Information and Communications Technology - Essay Example

?Vtech Kidizoom Junior Camera: an ICT for Children’s Learning and Development In this essay, the researcher will be analyzing technological equipment, which is used in his current work setting, with reference to a child-friendly digital camera. Critical analysis will be applied to assess the effectiveness of this technology in extending the children’s learning and development. Furthermore, it will discuss methodologies on how nursing staff will be able to utilize this during observation and assessment of the children. As a Nursery Manager, the researcher will be developing a tracking sheet to observe and monitor the use of Information and Communications Technology (ICT) as a whole in the current work setting over a period of one month. The tracking sheet will be included in the appendix of this essay. The later portion of this paper will cover the researcher’s professional reflection and evaluation as summary to the discussion that will transpire throughout this study. Information and Communications Technology (ICT) Information and communications technology (ICT) have gained global popularity for the past decade. Today, ICT has been an integrated as part of our society and can be seen in all places – home, workplace, schools, and even in public places (Sheridan and Samuelson, 2003, p. 276). Human from all age group are exposed to these technologies and the lifestyle of both the young and adult has evolved into one that is interdependent with technologies. This innovation led to a higher expectation from the growing children to become independently active in their communities and in the information society (Kankaanranta and Kangassalo, 2003, p.287). People nowadays live and breathe technologies as they are continuously utilized in communication and acquisition of information. Since then, literacy to the utility of these technologies has been one of the core competencies in the global market thus posing a challenge for the future generation. With this demand, educators around the globe remodelled their educational system by incorporating ICT in the curricula in order to make the students well adept with the current technologies available. ICT is not limited to computers and internet only. It also involves electric toys, devices and learning tools that have been developed over the years to be both fun and educational. Manufacturers targeted the young population of learners in developing toys and electronics as they have the urge and craving for learning and knowledge. Toy designers take their work seriously by not just producing a plastic toy for entertainment but creating electronic devices that will meet the needs of the player (Xing, 2010, pp. 943-946). Designers nowadays focus more on children interactive experience and relate it to one that is both educational and fun. Some networks have even been created solely for education of preschool and toddlers such as Nick Jr., Disney Junior, etc. (Vandewater et al., 2004). New technologies form more flexible potential for the acquirement and establishment of new knowledge. They also create tremendous challenges for citizens in the information society. Active participation in the information society presumes novel skills for the acquisition, management, and communication of information as well as versatile work approaches for children and teachers alike. These challenges concern the teachers of young children as well (Kankaanranta and Kangassalo, 2003, p.287). Educators across Europe adapted the use of ICT in preschool education primarily the computers. Even though this concept has been practiced at large, a study by Plowman and Stephen (2005, pp. 145-157) revealed that less supervision are given by parents and adult guardians during preschooler’s playtime. This also shows that at this level of education, ICT are used for free play and reactive supervision is given rather than guided interaction. This concept is supported by Maldonado’s (2009) observation that preschoolers tend to seek their peer’s help rather than their teacher’s in matters concerning informative explanation and directions. In Sweden alone, the government targeted to be the world’s leading IT nation and ensured that all of their citizen have access to information. Yet, their IT educational system excluded the preschool students ages one to five as many of their educators questions its benefit and sustainability to these children (Sheridan and Samuelson, 2003, p. 276). This is in contrary with the vast knowledge and research available in support of the beneficial effect of exposing the preschoolers in ICT. Further into this study, several concepts concluded by scholars will be presented in defend of ICT’s relevance in early childhood education. Preschool teachers are posed with great challenge in their teaching strategies with the inevitable upsurge of these technologies. Maldonado (2009) suggested in her study that “preschool teachers need to be aware of the highly developed levels of knowledge in electronic media that preschoolers bring with them to school.” This will provide them with