We don't want them
sitting in
front of a computer screen or a TV. They probably get enough of that at home.
What they need at the centre is to run around, do something physical.
Group items tagged
Topic of Interest - ICTs and HPE - 3 views
HPE and ICT - 6 views
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ICT in Early Childhood - 3 views
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I have had this argument so many times with many different directors. Part of education in the early years is to create a continuity between home life and their 'care' environment.
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This is a research article regarding pre-service educator training in integrating ICTs in Early Childhood Education. -
'It is also disconcerting that some children still do not have access to computers at home and therefore do not have the opportunity of developing the skills my grandson and other 'digitals in diapers' like him take for granted - skills such as using a mouse, finding letters and numerals on a keyboard or screen, typing letters, navigating websites, retrieving files, using pull-down menus, loading CDs and DVDs, uploading photos from a digital camera, using toolbars, saving files, printing documents and files, using drawing software and typing words (Zevenbergen & Logan, 2008, p. 42). Although some of these skills are used for playing games, this is still an impressive array of digital literacy skills, even more so when they have been acquired more through independent learning and experimentation than through an adult providing instruction.' On the above I would like to add that children should learn or use skills in order to play. Children learn through play and this is a concepts that underpins learning in the early years
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ICT tools for the classroom - 3 views
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This link displays ideas and strategies on how to use ICT in classroom and in the general schooling environment. And also shows how materials provide approaches to ICT curriculum integration with practical, step-by-step examples of technology use across a range of areas and year levels and more. Take a look.
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What are ICTs?: A Queensland View - 10 views
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technologies that are used for accessing, gathering, manipulating and presenting or communicating information
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Again a list of operations that can be done with these technologies. How many of these operations are used in learning and teaching? -
For me personally I have seen many of these technologies being used in learning and teaching. Eg - The use of Ipads and computer labs, using the smart board to do internet searches as a whole class by encouraging the students to think about key words relating to what they are researching, and using a software application called Tux Paint to re-create a story scene as an extension from an English project.
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ICT tends to mean computers and their peripheral devices
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This is no longer the case. Mobile phones, tablets, bee bots and the integration of ICTs into a range of devices is moving beyond just computers
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I totally agree. Children are using technologies like vados, easispeaks, iTeddies, digital cameras to achieve required outcomes and assessment tasks. -
I thought that was the old definition of ICT and that its new definition embraced anything that was available for communication purposes, storing data, gathering it, sharing it, etc. as seen in the Hello Kitty video. I fully support the idea that ICT is not regarded as a piece of equipment but it should be a way of life where it is a/any tool used for whatever is required so rather than thinking how we can incorporate ICT into the school curriculum, it should simply be one of the avenues used by students to achieve what they want to achieve.
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what, in fact, is critical is “how” the technologies are used (Reimann & Goodyear, 2004).
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It's important how technology is used. What impact it has on learning. Using technology is not enough
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While the computer is itself not a catalyst, its valency as a conduit for communication, collaboration and knowledge building has the potential to transform learning.
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The ability of ICTs to support communication, collaboration and knowledge building are important. Have you used ICTs for any of these?
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Yes, the classroom that I work in has a little down syndrome girl who uses an iPad for communication. I know of another class who has a student diagnosed with dyslexia and he uses a computer for typing up all his work.
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a similarly disparate and motley collection of machines of different capacities and configurations may be being used by students and be constituting the learning environment
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It is 8+ years since Lloyd wrote this piece. In very recent times we've seen the Digital Education Revolution - where many students were given laptops - but that is now slowly moving onto the BYOD (bring your own device) era. An era where students are allowed (of if they are not, they still do anyway) their own devices (phones, tablets, computers). It's likely that BYOD is likely to end up with "a similarly disparate and motley collection of machines of different capacities and configurations", what are the implications for teaching?
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Surely this would encourage discrimination between the students with everyone knowing who had expensive/cheap computers with out of date/the latest versions of software packages. That being the case then it will increase the difficulty of the teacher to both teach ICT and allow the students to use their own forms of ICT. Firstly, because more recent software packages allow greater flexibility (usually) so some students will be physically capable of more complex software usage and also it would be a lot harder to guage what all students are doing on their ICT equipment as a quick glance will not necessarily let the teacher know where each student is at with their work.
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The configuration of computers in schools may range from individual machines, to distributed models, and to sophisticated networks
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I work in a school that has recently rolled out Samsung slates to all students in grades 4-6. Next year they are going to roll them out from grade 7-12, and then, the year after in grades P-3. They have also commenced using a program called D2L (Desire to learn), to deliver the content to students. It has been very interesting to see how different teachers have coped with the changes. Some embrace it and have done an amazing job of incorporating it into their teaching, while others have resisted the changes and really struggled with incorporating it into their classrooms. No matter what ICTs the school has available it seems, to me anyway, that the teacher will be the crucial factor as to whether these ICTs are used successfully and appropriately. -
I agree with you, Kate. When people resist what has to be done, then there is no creativity or extensions or allowing the students to be risk takers themselves. This is borne out by Toomey (2001) when part of his definition of ICT actually includes "manipulating" and "communicating".
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There is no standard school configuration of machines
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How true is this... I have been to a few schools for prac and each school has a different focus on ICT. One school I attended had a computer lab, put the screens were the good old huge dinosaur ones. Then another school I attend had two computer labs full of up-to-date computers with flat screens etc. It's a same that schools aren't all the same.
