Reference List:

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2008). Programming and planning in early childhood settings (4^th ed). Melbourne, Australia: Thompson Learning.

Fisher, R and Garvey, J. (1991). Investigating Technology Book 1 Key Stage 2. Great Britain: Simon and Schuster Education.

Kin Wai Michael, S., & Mei Seung, L. (2005). Early Childhood Technology Education: A Sociocultural Perspective. Early Childhood Education Journal, 32(6), 353-358. Retrieved from             EBSCOhost.

Lee, W., Hatherly, A., & Ramsey, K. (2002). Using ICT to Document Children’s Learning. Early Childhood Folio 6(1), 10-16.

Ministry of Education. (1996). Te Whāriki: He Whāriki mātauranga mo nga mokopuna o Aotearoa. Wellington, New Zealand: Learning Media.

Mitchell, L. M. (2007). Using Technology in Reggio Emilia-Inspired Programs. Theory Into Practice, 46(1), 32-39. Retrieved from EBSCOhost.

Mouza, C. (2005). Using Technology to Enhance Early Childhood Learning: The 100 Days of School project. Educational Research & Evaluation, 11(6), 513-528. Retrieved from EBSCOhost.

Plowman, L., McPake, J., & Stephen, C. (2008). Just picking it up? Young children learning with technology at home. Cambridge Journal of Education, 38(3), 303-319. Retrieved from   EBSCOhost.

Plowman, L., & Stephen, C. (2005). Children, play, and computers in pre-school education. British Journal of Educational Technology, 36(2), 145-157. Retrieved from EBSCOhost.

Smorti, S. (1999). Technology in Early Childhood. Early Education, No. 19 Autumn 1999.

Stephen, C., & Plowman, L. (2008). Enhancing learning with information and communication technologies in pre- school. Early Child Development & Care, 178(6), 637-654. Retrieved from EBSCOhost.

 Taylor, S., Morris, V., & Cordeau-Young, C. (1997). Field trips in early childhood settings: Expanding the walls of the classroom. Early Childhood Education Journal, 25 (2), 141-146.

Tsantis, L. A., Bewick, C. J., & Thouvenelle, S. (2003). Examining some common about computer use in the early years. Young Children. Vol 58 (1), pp. 1-9.

Wang, F., Kinzie, M., McGuire, P., & Pan, E. (2010). Applying Technology to Inquiry-Based Learning in Early Childhood Education. Early Childhood Education Journal, 37(5), 381-389. Retrieved from EBSCOhost.

Contributions to other student’s blog’s and the course blog:

Course blog:

http://tamarwk.blogspot.com/2011/04/children-as-competent-confident.html?showComment=1304495343275#c1819275555007173951

http://tamarwk.blogspot.com/2011/03/welcome-to-blogging-for-people-place.html?showComment=1304497641145#c975234040627677260

Student’s blog:

http://jodiestechnologyblog.blogspot.com/2011/04/blog-1-popcorn.html

http://lisasmithsblog.blogspot.com/2011/04/what-else-can-printer-do.html

http://lisastechlog.blogspot.com/2011/04/tractor-technology.html

http://lisastechlog.blogspot.com/2011/04/using-technology-to-make-feijoa.html

http://pritipratap.blogspot.com/2011/04/little-hands-and-computers.html

http://creativechildren-mit.blogspot.com/2011/04/normal-0-false-false-false-en-nz-x-none.html?showComment=1304420584128#c7978661593899774767

http://monika-prasad.blogspot.com/2011/05/technology-has-gained-acceptance-in.html?showComment=1304503889731#c185849380185252224

http://kanga-play.blogspot.com/2011/04/v-planner.html?showComment=1304505930879#c8492956384630530666

Reflective blog post on personal blog:

It has been a really exciting time throughout this project and tough at times but overall I really enjoyed it all. At the same time in going into the blogging system which was quite new for me I, however still managed to encounter a new way of using or working with the computer. It’s shown and enhanced my knowledge of other ways of educationally connecting with my classmates in helping and supporting each other and actually seeing each other’s work online through blogging so that we are able to comment and feedback on each other’s works. For examples I received a feedback from a classmate on feedback about our DVD exercise time which I was running with the children and she commented and said “I wonder do you and your peers partake in the ‘exercise time’ also? Perhaps this would make the DVD exercises even more pleasurable for your children. Another alternative to extend their experience with technology could be to suggest one or two of the children ‘lead’ the exercise time. Within my own practice, our children regularly hold ‘exercise-dance lessons’. The children take turns to stand up the front and lead their peers as the music plays.  With this feedback I was able to apply it to my practice and was able to find and expand on children’s interest. It’s really helpful knowing that your classmates can advise and add to my practice through blogging since we are all doing the same study. The more feedback the merrier our practice can become. After reading my feedbacks and other comments, I then began putting them into practice in my home centre which I also reaped the joy of seeing the children enhance their development in other areas of their growth which we weren’t aware of yet.

Coming to the end of this blog assignment which I feel has so many rewarding ways that it keeps putting a smile on my face. Even at the start when things seemed kind of confusing then getting stuck at varies places and thinking that I’m not on the right track at times but finally reaching the end really gives me a sense of joy!

This whole blogging system was all new to me but I have found it really interesting, important, and very helpful in view of my classmate’s comments and inputs to my work. It is also a time to reflect upon how things work well and why it didn’t work well. I have learned through this blogging that clear communication is needed for communicating with teachers and children about what’s happening, how we are going to do things, where and when it’s going to taking place and so on. Taking their interest seriously and reflect on it. Taylor, Morris and Cordeau-Young (1997) believed that the “experience should stimulate children’s interest, expand their knowledge, be fun and add varieties’ to the school activities” (p. 142). In the midst of all preparation I viewed that even though it’s a lot of fun but if it’s not prepared properly than things will get stressful. For example, we as teachers always explain to the children about safety rules during using technology.

Not only that Reggio Emilia approaches to curriculum, “that children’s thoughts, ideas and questions are taken seriously” at all times (Arthur et al. 1996, p. 232). For example, I talked with my supervisor about a four year old boy in our side pre-school that I had recognised him being sitting in the computer area at all times from the morning to afternoon. My supervisor explains to me that ‘M’ likes to do his own work for example building houses and cars using the computer. As stated in Te Whāriki Well-Being goal three and Contribution goal two, “that children developed a sense of responsibility for their own well-being and awareness of their own special strengths, and confidence that these are recognised and valued” (MoE, 1996, p. 52, 68).

I have learnt that technology is around us and we as teachers and educators needed to extend and enhance young children’s learning and development through using technology in our every day routine in the centre. It is very important to create a quality environment that it would bring variety of learning to our children.

I also learnt the importance of being a reflective teacher.  To take time in looking back to what I had already achieve to another level of growth and be professional in every areas of learning, teaching and every day practice. As Te Whāriki emphasizes that “reflect on practice are the first steps towards planning and evaluating the programme” (MoE, 1996, p. 45). It tells me the importance of encouraging teachers working with children to encourage what they are performing and why they perform the way they do. 

It is my goal here to scaffolding children’s learning to eventually become an independent learner as I continue to support and encourage them through using technology.

It is an amazing journey for me in working together with all children. I believe working alongside the children has its special link in building individual potentials within them.