Technology - blessing or curse?

In this final reflective blog, I must say that I have enjoyed myself in this course, more than I had anticipated. In the beginning I was apprehensive about blogging which is something totally alien to me.  During my school days which were in 60s and 70s, the teachers would write information on a big black board on the wall.  Teachers wrote on it with white chalk as they taught the class.  This is a huge contrast to the modern day classrooms which are equipped lavishly with modern technological equipments.  Prior to this course, I was blog-illiterate; now I am blog-savvy and that’s indeed a paradigm shift for me.

Going forward, am I going to shy away from using hi-tech teaching aids? No, far from it.  In fact, I am challenged to upgrade and equip myself to develop the skills further. With more skills, I believe I shall have the ability to enhance my teaching capability.

When I was successful in creating my first blog, I was elated.  The given instructions were easy to follow.  Learning from reading each other’s blogs and making constructive comments could be enriching. As we read our classmates’ reflective blogs, we could visualise ourselves in similar situations - applying the teaching technique, tapping on the innovations and enjoying the accomplishments.

Modern gadgets like cell phones and computers have made our lives so easy, convenient and progressive. There are numerous benefits. The flip side, however, is that they have also dominated, controlled and ruled our everyday lives.  For example, a family holiday would be ruined if one of the parents receives a cell phone call and has to abruptly return to work. So, do we consider modern technology a blessing or curse?

Annie has made a valid point that the computer and television are occupying a major part of the children’s lives. I am of the view that anything that is excessive is unhealthy.  Children need clear boundaries.  If there are no clear or consistent boundaries, they will push their limits (Bruce, 2005).  Therefore, as teachers and parents, we are a major source of influence  to guide and lead the children.  It would be irresponsible for adults to allow children to watch television programmes or play at the computer just because they themselves are busy with their own things.

In response to Annie’s comment, I am glad that in the early childhood settings that I know of, the curriculum is not dominated by the computer. That plays only a small part. Moreover software programmes and websites are carefully selected by the teachers and access is controlled.  Not giving the children access to the computer in the early childhood settings would deprive them of useful resources which can enhance their world of knowledge. 

In line with Leanne’s and Rachael’s comments, I have learned that “children thrive when caregivers not only plan a stimulating environment but also develop a [caring] climate that fosters their sense of trust in the world” (Caulfield, 1996, p.125).  In essence, this means that teaching requires more than technical skills. A fair amount of judgement is needed in a fluid situation. When the occasion calls for it, I have to use my practical knowledge and intuitive skills to appraise the situation and make sound decisions. In other words, I have to use the “most appropriate strategies for individual children in particular situations” (Perry, 2005, p.146).

I share Julie’s and Mavis’ comments that food technology is such a wonderful and fun part of the early childhood curriculum. In exploring this technology, children are learning not only about  material changes and processes (for example, from flour to muffins) but also about  problem solving (how to operate electrical appliances), about science (for example, the different forms of water - liquid as in soup, steam to cook food and solid as in the ice sorbet), about mathematics (the different measuring apparatus used to measure ingredients), about  physical skills (for example, holding the  bowl, stirring, whisking, mixing), about communication skills (they describe what they are doing and talk to each other) and about social and emotional skills (Smorti, 1999).

In conclusion, let me say that when I compare what I am now with what I was before the course, there is no doubt whatsoever that I can much better appreciate the benefits and convenience of technology.  The course has taken me to where I am today. Technology is definitely a blessing. I am geared for more training so that I can be adequately equipped to work with today’s children who may be tomorrow’s innovators.

Reference List

Bruce, T. (2005). Early childhood education. (3^rd ed.). London, United Kingdom: Hodder Arnold.

Caulfield, R. (1996). Partnership with Families. Early Childhood Education Journal. 24 (2), 125-128.

Perry, R. (2005). Teaching practice for early childhood: A guide for students. (2^nd ed.). London:Routledgefalmer.

Smorti, S. (1999) Technology in Early Childhood. Early Education, No.19 Autumn 1999, 5-10.