Conclusion

 

Throughout the development of this blog I have researched and discovered a lot about ICT in early childhood education. As ICT is a recent introduction to ECE settings for use with children I found it hard to find research and evidence about the effects of this technology at this age level. But throughout my research I have found that the Ministry of Education is putting guidelines and initiatives in place to help support the effective use of ICT within ECE settings. I found it very interesting to find that the development and introduction of teaching machines by Skinner (2010) prompted the movement to having ICT technology for children to use (Bates). It was intriguing to follow the history of ICT technology from Skinner’s teaching machine to the ipads and computers of today’s classrooms.

One of the most interesting parts of my research was learning that the Ministry of Education has developed a well regulated set of guidelines for appropriate and safe ICT use in early childhood education. This shows that the Ministry of Education is aware of the rise in early childhood education settings that are introducing and using ICT technology with children and acknowledges the need for regulations and policies around ICT.  This is essential for the protection of children, educators and children. This is evident through the sound achievable goals that the Ministry of Education have set and are working towards based on the smart use of ICT across all education sectors. These are stated clearly in the strategic framework for education which I have linked at the bottom of this blog.

Despite all these wonderful aspects of the use of ICT technology in early childhood education settings that I have discovered along with the many ways in which ICT technology can affect children’s learning and development, there is still little sound research into the effects of being exposed to such technology at a young age. I have found many articles describing personal opinions on why technology has no place in ECE and why it does have a place in ECE but none of which so far tell me precisely whether it is a necessary addition to ECE settings. So after extensive reading and researching I have been left to come to my own conclusion about the use of ICT technology in early childhood education, and I hope that this blog will offer some insight and open some doors for the development of your own opinion on this issue.

Retrieved from source: http://www.miseshispano.org/wp-content/uploads/2015/02/exploring-children.jpg

Coming from a ECE setting that supports no ICT technology before the age of seven has had a large impact on my values as an educator and has definitely led me to being very surprised when visiting ECE settings who use a lot if ICT technology. I have a personal believe that young children will not be disadvantaged by not being exposed to ICT technology, and this is because I believe that children need to take time to engage in rich real life experiences within their environment such as discovering mud and sand and engaging in dramatic play and collaborative relationship building face to face with friends and adults. There is little evidence to support this but time will hopefully provide new research that will enable us to see whether or not this is the case. I do not doubt the benefits of ICT technology for children especially as the world progresses and become a more technology based place to grow up, but I do however question the necessity of it being introduced in early childhood.

 

 

References:

Bates, T. (2010). A Short History of Educational Technology. Retrieved from source: http://www.tonybates.ca/2014/12/10/a-short-history-of-educational-technology/

Ministry of Education. (2006). ICT Strategic Framework for Education. Supporting learning in a connected sector through the smart use of ICT. Retrieved from source: http://www.google.co.nz/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CBwQFjAA&url=http%3A%2F%2Felearning.tki.org.nz%2Fcontent%2Fdownload%2F393%2F1910%2Ffile%2FICTStrategicFrameworkEducation.pdf&ei=nA8-VfLTHOKxmwWgwIHAAw&usg=AFQjCNG5st2ogNRD-E3qwaoPktYqyLFWnA&sig2=FNFYI_7jUdaivdlXmhsXxw&bvm=bv.91665533,d.dGY

Educators and ICT technology

 

Retrieved from source: http://www.teachnursery.com/images/made/images/uploads/article/a-chance-to-play_253_171_84_int_s_c1.jpg 

As more and more early childhood education services are introducing the use of Technology or ICT into their curriculum there is an increased need for educators to be knowledgeable and confident with using this technology. Hayes and Whitebread (2006) write that “the role of the teacher in guiding and assisting children’s learning with ICT is seen as critical” (p. 50). As technology and ICT is relatively new to the early childhood classroom educators may have little knowledge and confidence with their own abilities. It is important that educators have opportunities for professional development and guidance in the area of ICT in early childhood education as the way it is introduced and implemented has a great influence on the children using it.

The Ministry of Education (2006) has developed a frame work for ICT across all sectors of education from early childhood to tertiary. This framework aims “to improve learner achievement in an innovative education sector, fully connected and supported by the smart use of ICT” (Ministry of Education, 2006, p. 2). It emphasizes three components of ICT use in ECE; connectivity, content and confidence and capability. The document states that it aims to have coordinated training initiatives which will help to “support learners, teachers, researchers, administrators and support staff in their ability to use new ICT tools and services” (p.6). For educators to develop the confidence they need to effectively use ICT within ECE settings there needs to be opportunities for professional development and learning available which allows educators to expand their knowledge and understanding of ICT as well as support them in the implementation of appropriate practices.

The Ministry of Education (2010) states that “all planning for the introduction and use of ICT by children and adults in early childhood education should be grounded in a clear understanding of the purposes, practices, and social context of early childhood education” (par. 6). Through appropriate professional development and education, educators are then equipped with the tools they need to use ICT in ECE settings in a way that supports children’s learning and development as well as integrates the implementation of Te Whāriki (Ministry of Education, 2010).  There is a lot of discussion of planning to have more funding going towards offering professional development for ICT in early childhood education which is a clear sign that the Ministry of Education is committed to ensuring the quality of its use in ECE settings.