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I agree Donna, unfortunatley that's where funding and grants come into it as well as the hard work of the fundraising activities, sometimes the budget focus is on other areas as well. Access and equity in relation to current technology is a major issue in educational equality and very topical too.
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shared by philipamck on 13 Mar 15
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Using Technology in the Early Childhood Classroom - 7 views
teacher.scholastic.com/...using_technology.htm
technology early childhood brain development education early EDC3100 childhood
shared by philipamck on 13 Mar 15
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Modern technologies are very powerful
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rely on
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human brain has a tremendous
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the preference for visually presented information.
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bias for visually presented information.
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The developing child requires the right combination of these experiences at the right times during development in order to develop optimally.
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The technologies that benefit young children the greatest are those that are interactive and allow the child to develop their curiosity, problem solving and independent thinking skills.
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Children are natural "manipulators" of the world
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With television, they watch and do not control anything
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cameras and tape recorders and video cameras in the classroom
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children think differently than adults
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Children need real-life experiences with real people to truly benefit from available technologies.
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Children have to have an integrated and well-balanced set of experiences to help them grow into capable adults that can handle social-emotional interactions as well as develop their intellectual abilities.
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What's important is when experience is provided and how it's mixed in with other crucial experiences.
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Parents and teachers must act as facilitators in children's learning.
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parents and teachers can take advantage of the interactive qualities of a computer to enhance the experiences available to children.
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our task is to balance appropriate skill-development with technologies with the core principles and experiences necessary to raise healthy children
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he key to making technologies healthy is to make sure that we use them to enhance or even expand our social interactions and our view of the world as opposed to using them to isolate and create an artificial world
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as with all other tools, adults must protect children from misuse or inappropriate access.
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struggle with
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ontrolling access to content that may not be developmentally appropriate.
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ccess to information that is developmentally appropriate is something that we need to be very concerned about
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may think that buildings are blowing up all over the place and many planes crashed — rather than understanding that these multiple stories are actually from single events
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word processor and they can hand in papers that are clean and neat and they can see how to spell words correctly
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put them on a
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simplest level,
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ine motor
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arge motor problem
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heir handwriting is very immature and very slow and looks sloppy
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http://www.watertown.k12.ma.us/dept/ed_tech/research/pdf/ChrisDede.pdf - 7 views
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This is from a modern theorist referenced in the Australian Curriculum. I have not finished the article yet but sharing as it has some great information for assignment 1 -
Thanks for sharing the resource. It clarifies key stakeholders' perspectives regarding ICT skills and the (in-)assessability of such through current testing options. Although Dede expresses cautious cynicism over the self serving nature behind each stakeholder contribution, it does indicate shared emphasis upon the importance of ICTs for the development of transferrable life skills which are reflected in the Australian Curriculum's General Capabilities. As with anything in the curriculum, interpretation of how these capabilities should be taught and assessed is subjective. Be it an impossible task or not, the key edict seems to be that educators are to provide integrated ICT/core content learning episodes that allow learners to develop universally current skills in personally authentic contexts but to also alert the learner to the transferable use of such skills for a global context.
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What I'm Afraid Of And What I Hope For - Bright - Medium - 2 views
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Sometimes I wish technology was more integrated with learning at my school, but then I realize why it’s deliberately separated. There’s something great about getting a new book, cracking the spine, and flipping through the pages. With technology, everything is fleeting. You can read a book on your iPad while listening to Spotify, making a call, and checking Twitter. There’s a value in slowing down and being with the material you’re reading, free from the distractions of the outside world
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Games and Virtual Worlds | - 0 views
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Computer-based games and virtual worlds provide opportunities for learners to be immersed in situations in which they can experience and get close to phenomena and processes
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This immersion helps them develop tacit/implicit understanding and intuitions about such phenomena and processes as they think about choices, take action, and see the impact of their decisions in a meaningful context.
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It is difficult to get the integration of games and learning right.
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Some of the best results in recent years have emerged from virtual worlds through thoughtful design of the learning environment that leveraged what we know about how children learn, especially in collaborative, technology-mediated spaces.
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In the design perspective with the longest history, games have been viewed as conduits or vehicles for the delivery of curricular content
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The research literature suggests three different perspectives on designing games for learning
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Second, with the growing sophistication of game play and its rise in the general population, educators have looked for game elements or “game mechanics” that can be borrowed and transferred to educational settings to improve engagement
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A third perspective on the role of games and virtual worlds in education is organic: looking for and exploiting curricular topics inherent in popular games
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Virtual worlds are typically more focused on exploration than a specific game mechanic and they open up other possibilities for learning
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Research on science learning in these multi-user immersive virtual environments (Barab, et al., 2010; Dede, 2009; Neulight et al., 2007) suggests that authentic designs and contextual narratives around science phenomena are not only engaging but also help learners acquire deep science inquiry skills and conceptual knowledge
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Article describing games and virtual worlds and their application to learning and teaching.
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6 Blended Learning Models: When Blended Learning Is What's Up For Successful Students -... - 1 views
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Interesting read on models to integrate blended learning in classrooms
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iPads_and_opportunities_for_teaching_and.pdf - Google Drive - 8 views
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here is an article on iPads in early childhood, study carried out in an Early Childhood Education service catering for children from 3 months to 5 years. -
Thanks for sharing! My professional experience will be in a Preschool setting so it is wonderful to see how other Preschool educators have been integrating ICTs and a rationale behind their use. I've read a few articles now regarding ICT in Preschool settings an it is interesting to note that most have been from NZ! The importance their country places on ECE is amazing and obvious from these articles! Very high quality practice and passionate educators it seems. Emma