Going to the course…..

I decided to write about the Non-digital technology in my last reflection as when I first time touched this paper， I was a little bit confused about what is it  actually a Non-digital technology of? After read all the readings about Digital technology and Non-Digital Technology, I have gained a personal understanding of it. I think the N-DT doesn’t have to be an electronic product such as computer, camera etc. It can be a strategy, solution or idea which makes our life more convenient and simple. “Technology is about helping people and solving problems” (Smorti, 1999).

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In our centre, we take children to the course in every afternoon. At the course, teacher would set up some sport activities which benefit children’s physical development. The sport equipments teacher may use for these activities include ball, hula hoop, sandbag, flying discs and ropes etc.

 

I believe that the movement is kind of Non-Digital Technology and it benefits children. Children would learn how to protect themselves from a cramp before the activity start. It is to do a warm up exercise. During the activity, children would learn the body balancing skills, problem solving skills etc. For example, if a ball was stuck somewhere, children would learn what the best solution to get the ball out is. After the activity, children have to help the teacher to put all the equipment back to the storage in a certain order. For example, big and flat equipments go to the bottom; ropes need to be hanged up on the hook; all the balls go to the big box etc.

 

 

“The children found that a light person could balance a heavy person, if the heavier person sat nearer the pivot (in this case the tyre the plank was balanced on). They also discovered that by shifting the pivot (tyre) along the plank, it took less effort to raise the load (the lighter child had to sit on the longer section of the plank)” – (Smorti, 1999).

 

 

I haven’t seen any disadvantages of using this technology; maybe the only risky thing for children is children may get minor injuries from these activities, such as falling down.  However, risk-taking plays an important role in children life and children sometimes are encouraged to take some risks. This is supported by Te Whāriki strand 1, Goal 3: “Children develop confidence that they can participate and take risks without fear of harm” (Ministry of Education, 1996).

 

 

 

Reference

Smorti, S. (1999) Technology in Early Childhood. Early Education, 19, 5-10.

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