small crayons instead of providing large crayons.
Identifying similarities in the technology commonly used in ECE
When I read the students’ responses, I identified and recognized some similarities in technology that centres are commonly practising. I learned that most centres are all using many similar technological resources such as computers, phones, cameras as well as many similar non-digital technologies. I found out that most centres use these technologies in a similar way aimed at developing the communication, imagination and information skills of young children (Ministry of Education, 1996). It is fun to learn how our children and others use the camera to take pictures of the environment, people and things around their surroundings.
Importance of safety
Before these blogs, I did not constantly focus on children’s safety when using technology, I rarely thought about safety as an essential aspect to focus on. It is so important to my learning that the comments have taught me to look at the children’s safety. When I read the feedback, I realized that it is very significant to emphasize the safety of children when using technology resources.
Overall evaluation of the significance of use of technology
The use of technology on children’s learning and development is a powerful 
and effective resource to enhance their communication and problem solving skills. The New Zealand curriculum defines technology as a resource that expands human possibilities (Ministry of Education, 2007). This means using technology increase children’s abilities, such as building their self-esteem and self-confidence, advancing their cognitive thinking and promoting collaborative learning. Te Whariki states that children use technologies for different purposes as they explore the world (Ministry of Education, 1996).
and effective resource to enhance their communication and problem solving skills. The New Zealand curriculum defines technology as a resource that expands human possibilities (Ministry of Education, 2007). This means using technology increase children’s abilities, such as building their self-esteem and self-confidence, advancing their cognitive thinking and promoting collaborative learning. Te Whariki states that children use technologies for different purposes as they explore the world (Ministry of Education, 1996).
I now recognize that technology can expand children’s thinking to broaden children’s understanding of the things that exist in their surroundings. Arthur, Beecher, Death, Dockett & Farmer (2008) suggest that children are competent users of technology in their own learning and aware of the world around them. Children also motivate to use technology to gain experience to familiarize, practise and be capable of operating technology.
References
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2008). Programming and planning in early childhood settings (4th ed.). Victoria, Australia: CENGAGE Learning.
Ministry of Education. (1996). Te Whāriki, he whaariki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. 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.