I have observed children using ICT technology excessively within ECE settings I have worked in and this was not monitored very well by educators and I felt as though the educators did not have the skills and confidence with ICT technology that they needed to facilitate it in an empowering way which benefitted children’s learning and development. I feel it is the responsibility of educators to monitor and set clear boundaries when it comes to children’s use of ICT technology within ECE settings and to encourage children to spend less time watching screens and more time engaged in physical exploration of their world through real life hands on experiences.

 

References:

Hayes, M,. Whitebread, D. (2006). ICT in the Early Years. Learning and teaching with information and communication technology. NY, United States of America: Open University Press.

Ministry of Education. (2006). ICT Strategic Framework for Education. Supporting learning in a connected sector through the smart use of ICT. Retrieved from source: http://www.google.co.nz/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CBwQFjAA&url=http%3A%2F%2Felearning.tki.org.nz%2Fcontent%2Fdownload%2F393%2F1910%2Ffile%2FICTStrategicFrameworkEducation.pdf&ei=nA8-VfLTHOKxmwWgwIHAAw&usg=AFQjCNG5st2ogNRD-E3qwaoPktYqyLFWnA&sig2=FNFYI_7jUdaivdlXmhsXxw&bvm=bv.91665533,d.dGY

Ministry of Education. (2010). Information and Communication Technology (ICT).
Te Hangarau Pārongo me te Whakawhitwhiti. Retrieved from source: http://www.educate.ece.govt.nz/learning/curriculumAndLearning/Assessmentforlearning/KeiTuaotePae/Book20.aspx

Legislation and Policy

After extensive research I found no legislation in New Zealand that is aimed directly at technology use in early childhood education services, but the Ministry of Education have developed a document which details the policies around ICT in early childcare settings, as well as acts as a guideline for Centre’s to use when writing their own policies involving ICT. This document is called “ICT Infrastructure. Security and Cybersaftey: Policy and guidelines for Early childhood Education Services” and the full document can be found through the link below.

ICT Infrastructure: Policy and guidelines for early childhood education services: http://www.google.co.nz/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CCIQFjAB&url=http%3A%2F%2Fwww.lead.ece.govt.nz%2F~%2Fmedia%2FLead%2FFiles%2FEarlyChildhoodICTStandardsSecurityv04.doc&ei=vhsyVcvcA4bHmwX5hIGgAw&usg=AFQjCNG8tXVo99dn3peERfwAY_5A__vDPw&sig2=bbV7kgoHbsLTT9qa4AkXNA

In the document the Ministry of Education (2008) states that the purpose of this document is to guide early childhood services to put in place policies and practices that ensure “the security of business data by preventing; unauthorized access, corruption, accidental loss, and inappropriate use” and to ensure “the security of children by protecting them from; inappropriate material, inappropriate persons, exploitation, and accidental harm” (p. 4).

The document states that it is the responsibility of the educators and all those involved with early childhood services that have a collective responsibility to adhere to the policies and guideline that the Ministry of Education has written. The document includes details about all aspects of safety and security with ICT discussing Wi-Fi use and internet security as well as answering questions such as:

·         What ICT equipment is acceptable?

·         What activities are acceptable?

·         What material is unacceptable?

·         What is cybersafety?

The document also includes links to websites that may be beneficial for parents and staff who may have concerns or queries about ICT use in early childhood services, the links cover a range of issues including radiation. You can find these links on the full document in the link above and there are two links below.

BECTA: How to plan the safe installation of ICT in schools:

http://schools.becta.org.uk/index.php?section=re&catcode=ss_res_env_02&rid=152&pagenum=1&NextStart=1

The National Radiation Laboratory of the Ministry of Health:

http://www.nrl.moh.govt.nz/faq/radiationintheworkplace.asp#wifi

The document is very thorough and considers every aspect of ICT use in early childhood services and details the safe practices that need to be followed by all within the settings. Reading this document has really put a spin on my opinion of technology use in early childhood services. Before reading this document I was unaware of the policies and guidelines that were put in place and therefore was under the impression that technology use was not as thoroughly regulated. I am now feeling more on the fence regarding the use of technology in early childcare settings as I can see how it can be beneficial if the policies and guidelines in this document are followed appropriately within settings.

References:

Ministry of Education. (2008). ICT Infrastructure, Security and Cybersafety: Policy and guidelines for early childhood education services. Retrieved from source: http://www.google.co.nz/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CCIQFjAB&url=http%3A%2F%2Fwww.lead.ece.govt.nz%2F~%2Fmedia%2FLead%2FFiles%2FEarlyChildhoodICTStandardsSecurityv04.doc&ei=vhsyVcvcA4bHmwX5hIGgAw&usg=AFQjCNG8tXVo99dn3peERfwAY_5A__vDPw&sig2=bbV7kgoHbsLTT9qa4AkXNA

A Brief History

Image Retrieved from: http://www.ohiofi.com/blog/wp-content/uploads/2012/09/8.jpeg. 

