How Does It Support Children's Learning and Development
How does ICT Support Children’s Learning & Development
T he technical advances of the last thirty years and the introduction of the internet, globalisation has made the world a smaller place and Information and Communication Technology (ICT) has become increasingly important part of everyday life. Today, it is reported that over eighty percent of households have a personal computer (PC), with sixty eight percent Internet enabled. (Marketresearch.com, 17/05/09) Subsequently, government has recognised the need to reflect this increasing use of technology by ensuring that ICT is to enable children to participate fully in the rapidly developing technological world around them, whilst in others it is the need for children to be competent users of technology to better exploit their potential, (DFES, 2001, cited by O’Hara, 2004, p5).
The Early years Sector has long debated the relevance of ICT, with views ranging from those who believe it could result in socio-economic benefits (DFES, 2001) to Oppeinheimer’s opinion that ICT is wholly inappropriate in early year’s settings, being detrimental to both children’s health and standards of education (O’Hara, 2004 p1). We must also remain mindful that there is a digital divide, with some households not having up to date ICT or where adults are not confident or able to use the equipment. As Early years practitioners it is pertinent for us to reflect on the range of opinions from Government, Professionals and colleagues in considering the use of ICT in our practices.
Effectiveness in Children’s Learning
The range of educational resources available for the foundation stage is extensive and many theorists have offered their opinion as to the most suitable for children of this age. ICT resources are certainly no exception. Typically, people think of PC’s in isolation when ICT is discussed and I too initially considered little else. However, having undertaken research into this field I have and discovered a plethora of
T he technical advances of the last thirty years and the introduction of the internet, globalisation has made the world a smaller place and Information and Communication Technology (ICT) has become increasingly important part of everyday life. Today, it is reported that over eighty percent of households have a personal computer (PC), with sixty eight percent Internet enabled. (Marketresearch.com, 17/05/09) Subsequently, government has recognised the need to reflect this increasing use of technology by ensuring that ICT is to enable children to participate fully in the rapidly developing technological world around them, whilst in others it is the need for children to be competent users of technology to better exploit their potential, (DFES, 2001, cited by O’Hara, 2004, p5).
The Early years Sector has long debated the relevance of ICT, with views ranging from those who believe it could result in socio-economic benefits (DFES, 2001) to Oppeinheimer’s opinion that ICT is wholly inappropriate in early year’s settings, being detrimental to both children’s health and standards of education (O’Hara, 2004 p1). We must also remain mindful that there is a digital divide, with some households not having up to date ICT or where adults are not confident or able to use the equipment. As Early years practitioners it is pertinent for us to reflect on the range of opinions from Government, Professionals and colleagues in considering the use of ICT in our practices.
Effectiveness in Children’s Learning
The range of educational resources available for the foundation stage is extensive and many theorists have offered their opinion as to the most suitable for children of this age. ICT resources are certainly no exception. Typically, people think of PC’s in isolation when ICT is discussed and I too initially considered little else. However, having undertaken research into this field I have and discovered a plethora of
References: were made to: Cook, D and Finlayson, H (1999) Interactive Children Communication Teaching, ICT and classroom teaching. Buckingham: Open University Press. Dryden, L, Forbes, B Mukherji, P, Pound L. (2005) Essential Early Years. London: Hodder and Arnold Loveless, A, and Ellis, V. (2001) ICT, Pedagogy and the curriculum. London: RoutledgeFalmer. O’Hara, M. (2004) ICT in the Early Years. London: Continuum http://www.marketresearch.com/browse.asp?categoryid=133 (accessed 17/05/09) Teaching and Learning Scotland. (2003) Early Learning, Forward Thinking. Scottish Executive: www.ioe.stir.ac.interplay Reference was also made to the Leappad which is available from: www.leapfrogshop.co.uk As Early years practitioners we are now spoilt for choice from the range of ICT toys, especially toys that promote all six areas of learning. I look at the leappad and research how it supports children’s experimental learning - ‘Does it do what it says on the box’?