a baseline assessment on how to approach the preschooler and have a window view on the level of thinking that the child posses. Moreover, approach between boys and girls must be different as a study by Rideout et al. (2003) discovered the gap between the genders where boys are more often to play video games on a daily basis that the other. Preschool teachers may initially find some difficulty in incorporating ICT in the curriculum. Maldonado (2009) enumerated some recommendations for preschool teachers in incorporating computers in the curriculum: (1) with appropriate software for preschoolers, teachers can use electronic media to help children learn and enhance their socialization skills; (2) survey parents on how much access their children have had to electronic media and set up the computer centre in the classroom based on their responses; (3) choose computer software that not only fits into your program's curriculum but also reflects children's cultures and languages in the classroom; (4) ensure software is inclusive, reflecting characters with disabilities and free of gender, culture, and ethnic stereotypes; (5) select open-ended software that will allow children to increase their problem-solving abilities by making and testing decisions and choices with their peers as this form of social interaction at the computer helps them learn social causal reasoning; (6) make software at multiple levels of difficulty available, to allow children to work from their comfort zones and toward more complex games and activities, with support from their peers or teacher. As technology continuously grows and evolves teachers must keep themselves up to date with these changes. They may research on the new systems and electronic devices that their students have to be able to learn how to use them. ICT is not confined on computers and internet; it also includes educational DVDs, handheld computer games, video games, and cellular phones (Maldonado, 2009). These games have been created to be rich in graphics, sounds, and interactive to feed the child’s curiosity and brain development. This study will evaluate the role and effectiveness of a digital camera designed for the use of preschoolers. Vtech Kidizoom Junior Camera With the uproar of photo sharing in social networks and the popularity of digital cameras in keeping souvenirs and recording memories, Vtech released a digital camera designed for the use of children above three years old. It is a technology created for preschooler with a fun design and tough built prepared for rough handling of its owner. As the manufacturer intended it to “help improve the child's motor skills, social, emotional, and physical development, and hand to eye co-ordination, visual development, sound awareness and creativity (Kidizoom Junior Digital Camera, 2012).” Its advantage to other ICT is it being a real digital camera that takes photos, videos and plays games and with their parents' help, view slide shows and videos on their TV or personal computer. It is created with rubber surrounding the case for better grip of smaller hands. The built in photo editor nourish the imagination and creativity of the user as they can select from a variety of photo frames, stamps, designs, and funny photo distortions. Though it was designed intentionally for children ages three and above, the many navigational buttons may confuse younger photographers (Kidizoom Junior Digital Camera, 2012). It has been one of the recommended ICT that can be utilized in classrooms since 2007 as reviewed by Buckleitner (2008) in his article “The State of Children’s Interactive Media” where he assessed several educational technologies for preschoolers such as Digital Arts and Crafts Studio by Fisher-Price, EyeClops, Leapster, etc. He further agreed that Vtech Kidizoom Junior Camera is a sturdy choice than can be passed through the classroom without any danger of it being damaged easily. Richards (2009, p.12) conducted an extensive study on art in early childhood using digital photography as medium of expression. Her study involves giving the children an opportunity to express themselves through the art of photography. The study shows that digital photography enhances both the personal and social aspect of the child. As compared to the activity of drawing in preschool, photography also shows a story of their lives and expression of what the child feels. This enhances his self identity and his sense of being in touch with his self and his own experience and thoughts. It also develops one’s skill in art. Photography and post-processing such as adding photo frames, stamps and designs in the Kidizoom camera builds up the child’s creativity with colours and aesthetic. It also boosts their confidence and interpersonal skills when they are allowed to present their photographs and tell something about what they capture. Self expression bridges the gap between the student and teacher and among his peers. Several advantages are also presented by Browne (2005) in his study regarding the use of digital camera in classroom instruction for preschoolers, they are: teachers can record and