Role of ICT in Young Childrens Education - Essay Example

Role of ICT in Young Children’s Education This report gives an introduction to ICT in EYFS and primary stage. ICT in the national curriculumhas been mentioned. After that, ICT in teaching math and science in EYFS and primary is discussed. Resources available in ICT for teaching these subjects have been considered. Some lines have been dedicated to explain how to help children with special needs adapt to the new learning techniques introduced by ICT. The report also mentions Sir Jim Rose’s review of the primary curriculum. Introduction- What is ICT? Most simply put, IT provides solutions to process the information while telecom provides solutions to transfer that information. Processing includes management of data (like computing, storage of data in databases, protection and retrieval of data) and its networking. Transfer includes transmission of data from one place/desktop to other using communication techniques. Both technologies are collectively called information and communication technology (ICT) (tutor2u, 2009). ICT in Education The purpose of introducing ICT in education is to enhance the learning and educational activities of students and support the teaching process by means of computers, internet and the latest technologies. According to Saverinus Kaka (2008, July 25), “education sector can be the most effective sector to anticipate and eliminate the negative impact of ICT. Technology (internet) in another side can be the most effective way to increase the student’s knowledge”. Students can be made familiar with computer aided simulations and educational games. The objectives of ICT in education are to incorporate latest technology based learning in schools, to endorse literacy about newer technologies in students, to support distance education, and to improve the teaching process by using latest techniques supported by ICT. ICT in the National Curriculum “ICT has a distinctive contribution to make to the aims of the national curriculum as a whole” (Qualifications and Curriculum Authority, 2009). In the national curriculum, ICT has played its role in planning work sequences and learning and teaching procedures. It has helped students to enjoy their educational activities because they can relate the technology based learning to their everyday lives. Students have been able to develop their own independent thinking regarding research, analysis of problems and decision-making. The national curriculum has put forth such programs of study that use ICT to enable the students to develop self-confidence and think about new ideas. The ICT based study programs in the national curriculum support safe usage of digital communication technologies. The curriculum has made it possible to use ICT in making the students familiar with the growing utilization of technology. ICT and Education of Children in EYFS and Primary School The national curriculum has proposed efficient study programs for children in EYFS (Early Years Foundation Stage- from birth to five years of age) and in primary school (Key Stage 1 and 2). ICT should be introduced to the child right from birth to enable him to understand the needs and demands of the new world. ICT has already become a part and parcel of young kids’ lives. Introducing ICT concepts at so young an age helps children discover, examine, explain and solve problems, foresee, argue and judge. According to Herefordshire Council (2008), “by the end of the EYFS most children will be able to complete a simple program on a computer; use ICT to perform simple functions, such as selecting a channel on the TV remote control; and, use a mouse and keyboard to interact with age-appropriate computer software.” For primary school children, that is, key stage 1 and 2, it should be the decision of teachers where to make use of ICT tools to support their teaching process. According to Harriet Price (2008), ICT in early years helps children enhance their independence in their use of ICT tools like digital cameras, digital images and role-play toys; develop creativity in areas like art, dance, writing and music; and, improve their outdoor learning experience using appropriate ICT tools. For teaching math, teachers can download softwares like christmath which deal with making young children familiar with patterns, sequences, addition, subtraction, ordinal numbers and memory games. Dinosaur Numeracy helps teach children the add-1-and-take-1-away lessons. Right Angle Monsters helps children learn about right angles in a very interactive way. In this software, students search through the classroom for an item which fits accurately in the monsters mouth and if it does, then it is a right angle. Teachers can use spreadsheets and interactive whiteboards (IWB) to help children learn numeracy while interacting with one another. Math board games such as dice games, bingo and calculator games, geometry games with interactive layout can be used to help children take hold of main arithmetic and geometry skills together with times tables, word problems, ratio, percentage and mental addition. CD-ROMs are another important resource which teachers can use to store their math lessons. For teaching science, teachers can use activities like Animal Magic that are easily available online. This particular activity asks children to sort out and name animals. It uses animations to attract the interest of kids. Teachers can use interactive science games about life processes, living things and physical processes. Students at key stages 1 and 2 can be encouraged to use digital cameras and video cameras at zoo trips and then write their experiences with the help of videos they make. Presentation tools like PowerPoint presentations and multimedia can be used to teach using slideshows and simulations. Computer-controlled microscopes can be used to observe microorganisms. Functions and Dysfunctions of Using ICT in Education The main functions of using ICT in science are the communication and collaboration of students in their science activities and the wide availability of resources for teachers (Siraj-Blatchford & Siraj-Blatchford, 2006, p. 19). But, Jenkin (2009) states that “judgments need to be made about when and (more importantly) why ICT should be used. It should only be used when appropriate: meaning when, and if, it allows the teacher or the pupils to do something they would not otherwise have been able to do”. Armstrong and Casement (2000) have argued that the extensive use of computers in schools has brought forward very expensive and useless change in the education history and that the continuous control of children’s minds and habits by the screen culture has damaged them psychologically, neurologically, physically and generally. Staying in front of the ICT screen for longer hours has hindered the speech and language development of young children (Healy, 1998). In teaching science, a disadvantage of ICT would be that it may restrict children’s own observation. Similarly, while learning math, if only ICT resources are used, then the children may get weak in writing math which is a very important path for the learning process in case of math. Math cannot be learnt