The history of technology in education is relatively recent but is rapidly developing as technology continues to change and develop at incredible speeds. Some earlier records of technology being used in education were the use and introduction of computers which were known as ‘teaching machines’.  Skinner experimented with ‘teaching machines’ that used programmed learning in 1954, centered on the theory of behaviourism, the ‘teaching machines’ are said to be some of the first forms of computer-based education (Bates, 2010). These teaching machines gave children a question to which they would answer; the teaching machines would then take the role of the teacher and provide them with the answer instantly so that they could see their results without having to wait for an educator to mark their answers.

 In the mid-1980s, the idea of teaching through artificial intelligence began being explored and attempts to replicate the process of teaching using computer technology (Bates, 2010). As technology has spread around the world and become a part of everyday life it has also become slowly integrated into education and therefore the lives of our children. Technology entered early childcare Centre’s in the form of radios, cd and tape players, telephones and computers for administration. Computers and camera started being used for documentation purposes as profile books and stories became printed with photos to accompany them. Most administration is now done online and some early childcare Centre’s have introduced online profile books to enable sharing with families no matter where they are.  Technology in early childhood education settings has gone from large second hand desk top computers and radios to laptops, and now even tablets and smartphones and children’s access to these increased alongside it’s development.

Software has also developed alongside the physical development of technology and there is a large amount of education software available for use in early childcare Centre’s today. Choosing the software that is to be used by children each day is an important responsibility for educators as they need to be able to provide children with developmentally appropriate material that is also educational. A lot of software is developed specifically in a way that enhances cognitive learning, such as visual skills, verbal skills, spatial representation, and can also aid the development of children’s mathematic and literacy skills (Subrahmanyam, Greenfield, Kraut, and Gross, 2001).

Technology has progressed so rapidly that many believe that it is necessary for children to be exposed to technology at a young age so that they will be better prepared for the ever evolving technological world that they will grow up in. Through technology children have the world at their fingertips, for example children can observe events happening all around the world through television as they happen, or they can explore and find out about their curiosities by using the internet (Hayes and Whitebread, 2006). These resources are becoming more accessible and easier for children to use and explore as they are growing up in a world where technology has a prominent place in most homes, public places and now schools and early childcare Centres.  

There is very little research on the implications of children being exposed to technology in early childhood.  Some researchers fear that including technology in early childcare settings can potentially act as a barrier to children’s physical, outdoor and imaginative play and can hinder the development of some social skills, moral values and rich first hand exploration of nature, art, music and dance (Waddle, 2008). Technology is becoming a routine part of the day in many early childcare settings and the Ministry of Education (2005) believe that if used appropriately “ICT can enhance children’s learning and encourage purposeful and exploratory play, collaboration, cooperation, discussion, creativity, problem-solving, risk-taking and flexible thinking” (p. 3).

 

 References:

Bates, T. (2010). A Short History of Educational Technology. Retrieved from source: http://www.tonybates.ca/2014/12/10/a-short-history-of-educational-technology/

Hayes, M,. Whitebread, D. (2006). ICT in the Early Years. Learning and teaching with information and communication technology. NY, United States of America: Open University Press.

Ministry of Education. (2005). Kei tua o te Pae:  Assessment for learning: Early Childhood exemplars.  Wellington: Learning Media.

Subrahmanyam, K., Greenfield, P,. Kraut, R., & Gross, E. (2001). The impact of computer use on children's and adolescents' development. Journal of Applied Developmental Psychology, 22, 7-30.

Waddle, F. (2008). The Role of Technology in Early Childhood Programs. Retrieved From Source: http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=302

Introduction

Retrieved from source: http://www.heraldsun.com.au/news/victoria/experts-warn-schools-to-brace-for-next-generation-of-tech-savvy-children/story-e6frf7kx-1226448337277

As stated in the title of this blog i have chosen to explore the political issue of technology in early childhood education. I am personally interested in this as technology is becoming an increasingly huge part of everyday life for not only adults but also for our children. It has been introduced to tertiary, secondary, primary schools and now is being introduced to early childcare settings.

I was raised without technology until my early teenage years and am therefore naturally curious as to how technology can be used effectively within early childcare settings. I work in an early child care Center where there is still no technology available for children to use, therefore I have very little knowledge about this issue. I recently spent some time in a Center that had tablets and cell phones and computers that the children used everyday, and this fuelled my interest. 

I am left wondering how much is appropriate in early childcare settings? Is it beneficial for children's learning and development? How is it being introduced and used within settings? What guidelines are being put in place by the Ministry of  Education and educators? Is there any research to support the use of technology for young children? Is early childhood too young to be exposed to ICT technology?

This blog will explore the issue of ICT Technology in early childhood education and seeks to answer the above questions. This blog will discuss the pedagogical implications of technology in early childcare settings and will explore both sides of how technology can benefit or disadvantage children in early childcare settings.