document student development, pre-reading students are allowed to make text-free cues, it allows prompt display of photos taken which may be immediately reviewed and appreciated by the student and teacher, photos may be easily shared with parents through internet access or provision of digital copies in compact disc or memory card, success and struggles of a student can be documented by the teacher through photos, allows to store a reasonable amount of photos without worry of running out of film (compared to a film camera). Monitoring the Usage of ICT "It is generally believed that ICTs can empower teachers and learners, promote change and foster the development of '21st century skills', but data to support these beliefs are still limited". Indeed, "data on the nature and extent of these issues remain limited in most places because of the lack of monitoring and evaluation tools and methodologies dealing with the use of ICTs in schools and their impact on teaching and learning (Trucano, 2005).” Therefore, proper monitoring and evaluation of the use of Vtech Kidizoom Junior Camera will facilitate the success of its employment in the preschool education. Evaluation must encompass identified criteria in congruence with the goals set during the planning stage on the use of ICT in preschool education. These selected indicators should be appropriate, realistic and measurable to accurately monitor outputs and outcomes of the program (James and Miller, 2005). The primary goal of use of Vtech Kidizoom Junior Camera in preschool education is to allow creative work and self expression be shown by the students. The specific objectives are for the ICT’s function to be fully utilized during classroom activities, to give the preschoolers the opportunity to express themselves through taking and showing photos, to allow interaction among other students during the activities, to develop interpersonal skills during the show and tell portion of the activity, and to share the student’s progress with their parents and guardians. Plowman, et al. (2012) evaluated the effectiveness of ICT in children’s learning at home. They developed a framework of four sections of learning that could be sustained by technology. They are acquiring operational skills, extending knowledge and understanding of the world, developing dispositions to learn, and understanding the role of technology in everyday life. These frameworks will be applied by the researched in formulation of a monitoring or tracking sheet in recording the use of Vtech Kidizoom Junior Camera as part of nursery management in preschool over a period of one month. The formulated tracking sheet is available in the appendix of this study. The tracking sheet was designed by the researcher to be simple and easy to use to promote better compliance hence better monitoring. As previous studies show poor monitoring and evaluation are mostly done, the researcher aims for full facilitation of this tracking sheet for better outcome. Pilot testing will be utilized prior to full implementation of this tracking sheet to allow for user’s comments and suggestions to make room for improvement. The tracking sheet or evaluation guide is divided into two part where both the students’ and teacher’s performance will be monitored. The nursery manager will answer each item based on the observed performance and non-performance of each task and extra space is given for additional remarks which will be discussed with the teacher for improvement. The monitoring may be facilitated at the beginning and end of the month or on weekly basis depending on the observed need for it. The results of collated evaluations will then be compared and progress may be acquired by comparing differences between the results. The weighed results will later be analysed to have a clear assessment on the effect of the preschooler’s exposure to the Vtech Kidizoom Junior Camera. Furthermore, its effectiveness as medium of learning in the preschooler’s curriculum will be evaluated to see if it can be recommended for future use. Professional Reflection and Evaluation Buckleitner (2008) stated in his study that “the key to success to using technology well is to make the best developmental match between the child and the experience.” As the current era is surrounded with technological innovations and advancements, children of these ages had their eyes open with these machineries at hand. Learning nowadays transpire not only through books and didactic teaching but also through interactive video games, television shows, computer programs, high-definition educational toys, and cellular phone applications. Since their exposure to these advancements is inevitable, a calling is posed to parents and educators to focus on guiding them in its usage to fully utilize their function which is to educate them. Several studies have been presented in this paper in support to the claim that ICT indeed aids in learning of the preschoolers. The only hindrance discovered is lack of supervision and guidance from teachers and parents. Therefore, it can be realized that creating an enhanced educational experience