Christy Reece

ECED 304
July 11, 2020

Week 2 Information and Communication Technology (ICT) Skills Self-Assessment

Reflective Journal Assignment
Part 1 - Technology Skills Self-Assessment

Some
Very what Not
Please rate your comfort with each of the following technology and
comfor comfor Comfor
research skills: (see descriptions below)
table table table

The following are relevant to

Competency 1 - Self-Efficacy and Resourcefulness and
Competency 2 - Communication and Collaboration

Comfort with Basic Computer Operations and Skills.

Skills include basic computer use, working with multiple programs, X
troubleshooting computer issues.
Comfort with Word Processing Skills (e.g., Word, Google Docs))
Skills include opening, creating, saving and sharing documents. Formatting
X
documents and using templates and styles, using track changes to edit and
revise documents, saving in multiple formats.
Comfort with Spreadsheet Skills (e.g., Excel)
Skills include opening, creating, saving and sharing spreadsheets. Using
X
the formula tools for mathematical calculations, sort and filter data and
create charts and graphs.
Comfort with Graphic Design Applications (e.g. Canva, Lucid,
Piktochart)
Skills include signing up for, creating, opening, saving and sharing X
infographics, diagrams, and flowcharts. Formatting charts, importing
graphics and pictures.
Comfort with Presentation Software Skills (e.g., PowerPoint, Google
Slides, Prezi)
X
Skills include opening, creating, saving and sharing presentations,
formatting presentations, importing graphics and pictures.
Comfort with Google Applications (e.g. Google Docs, Sheets, Drive,
Sites, Gmail, Meet, Hangouts, Forms, Photos, Calendar, Contacts)
Skills include uploading and downloading documents to Google Drive,
X
transforming documents back and forth between apps, setting permissions,
creating links, portfolios, photo albums, etc. Able to use Google
applications to collaborate with others
Comfort with Recording Software skills (e.g. video, podcast, vodcast,
Screencast-o-matic)
X
Skills include planning, recording, editing, compressing, uploading and/or
publishing.
Comfort using the Internet
Skills include using a browser, using the URL address line, searching for
X
and identifying valid internet sites, downloading and running programs.
Using shared drives such as google and dropbox.
Comfort using Brandman Email
Skills include creating, replying, saving and sending email on your X
Brandman account. Attaching and downloading documents.
Comfort using Blackboard
Skills include navigating blackboard, finding, downloading and saving
X
documents to your computer, locating assignments and uploading
completed assignments to dropbox.
Comfort using Video Conferencing
Skills include logging on to ZOOM or other conferencing applications,
X
using the textbox or real chat, setting up and muting your microphone,
turning on your camcorder, collaborating
Comfort conducting Digital Research (e,g. the Leatherby Library,
Google Scholar, and other research sites)
Skills include using appropriate databases to locate valid and peer review X
research, downloading articles to your computer, saving searches, emailing
articles to yourself.
Comfort with APA style for formatting
Skills include developing title pages, using correct format for in-text
citations and reference lists, understanding how to avoid plagiarism, X
appropriate use of headings, word choice and use of language for academic
writing.
Comfort in Engaging and Communicating with Families using
Technology -
Skills include discerning the best and most effective ways to communicate
and engage with families. Ability to make decisions about calling, texting, X
messaging, sending photos, and utilization of other applications. Ability to
create websites, photo journals, electronic newsletters and other
communication tools.
Comfort with trying new technology skills - includes trying new aspects
of programs one is familiar with, trying new programs that are close to
X
familiarity (such as Google Docs instead of Microsoft word), and trying
programs that require completely new skill attainment
Comfort with some frustration when a technology doesn’t work the
X
way anticipated
Comfort with asking for help - eg.from an IT department, from a
X
colleague, from an online help source, from the maker of the technology
Comfort with helping others - eg, training colleagues or staff in a specific
X
tool or application, mentor or coaching in

Competency 3 - Digital Citizenship

Comfort in and understanding of the meaning of digital citizenship, digital

X
literacy and equitable access
Ability to implement principles of digital citizenship, digital literacy, and
X
equitable access.
Demonstrates ethical digital citizenship skills. X
Ability to scaffold the concept of digital citizenship for young children X
Ability to make appropriate choices about what kinds of technology
X
needed for digital equity.
Comfort in making decisions about privacy and security of data,
X
communications and digital images for self and others

Competency 4 - Research based classroom implementation -

Understand the developmental impact of passive and/or inappropriate
X
digital technology with young children based on age.
Ability to choose appropriate technology experiences for young children
including the contexts of time spent on passive technology outside the X
classroom, age, and equitable access
Ability to make research based decisions about implementation of
X
technology in the early childhood classroom.
Understand the basics of assistive technology. X
Ability to make appropriate choices about what kinds of technology
X
needed to create digital equity.

Competency 5 - Content & Curriculum -

Understand the research on how technology can promote (or not promote)
learning in specific content areas such as mathematics, science and literacy X
for young children.
Ability to choose and implement technology in promoting learning in
X
content areas

Competency 6 - Assessment Technology-

Ability to research appropriate tools, software and organizations
appropriate to needed observation and assessment activities. X

Ability to learn and utilize specific applications, tools and software for
X
observation and assessment tasks
Ability to train and mentor others in specific applications, tools and
X
software for observation and assessment tasks

Part 2 - Reflection and Plan

1. What is your overall assessment of your level of comfort and skill in each of the 6
competencies? What are you most and least comfortable with?

I think the overall assessment of my level of comfort and skill in all 6 of the
competencies is that I am very comfortable with technology. I was glad to know this.
 Although, I realize I have some definite areas I am not comfortable with yet, but I feel
with some training and guidance I will become better equipped at handling and using the
technology applications. The one area I feel the strongest and most comfortable with,
due to years of experience, is word processing. I started off in 1986 developing my word
processing skills. I learned mostly on the job, working as a legal assistant and in my
present occupation as a director for an early childhood faith-based program. I am
required to do all my own administration. The area I feel I am the least comfortable is
creating spreadsheets. I have been wanting to learn Excel for a number of years now. I
noticed recently, excel has a short tutorial available with my Microsoft 365 package. I
already began investigating it.

2. What did you learn from the resources for this assignment (Slide show, Brandman
ECE Technology Competencies and ONE article) that influences your views on
learning technology? What was surprising? Do you feel more or less motivated to
gain skill?

After reading the Dr. Julianne Zvalo-Martyn’s (2019) Technology for Early Childhood
Educators’ slideshow, I learned as an ECE professional, I will need to have proficient
skills in technology to benefit the classroom. She says for classroom integration,
“Teachers need the tools and knowledge to make decisions about the use of technology
with young children.” I want to be a good competent teacher, and part of being competent
and good is knowing how to use technology. I feel I am on the right track, and will
continue applying myself to learn new computer programs, technological tools, practice
my research, get to know more software, and platform applications.

When I finished reviewing the ECE Technology Competencies, I am now more aware of
what strengths I need to be demonstrating as an early childhood educator. There are six
competencies which include, 1.) Self-efficacy and resourcefulness, 2.) Communication
and Collaboration, 3.) Digital Citizenship, 4.) Research based classroom implementation,
5.) Content and Curriculum, and 6.) Assessment. I was glad to know, I am experienced in
most of these areas. There are a few I need to become familiar with, such as assistive
technology. I know, however, whenever I am introduced to new technology, I feel I will
be able to learn how to use it quickly. After knowing all of this, I am more motivated to
gain skills.

I completely relate with the statement in Keengwe and Onchwari’s (2009) article, “I am
convinced that the greatest factor affecting whether a teacher does or does not use
technology in the classroom, is teaching style. Technology is merely a tool. Whether it is
used or not depends on a teacher’s motivation and desire to use new tools. (p. 36).” (p.
210). I confess, this is something that has affected my choices in the past. I have
maneuvered around creating lesson plans that may have technical pieces that I was not
willing to invest energy to learn, either for the benefit of families to communicate or to
 enhance a theme on a big screen for children. I realize now the more comfortable I
become the less hesitant I will be.

As for technology competency, I felt the least adequate or prepared in the beginning of my
career as a student, but from the self-assessment and reviewing the documents, I was
surprised I am better than I thought. I give credit to taking all these college courses lately.
I am very glad there will be more professional and educational growth in my future, and
will gain experience working in the field.

3. The list of self-assessment items is lengthy. It may be overwhelming to think about

learning all of it! To break it down and make it do-able, what will be your approach
to learning? What barriers do you face and how will you work around them? What
is most important for you to focus on right now?

My approach will be to take it one day at a day, pace myself, but keep working on
learning more applications and become familiar technological tools. The more
comfortable and experienced I am the better I will be at my work. A barrier would be to
procrastinate and put off, or keep using an old method. What is most important is to have
a willing attitude, not to be afraid to make mistakes, and ask for help. One application I
want to learn is Excel. I want to be able to make spreadsheets. I know if I begin the free
tutorial, I will be closer to being able to create them when the time comes.

References

Keengwe, J. & Onchwari, G. (2009). Technology and early childhood education: a technology
integration professional development model for practicing teachers. Early Childhood Education
Journal. Retrieved from https://drive.google.com/file/d/1As6x3v0iqMU3RX--iAQeg5clBWey3ip8/view

Zvalo-Martyn, J. (n.d.). ECE technology competencies. Brandman University. Retrieved from

https://docs.google.com/document/d/1bvnI16xZurNf1-SZPFDfWFqHNqsMm6xDFk5Lptw57MY/edit

Zvalo-Martyn, J. (2019, Feb. 10). Technology for early childhood educators. [Slide show]
Brandman University. Retrieved from
https://docs.google.com/presentation/d/185KGfHGKeahsadCSVQtIdUMtKFRTQn9zEd3o3XaxSiM/edit#sl
ide=id.p3