without pen and paper. Another dysfunction is lack of sufficient computers, hardware and software and lack of teachers’ skill, competency and time in teaching using these resources (Bingimlas, 2009). Hardware In case of capturing digital images and making videos, children would require digital cameras and camcorders, respectively. The hardware required has got its benefits and weaknesses. The benefits include easy capturing of images and trouble-free video recording. There is ease of use together with fun and educational learning. The main weakness of this hardware is that it is too expensive to be used by young children at EYFS and primary stage. “When buying a digital camera for your child, there are several things to consider. First, the age of the child, how the camera will be used, features needed in a camera and most importantly how much you want to spend on a camera” (Johansen, 2009). If the camera is too complex in structure for young kids to understand, they will get frustrated and might stop using it. Moss (2008) states that “children also tend to be very messy (think mud pies), so an expensive camera could easily could dirt or water in it, taking your hard earned money down the drain with it”. Software PowerPoint presentations are a very interesting way of teaching using slideshows and animations. The software to be used is MS PowerPoint. It has great benefits as it helps in creating slideshows filled with colors and images which young children find very interesting. Images and video recordings can be imported and one can insert transitions and text animations. The weakness is that it requires great expertise to use both at the part of teachers and students. Skill is required to use this software efficiently. It takes ample time to create one whole presentation and file size may become large too. Presentations can also lead too much to the design and not the conceptualization of a presentation (DuFrene, Austin, & Lehman, 2004). ICT and Students with Special Needs With the growing use of ICT in schools, there is no reason why children with special needs should be ignored. There are a lot of ICT tools available in the market and online that help children with special needs adapt to their new learning environment which is more efficient and more helpful to them. These tools help children who find difficulties such as language hurdles, cultural hurdles, writing trouble (dysgraphia), reading difficulties (dyslexia), math difficulties (dyscalculia), memorizing difficulties and environmental disadvantages (Namibia Training Authority, 2006, p. 11). Special needs may be both physical and mental. ICT resources, like internet, discussion forums, special interest groups (SIGs), educational softwares and e-learning centers, have helped a great deal in meeting the needs of these special children. Sir Jim Rose’s Review of the Primary Curriculum Sir Jim Rose, the government advisor and former chief inspector of schools, has given a review of the primary curriculum in Great Britain with focus on curriculum design and content along with the importance of ICT in the primary curriculum. Rose has suggested that it is beneficial to introduce ICT based learning process in EYFS and primary stage so that students end up their primary with high level understanding of ICT. He says in his final report that England’s best schools should consider ICT as a priority to enhance a balanced and broad education in math, science and English. Rose has emphasized upon young children’s computer literacy about using podcasts, simulations and presentations, with complexity in accordance with EYFS and primary stages. He has suggested the use of internet in the national curriculum focusing on the use of Google Earth and Wikipedia by the students. Conclusion To sum up, ICT is an important part of the national curriculum and provides great resources for learning and teaching processes. Children can be made well equipped with up-to-date information while being able to conduct their own research, do analysis, make decisions, share ideas and views, and learn to be creative and initiative using ICT tools in their study. Teachers can use ICT resources to teach more efficiently with good outcome. ICT is becoming inevitable in the educational and personal lives of students thanks to great advantages it offers. And this is what Sir Jim Rose also suggests in his interim report. References Armstrong, A., & Casement, C. (2000). The Child and the Machine: How Computers Put Our Childrens Education at Risk. The University of Michigan, US: Robins Lane Press. Bingimlas, K. (2009, March 24). Barriers to the successful integration of ICT in teaching and learning environments: a review of the literature. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 235-245. DuFrene, D., Austin, S., & Lehman, C. (2004). Concept, content, construction, and contingencies: getting the horse before the PowerPoint cart [Electronic Version]. Business Communication Quarterly, 67(1), 84. Healy, J. (1998). Failure to Connect: How Computers Affect Our Children’s Minds. US: Simon and Schuster. Harriet, P. (Ed.). (2008). The Really Useful Book of ICT in the Early Years. United Kingdom, UK: Routledge. Herefordshire Council. (2008). ICT in the early years foundation stage. ICT Progression in the Primary School. Retrieved December 14, 2009 from http://www.hereford-edu.org.uk/ict/capability2.asp Jenkin, R. (2009). Benefits for the teacher. Teaching Primary Literacy with ICT. Retrieved December 15, 2009 from http://www.teachingexpertise.com/articles/teaching-primary-literacy-ict-6996.html Johansen, L. (2009). Best digital cameras for kids. Computers and Technology. Retrieved December 15, 2009 from http://www.helium.com/items/839672-best-digital-cameras-for-kids.html Kaka, S. (2008, July 25). The role of ICT in education sector. Very Kaka’s Community. Retrieved December 14, 2009 from http://verykaka.wordpress.com/2008/07/25/the-role-of-ict-in-education-sector.html Moss, E. (2008). Best digital cameras for kids. Computers and Technology. Retrieved December 15, 2009 from http://www.helium.com/items/838752-best-digital-cameras-for-kids.html Namibia Training Authority. (2006). Apply ICTs to gather information on learning difficulties and special needs. Use ICTs for Learners with Special Needs. Retrieved December 15, 2009 from http://www.tech.na/manuals/Use%20ICTs%20for%20learners%20with%20special%20needs.pdf OpenEye. (2009). The dangers of ICT in the early years. OpenEye Welcomes the Cambridge Primary Review. Retrieved December 14, 2009 from http://openeyecampaign.wordpress.com/ Qualifications and Curriculum Authority. (2009). ICT and the national curriculum aims. National Curriculum. Retrieved December 14, 2009 from http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/ict/keystage4/ICT_and_the_national_curriculum_aims.aspx Siraj-Blatchford, I., & Siraj-Blatchford, J. (2006). Using technology for communication and collaboration. A Guide to Developing the ICT Curriculum for Early Childhood Education. United Kingdom, UK: Trentham Books. Tutor2u. (2009). Introduction - what is ICT? Tutor2u. Retrieved December 16, 2009 from http://tutor2u.net/business/ict/intro_what_is_ict.htm Read More