during ICT exposure will mould better learning on the part of the students. In addition, teachers should recognize that electronic media are excellent tools that can expand young children's learning and that they should become an essential part of the preschool curriculum, in conjunction with literacy, math, science, creativity, and imagination in the preschool program (Maldonado, 2009). It must not be an advocate of a sole teacher but must be promoted in collaboration with colleagues in the preschool facility. From the administrators to managers, down to classroom teachers and their assistants, a uniform goal and plan must be transpired to ensure success of the ICT implementation program. Monitoring from the managers must be completed in a regular basis to guarantee rightful compliance and proper delivery of classroom teachers. ICT is also proven effective when used in home. Thus, proper coordination with parents should also be observed. Managers and teachers may assess on the available ICT that the children’s family have in their home. From there, they can have an idea on which type of ICT can be incorporated in the curriculum. Furthermore, relaying the child’s progress to the parents is beneficial for them to have a transparent view on their child’s learning abilities. For example, if Vtech Kidizoom Junior Camera is utilized, the photos taken and designs made by the students can be sent to their parents and guardians. Creating programs in coordination with parents may also be done where the parent and child can take photos and edit them together to promote bonding within the family. Information and communications technology are ever changing. For that reason, educators must be prepared to continuously develop their teaching material for ICT. Professional development and improvement may be taken to ensure that their techniques are up to date and in congruence with the evolving needs of the children. Incorporating ICT may be difficult or challenging at first yet it is not impossible to be done. It takes dedication, monitoring, and coordination with colleagues and parents to successfully attain the set goals for children’s learning. Appendix Criteria Observed Not Observed Remarks Student performance 1. Students are able to identify the parts of the digital camera. 2. Functions and buttons are navigated with ease. 3. Photos are clearly taken with and without flash. 4. Photo editing is fully utilized using the photo frames, stamps, designs and funny photo distortions. 5. Photos are organized (with teacher’s supervision) in the computer. 6. Photo or photo collection is presented by the student during class with explanation or discussion of the stories behind the photos. Teacher performance 1. Assist the students in navigation of the ICT and while taking photos. 2. Provide guidelines or subject to be showcased in photography (e.g. colours, shapes, animals, plants, etc.) 3. Guide the students in photo editing and transferring of files to the computer. 4. Facilitate “show and tell” of the photos with proper remarks on students’ progress. 5. Coordinate with parents or guardians and present a report of the students’ progress. Bibliography Browne, R. (2005) It's a Snap! Selecting the Right Digital Camera. Childoon education, 82 (2), pp. 86-88. Buckleitner, W. (2008) The State of Children’s Interactive Media. Exchange, January/February, pp. 62-65. James, T., Miller, J. (2005) Developing a Monitoring and Evaluation Plan for ICT for Education. Washington, DC: infoDev / World Bank. Kankaanranta, M., Kangassalo, M. (2003) Information and Communication Technologies in Finnish Early Childhood Environments. Childhood Education, 79 (5), p.287. Kidizoom Junior Digital Camera (2012) [Internet] Available at < http://vtech-kidizoom.com/kidizoomjunior.html> Accessed: 26 September 2012. Maldonado, N. (2009) How much technology knowledge does the average preschooler bring to the classroom? Childhood Education, December, 86 (22). Plowman, L., Stephen, C. (2005) Children, play, and computers in pre-school education. British Journal of Educational Technology, March, 36 (2), pp. 145–157. Plowman, L., et al. (2012) Preschool children’s learning with technology at home. Computers and Education, August, 59 (1), pp. 30-37. Richards, R. (2009) International Art in Early Childhood Research Journal, November, 1 (1), pp.1-16. Rideout, V., et al. (2003) Zero to Six: Electronic media in the lives of infants, toddlers and preschoolers. Menlo Park, CA: The Henry J. Kaiser Foundation. Sheridan, S., Samuelson, P. (2003) Learning through ICT in Swedish Early Childhood Education from a Pedagogical Perspective of Quality. Childhood Education, 79 (5), p.276. Trucano, M. (2005) Knowledge Maps: ICTs in Education. Washington, DC: infoDev / World Bank. Vandewater, E. et al. (2007) Digital childhood: Electronic media and technology use among infants, toddlers and preschools. Paediatrics, 119(5), pp. 552-559. Xing, L. (2010) User experience research of toy design. Computer-Aided Industrial Design & Conceptual Design (CAIDCD), 2010 IEEE 11th International Conference, November, 2, pp. 943-946. Read More