Final reflection

Technology teaching and learning has occurred without my awareness. However, I have missed some teaching and learning moments of technology. Feedback from my group members enables me to broaden the view of technology teaching and learning for children and to approach it more positively and actively for children’s learning and my teaching.

In particular, I learnt about integrated learning of children through technology teaching. Technology experience is not just scientific or technological learning. For example, MS Powerpoint, a computer software program, has various functions for presenting things, such as numbers, letters, shapes and images. By teaching them how to use Powerpoint through children’s interests or what they want to make, children can learn about words and numbers as well as how to manipulate the computer. Te Whāriki declares that children develop their expression by representing their ideas with words, pictures, sounds and images. Furthermore, technological and non-technological materials linked with science, arts and crafts, mathematics and language allow children to learn technology (Ministry of Education, 1996).

Moreover, I was able to think about teachers’ roles regarding technology learning and teaching. It is imperative for children to have various opportunities to experience technological resources. According to Siraj-Blatchford and Siraj-Blatchford (2006), teachers should have an individual approach for teaching technology, including interests, ways to learn, favourites and needs of each child. I believe that teachers should provide opportunities to use technology on a daily basis by discovering and understanding how it works.

Even Te Whāriki proclaims that teachers have to set up an environment that supports them to explore various technological resources with different purposes. Through this experience, children are able to be familiar with; identifying different technologies; and developing an ability to create practical solutions for problems (Ministry of Education, 1996).

Overall, through this group blog project, I can recognise the importance of learning about technology for children.

Although children live in the technological world, they do not have many opportunities to explore various technology things and equipment at home or in early childhood settings.

People live with the help of technology in a daily life. Most children should have access to play with electronic or programmable toys for their learning every day. Children build technological concepts through investigation and discovery of technology during their activities (Siraj-Blatchford & Siraj-Blatchford, 2006; Young, 2005).

I think that technology allows children to have a variety of experience of the real world. Consequently, adults working with children should not ignore technology learning and teaching. New Zealand Curriculum declares that children develop technological knowledge and skills by exploring innovative products and systems (Ministry of Education, 2007).

Hence, I think that children need the hands-on technological experience to connect with the real world. In addition, specified, practical and various activities should be provided by teachers. Te Whāriki proclaims that teachers have to set up an environment which supports them to explore various technological resources with different purposes (Ministry of Education, 1996).

First of all, I believe that teaching and learning of technology occurs effectively and actively when I think and have interest in technology as a teacher. Thus, I will try to find various ways to teach technology.  For example, decorating children’s learning stories on their own through use of computers; the activity of sucking up colourful plastic balls by using vacuum machines; dissembling broken technological equipment; and quilt activity using sewing machines. Moreover, whenever I have a moment to share any ideas of technology with the children, I will try to guide the children to think about it and find out how it works.

Reference lists

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Ministry of Education. (2007). The New Zealand Curriculum for English-medium teaching and learning in years 1-13. Wellington, New Zealand: Learning Media.

Siraj-Blatchford, I., & Siraj-Blatchford, J. (2006). A guide to developing the ICT curriculum for early childhood education. Staffordshire, England: Trentham Books.

Young, T. (2005). How do things work?: Problem solving with technology. In T. Young & S. Elliott (Eds.), Just investigate!: Science and technology experiences for young children (3^rd ed., pp. 29-42). Victoria, Australia: Tertiary Press.