Final Reflection - 1.09.2013

I really have enjoyed the peer feedback aspect of this assessment, I have enjoyed reading my classmates perspectives on my practice and I gained a lot of ideas and inspiration from reading their reflections.

I received a lot of feedback on the ‘Glitter Art’ reflection. What was neat about this experience is that it was completely new for me too! My peers agreed that it was important that S be able to retain the art work she had created, it was obviously a meaningful experience for her. Joanne commented “Perhaps S could go around Kindy and photocopy or photograph her artwork and start her own creative portfolio”. I thought this was a great idea! Not only does it require the use of different technology, but it is also another way in which S can view her creativity as valuable. I believe this would nurture S’s exploration of new technologies and media (Ministry of Education, 1996). I will share this idea with S and see what she thinks!

Racheal and Erika both commented on how I gave S the opportunity to make a choice about her artwork; to create a new one? Or copy the one she had already made? I believe children should be given the opportunity to drive their own learning. However I am sometimes challenged in how to find the ‘balance’ between helping children and simply doing it for them as Arthur, et al, (2007) suggest. Their positive comments prompted me to consider what it was about this particular situation that made me use this approach and I think it was that I made time for it. It was the afternoon so some children had gone home; often in the afternoon there is more opportunity for one on one interaction. Had it been the morning I wonder how S’s experience with this technology might have differed?

My first reflection ‘We Need to Dance’ prompted me to consider and reflect upon children’s relationships with computers; I felt that this is a hotly debated topic and wanted to explore my own beliefs and values surrounding computers as a valuable learning tool. Keitha commented “it can be a great social interaction experience”. Realising that in fact the computer was simply a vehicle for social interaction helped me to understand that I should not make adult assumptions about how children view technology. I like the idea of using the computer to introduce different kinds of music. Often our children (and particularly A) request pop songs; I think it would be interesting to introduce some new songs, perhaps cultural, classical, old or new.

This experience has encouraged me to reflect on how my relationship with technology can impact on the opportunities I provide for children to engage with it. Writing a blog has had a significant influence on my change in attitude towards technology. As Yang (2009) suggests blogging fosters “community practices in which group members are able to explore their knowledge and exchange information through a synchronous discussion board” (p. 12). Sharing my knowledge and experiences with my peers and reading and reflecting upon their experiences has been positive for me; blogging has provided the forum for such professional and constructive discussion.

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2007). Programming and planning in early childhood settings (4th ed.). Melbourne, Australia: Cengage Learning Australia.

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

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