Final Reflection

I am absolutely a non-technological person. I have never tried the latest technology such as iPhone and iPad yet but I realised that I use many digital technologies in everyday life. For instance, I use my laptop and my mobile phone everyday. The microwave and the fridge are necessary for my life. I use lifts and vehicles. I guess I could live without these digital technologies just for a few days for camping but even then I have to use a torch and a portable stove.

For young children, I believed using computers and too much watching TV can be a bad influence on children and these are not necessary for them. I noticed that the New Zealand government encourages young children to get involved with such digital technologies. When I visited the primary school for my transition assignment, the school encouraged the children to be technological people, and we now are studying technology in ECE. I had no idea why. I had experience building wikis and blogs as part of our assignments but I did not realise why I needed to study these things. However, through this group project I have learnt how valuable for young children to adapt technologies in early childhood settings. Things have been changing in our lives. When I was young, a mobile phone did not exist. Computers might exist but only for specialists. Nevertheless, young children are now living in the technological world thus they need to know about technology and take advantage of it. Te Whāriki clearly states in exploration goal 3 that “children develop the ability to represent their discoveries, using creative and expressive media and the technology associated with them” (Ministry of Education, 1996, p.88).

Teachers in early childhood services can use technology as teaching tools in many ways. The common devices are a computer, a CD player, a digital camera, and the internet. I easily identified there were technologies; however, the concept of the non digital technology world was very new to me. I did not realise that a pen is a technology until I read the article “Technology in Early Childhood”. Smorti states that “technology is about helping people and solving problems” (Smorti, 1999, p.5). Thus technologies are actually everywhere in early childhood settings, for example, gardening, climbing, painting, and so on. I identified an hourglass was technology and talked about it in my reflection. An hourglass can be used as a measuring and problem solving tool. The comment on my reflection from Judy, she suggests me to search for sundial. Varsha also suggests me to explore and link between science and technology with children how they are different yet closely related.

I had a great experience with building a blog in the group, because we see our peers’ reflections and scaffold our learning about technology with each other. I was able to get some new ideas from my group members. I have become more aware of the technological world surrounding young children in the centre.  

I still believe that teachers do not need to encourage digital technology education for under 2s unless they are interested in it. I had an experience of working with a girl aged just 12 months, she was keen on digital technologies such as the iPod, the iPhone, and the digital camera which people had around her. She insisted on playing with them. In this case, adults should give her the opportunity to provide a more stimulative learning environment about technology. For pre-schoolers in early childhood services, I now believe that they need to gain basic technology knowledge and to be familiar with it for school readiness. Adults have responsibility to control children to be not addicted and teach them about cybersafety. On the other hand, I also believe that young children should spend time outside in nature. Balance is the key to success for their healthy development both physically and mentally.     

Reference list

 Ministry of Education. (1996). Te Whāriki: He whāriki matauranga mo nga mokopuna o

            Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media

            Limited.

Smorti, S. (1999). Technology in early childhood. Early Education, 1, 5-10.

ASSESSMENT ONE MARKING SHEET

Group blog – project 50%              8^th April

STUDENT ID NO.: _11019220_______ NAME:  __Miyuki Takayama_______________

Criteria	“A” pass  (42-50 marks)	“B” pass  (35-41 marks)	“C” pass (25-35 marks)	Fail (0-24 marks)
Three reflective blogs post on personal blog (21 marks)	Comprehensive evaluation of the significance of technology on children’s learning and development supported by an extensive range of relevant readings	Sound evaluation of the significance of technology on children’s learning and development supported by a range of relevant readings.	Adequate evaluation of the significance of technology on children’s learning and development supported by some relevant readings.	Poor evaluation of the significance of technology on children’s learning and development with few or no relevant references.
Comments:
Photos and/or video clips (2 marks)	Relevant photos and / or video clips are clearly linked to the posts	Relevant photos and / or video clips are linked to the posts	Some photos and / or video clips are linked to the posts	No photos and / or video clips linked to the posts
Comments:
Contribution to other students’ blogs and the course blog (12 marks)	Excellent comments and critical feedback  on other group members (4) blogs	Good feedback and comments on other group members (4) blogs	Adequate feedback and/or comments on  other group member’s (4)  blogs	No or limited feedback and/or comments on other group members (4) blogs
Comments:
Final reflective blog post (7 marks)	Excellent reflection on the learning from feedback and overall evaluation	Good reflection on the learning from feedback and overall evaluation	Adequate reflection on the learning from feedback and overall evaluation	Poor reflection on the learning from feedback and overall evaluation
Comments:
Referencing (8 marks)	Accurately follows APA (6th ed.) guidelines, including a reference list that shows extensive range of appropriate reading. No or few grammar and spelling errors	Follows APA (6th ed.) guidelines with few minor errors, including a reference list that provides a range of appropriate references. Minor grammar and spelling errors	Follows APA (6th ed.) guidelines with several errors, including a reference list that provides some appropriate references. Several minor grammar and spelling errors	Does not follow APA (6th ed.) guidelines or provide a reference list or appropriate references. Serious grammar and spelling errors
Comments:

Marks:           /50

Lecturer’s comments:                                                                                                     Date: