Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S.
(2012). Programming and planning in early
childhood settings. (5th ed.). Victoria, Australia: Cengage
Learning Australia
Brookson, M., Pimentel, R., & Parslow-Williams, P. (2010).
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learning. In T. Bruce (Ed.), Early childhood.
A guide for students. (2nd ed.). London, England: SAGE
Publication Ltd.
Duchesne, S., McMaugh, A., Bochner, S. & Krause, K. (2013). Educational psychology for learning and
teaching. (4th ed.). Victoria, Australia: Cengage learning.
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2011. Steiner approach to ICT integration. Retrieved from http://steinereducation.edu.au/files/ascf/ascf_foundations_ict_integration_position_paper_oct_2011.pdf
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inside story: Early childhood practitioner’s perception of teaching science. (Master
thesis, Victoria University, Wellington, New Zealand). Retrieved from http://researcharchive.vuw.ac.nz/bitstream/handle/10063/1208/thesis.pdf?
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in developmentally appropriate practice: engaging with early years professional’s
beliefs and values. Information
Technology in Childhood Education, (1), 301-320.
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inappropriateness of ICT in early childhood. Arguments from philosophy,
pedagogy, and developmental research. New York, NY: Routledge.
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mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand:
Learning Media.
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of Education. (2004). The role and
potential of ICT in early childhood education. A review of New Zealand and
international literature. Retrived from http://www.nzcer.org.nz/system/files/ictinecefinal.pdf
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learning in early childhood education through information and communication
technologies: a framework for development. Wellington, New Zealand: Ministry
of education.
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G. S. (2012). Early childhood education today. (12th ed.). Upper
Saddle River, NJ: Pearson.
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early years foundation stage (pp. 98-114). Wiltshire, GB: Learning matters
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Siraj-Blatchford, I., & Siraj-Blatchford, J.
(2006). A guide to developing the ICT
curriculum for early childhood education. Staffordshire, England: Early
education.
Siraj-Blatchford, J., & Whitebread, D. (2003). Supproting information and communications
technology in the early years. Berkshire, England: Open University Press.
Depending on the theory or perspective, the
appropriate use of ICT practice can be understood differently (Ministry of Education,
2004).
Behaviourism
In the context of behaviourism, learning
occurs with contiguity which is the association of two events. The repetition
of stimuli affects behaviour, and when responses to stimuli happen in positive
ways, teachers can utilize these ways of learning new behaviour to help their
children. ICT can be very useful in this regard to support children’s learning,
as computer programmes can provide immediate feedback to respond to the
children, which makes them engage in the topic with a high level of interest. Computer-assisted
instruction can assist children “to develop automaticity of skills as
intellectual partners, provoking more advanced thinking , to provide authentic
learning experiences, and for social interaction around the learning” (Duchesne et al, 2013, p.442).
Whereas this way of teaching children through utilizing ICT has been found to
be effective for learning the alphabet, phonic skills, counting and early
number concepts, integrating developmentally appropriate ICT into practice
suggests that children should be in control of using programmes to learn, rather
than being controlled by programmed learning (Siraj-Blatchford &
Whitebread, 2003).
Cognitive view
According
to Ferguson, (cited in Edwards, 2009) constructivism provides a “basis for understanding
how people incorporate new knowledge into existing knowledge and then make
sense of that knowledge” (p.9). Both Piaget and Vygotsky emphasize the
importance of social interaction, and this offers an environment in which
children can interact with computers and users throughout the world using an
online environment. Within the constructivist view of children’s
learning, ICT is regarded as a way to scaffold and support the learning through
interactive systems or information-processing. “ICTs provide a range of
resources for students to use in problem solving, thinking, reflecting and
collaborating with others within physical classroom and across the globe in
virtual learning context” (Duchesne et al, 2013, p. 443). They are especially
useful for teachers to understand the progress and process of children’s
cognitive development.
Steiner
The Steiner approach strongly
discourages any use of ICT in the early years of learning, because Steiner
focuses on the importance of a holistic developmental approach including a harmonic
mix of body, mind, soul, and sprit. In this wise, Steiner sees ICT integration
in the early years as placing “unbalanced emphasis on intellectual-cognitive
learning” (House, 2012, p.109), and developmentally inappropriate which may
cause harmful influences for young children. The Steiner approach views complex
ICT as unnecessary for young children’s learning as they need to be more
focused on first-hand experiences. Steiner asserts that “young children need to
communicate and learn deeply without the mediation of complex technology. This
unplugged experience is seen as crucial for children to develop an uncluttered
self-image as well as the most valuable form of self-efficiency” (Educational
Foundations, 2011, p.3).
Assistive technology refers to “any
device used to promote the learning of children with disabilities” (Morrison,
2012, p. 370). Using these technologies are effectively in the classroom
encourages inclusive education, as it enables children with special needs to
participate fully in regular classroom activities and to learn new skills and
behaviours. The following are examples of assistive technology.
8Bigkeys
Keyboard: This is a keyboard with keys that are four times bigger than normal
keyboard keys and are arranged in alphabetical order. It helps children who
cannot press down two or more keys simultaneously.
8Aurora:
this works with Windows operating systems to help people with learning
difficulties such as dyslexia or reading difficulties to write and spell
better.
Technology is developing every day, and
as it develops it has an impact on our lives, even for very young children. Using
ICT with young children can be a contentious subject, as “children learn
through responsive and reciprocal relationships with people, place and things”
(Ministry of Education, 1996, p.14), however, ICT in the children’s immediate
learning environment, both at home and in the centre, can provide children with
motivation for learning, so it should be encouraged for educators with appropriate
knowledge to teach and learn with the children.
What is ICT?
Information and communication technology
(ICT) refers to “any technology used to access, gather, manipulate and present
or communicate information, such as electronic hardware, software and network
connectivity” (Duchesne, McMaugh, Bochner & Krause, 2013,
p.429).
Technology has become part of our
everyday lives. Most children now have access to and experience a range of
technologies, and these technologies, media, popular cultures have become highly
influential for children’s construction of knowledge, culture and their lives
(Arthur, Beecher, Death, Dockett & Farmer, 2012).
In New Zealand, ICT is used for a wide range of educational purposes, and it
has become an integral part of teaching and learning for children. The Ministry
of Education (2005) states that ICT used well contributes to “children’s
learning and encourage purposeful and exploratory play, collaboration,
cooperation, discussion, creativity, problem-solving, risk-taking, and flexible
thinking” (p. 3). Also, Te Whāriki (Ministry
of Education, 1996) suggests that children acquire “both the confidence to
develop their own perspectives and the capacity to continue acquiring new
knowledge and skills” (p. 18) to live in the rapid changing society as lifelong
learners using modern communication and technology.
Benefits of ICT in ECE
The Ministry of Education (2005) has identified
numerous benefits of using ICT in early childhood settings for children,
parents and whānau, and also for educators. For children, ICT provides new ways
of learning, and if used appropriately, it has the potential to extend their
learning experiences and enable them to develop skills such as communication,
exploration, and literacy skills such as digital literacy, technological literacy
and information literacy. For parents and whānau ICT can be a link to share information
as a communication tool and could be a way to have a better understanding of
the experience of their children in EC settings and at home. The same is true
for educators, who can also benefit from using ICT to improve communication
with parents and whānau, and used it as a tool for accessing professional
learning, resources and information.
Children’s learning with ICT
Among the various potential benefits
when using ICT in early childhood education, are enhancements in various areas
of learning. Several areas of development in children’s learning related to ICT
are discussed below, with examples showing how teachers can integrate ICT into
the classroom to develop these skills for children.
&Knowledge
and understanding of the world
Ex)
Role-plays using ICT devices help children to understand the world more
authentically. For example, using a digital camera when pretending to be a tour
guide, or using a word processor to record customer details (Poulter, 2008).
&Communication,
language and literacy
Ex)
Walkie-talkies can assist children to develop their language and communication
skills. Teachers can encourage children to share and explain their past
experiences or current event in their lives. Also, talking books are often used
(Brookson, Pimentel and Williams, 2010)
&Problem-solving,
reasoning and numeracy
Ex)
Software programmes such as ‘Study ladder’ or ‘Mathematics’ encourage children
to learn mathematical concepts with a high level of engagement, as they give
the children instant feedback with animations and bright colours.
&Personal,
social and emotional development
Ex)
Scaffolding can be done by more knowledgeable children in ICT to help others to
learn how to operate some kinds of ICT devices. This way, the child who
instructs other children would gain self-confidence and increase their social
development through working with a group.
&Physical
development
Ex)
Musical mats or keyboards encourage children to move and make rhythm (Brookson,
et al, 2010).
&Creative
development (Poulter, 2008)
Ex)
An interactive whiteboard is a great tool to be creative, as it offers a vast range
of different colours and tools.
While there are benefits to using ICT in
early childhood settings, developmental appropriateness of usage has always been
highlighted in teaching and learning with children using ICT. As Hall and
Higgins (2002) state that the “burning questions are not whether computers
should be used but where and how ICT can be used to enlarge and enrich young children’s
experience of learning” (p. 301). Therefore, the role of the teacher becomes
critical to guide the children’s use of ICT and extend their learning
experience.
Guiding children’s use of ICT : the role
of the teacher
Developmentally appropriate use of ICT for
children is the key factor for educators to consider. Both Developmentally
Appropriate Technology for Early Childhood (DATEC) in the United Kingdom and
the National Association for the Education of Young Children (NAEYC) in the United
States give general guidelines for incorporating ICT into the classroom.
However, it is typically highlighted that ICT is a new tool that can be
integrated into the existing practice, rather than one that can replace first-hand
experiences and interactions (O’Hara, 2004). Bearing in mind the importance of
first-hand experiences, educators should promote an interesting and stimulating
learning environment which uses ICT appropriately. To do this, O’Hara (2004)
suggests early childhood educators need to:
8Monitor
children’s progress and needs;
8Intervene
sensitively;
8Provide
emotional support; and
8Challenge
children to take risks and attain new level of achievement.
Siraj-Blatchford and Whitebread (2003)
also suggest some ways to integrate developmentally appropriate ICT into the
early childhood curriculum. They have proposed that ICT in the classroom works
best under the following conditions:
:Applications
for educational purpose - all applications employed in the early years should
be educational. Games for entertainment and most arcade games have very little creativity
or positive learning outcomes (Siraj-Blatchford & Siraj-Blatchford, 2006).
:Encouraging
collaboration – Vygotsky emphasized the importance of social interaction for
children’s learning processes, and the shared learning experiences or engaging
in an activity jointly with peers promotes children’s cognitive development and
cognitive challenges.
:Supported
play – authentic use of ICT which integrates into children’s play as a tool and
is used for real purpose in a meaningful context, such as during children’s
role-play, makes the curriculum relevant for children. Also, access to ICT
should not be used as a reward or a punishment.
:The
child is in control – children’s learning should not be restricted by
programmed learning. The child should be in control of using ICT to solve a
problem and should be able to try various strategies to do this.
:Transparent
and intuitive application
– an application’s “function should be clearly defined and intuitive” (Siraj-Blatchford
& Whitebread, 2003, p.11).
:Supporting
the involvement of parents – partnerships between parents and educators help
children to improve their academic achievement as they working collaboratively
towards the same goal.
Considering all these developmentally
appropriate aspects when implementing ICT into the curriculum, the educator’s
awareness of health and safety issues are also critical, and it should be emphasized
that not only the children’s physical well-being, but also their emotional
well-being, should always be protected from potential harm in cyberspace. Siraj-Blatchford
and Whitebread (2013) claim that ICT applications in the classroom should be
used as a learning tool and should be integrated with other learning
activities, not in used in isolation and for a long period of time for young
children, as this might cause repetitive injuries such as carpal tunnel damage,
affect on eyesight, and lead to obesity (Siraj-Blatchford & Whitebread,
2003). Also, applications used in the classroom should avoid violence and
stereotyping. “Where applications fail to meet these criteria it would be
difficult to justify their use in any educational context” (Siraj-Blatchford
& Whitebread, 2003, p.11).
Here are some useful video clips that help to increase awareness of e-safety for children, parents and educators.
