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ICTs in Early Childhood: The "Root" to Success

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Amanda Strickland

on 16 August 2014

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Transcript of ICTs in Early Childhood: The "Root" to Success

ICTs in EArly Childhood: the "Root" to success
ICT and Pedagogy

This presentation will:

ICTs need to be integrated into our classroom.

Use exemplars to demonstrate
the integration of ICTs will enhance the learning of your child.
Our Prep Classroom
Our Curriculum
The Australian Curriculum
Our Pedagogy
integrated ICTs
By Amanda Strickland
Through integrating Digital Technologies, a students learning will be enhanced as they build upon existing concepts, skills and processes, while further developing their foundational skills of critical thinking and draw upon their personal experiences to become active participants engaged in their learning
The pedagogy of our classroom draws on the work of three theorists.
(Australian Government Department of Education, Employment and Workplace Relations [DEEWR], 2009)
ICTs are tools to:
Assignment 1

Web-Based Artefact

Irrefutable international evidence identifies the early years as the most pertinent period in the development of child

It is during this period a child begins to build a foundation that will attribute to the success of their future learning to emerge as informed, confident and active citizens equipped with the tools to succeed in a continually evolving technological world
Enhance differentiated learning to ensure all learning styles are accommodated
Enhance inclusive practice to afford all students an equal opportunity for success
Develop innovative, creative and critical thinkers through active engagement and collaboration
Just as one can't successfully build a house upon a rocky foundation, it is imperative that we support our children to establish a solid foundation now and equip them with the tools to learn how to learn and think and reflect critically (Kearn, 2000)

For this reason it is imperative for your children to become confident and active ICT users now, while still supporting their learning and development through play.
1. ICTs are tools to enhance differentiated learning
2. ICTs are tools to enhance inclusive practice

3. ICTs are tools to develop innovative, creative and critical thinkers.
In Conclusion
ICT - Foundation to Year 2
Australian Curriculum, Assessment and Reporting Authority [ACARA], 2012)
Jean Piaget
Focused on the individual strengths of each learner to facilitate their learning
Believed children learned through active exploration of their environment
Through exploration learners would formulate ideas and concepts on their own
(Fraser, 2006)
Lev Vygotsky
Zone of Proximal Development Theory
(Verenikina, 2008)
ZPD refers to the zone of difference between what a learner can achieve unaided and what a learner can accomplish with assistance from a more knowledgeable person.
John Dewey
'New Education'
Johnson & Reed, 2008)
Focused on developing active and involved learners with the tools to meet the needs of a continually evolving society.
Through equipping learners with the tools to learn how to learn, learners could effectively draw meaning and make connections that would enable them to adapt their knowledge to meet the ever changing needs of society.
So what does this mean ?
We recognise the importance of drawing upon individual interests and strengths to actively engage students in meaningful experiences while effectively facilitating each child's construction of knowledge through a play based pedagogy.
(Fraser, 2006 & Verenikina, 2008)
Each student is equipped with the tools to learn how to learn, ask probing questions, think and reflect critically to prepare them for the challenges of a rapidly evolving society.
(Johnson & Reed, 2008)
It is these practices that will in turn enhance the growth and development of each learner to:

Establish a sold foundation for future learning
Develop an in depth understanding of their world and build meaningful connections
Discover a life-long love of learning
Meet the evolving needs of the 21st century
(Autism Speaks, 2014)
A digital story was created as a tool to capture Zander's attention as a visual learner and assist him to engage in positive interactions with his peers in line with the Australian Curriculum Literacy Strand.
Interacting with others
Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)
This digital book assisted Zander to develop the skills to successfully initiate and engage in positive interactions with his peers.

A reserved child diagnosed with Autism and struggles to positively interact with his peers. Zander is a visual learner who is highly engaged in learning that is interactive and visual.

"Children who develop autism have difficulty engaging in the give and take of everyday human interaction.
A withdrawn child diagnosed with Dyslexia who struggles with reading and writing.

"Dyslexia is not a sign of poor intelligence or laziness or the result of impaired hearing or vision.. it's a neurological disorder that causes their brains to process and interpret information differently. "
National Centre for Learning Disabilities
Working in partnership with the family, strategies were put in place to enhance Jake's learning to ensure he was afforded an equal opportunity for success.
Audio books and headphones to listen to text to enhance comprehension

Laptop to submit legible assessment items and reduce his frustration

Video recorder to orally present assessment tasks
The implementation of these ICT strategies not only align with the Australian Curriculum Literacy Strand: Construct texts using software including word processing programs (ACELY1654) but as a tool that affords Jake an equal opportunity for success, enhancing his learning through inclusive practice.
Water: No Dirt, No Germs
A Global Experiment
In alignment with the Australian Curriculum Science Understanding Strand -

Living things have basic needs, including food and water (ACSSU002)

students engaged in a hands on interactive experiment that was conducted by students globally as part of International Year of Chemistry

Engaged with a multitude of ICTs

Interacted within their own environment in small groups.

Used everyday kitchen resources to replicate the clarification stage in the treatment of drinking water.

Were afforded the opportunity to recreate, hypothesis, witness, interact with students from around the globe and compare the effect water treatment has on both the appearance and smell of water.
This activity was implemented as an effective tool to facilitate the conceptual learning of children through active engagement and collaboration with students all over the world to ignite their innovative, creative and critical thinking skills.
(Kearn, 2000)
It is imperative that ICTs be integrated into our classroom, the previous exemplars clearly demonstrate how ICTs can be used as an effective tool to not only enhance the learning of your child but equip them with the necessary tools to succeed in a rapidly evolving technological world that is the 21st century.

Represents a wide range of abilities including students diagnosed with:

Auditory Processing Disorder

Represents 3 cultural identities

Anglo Australian
Torres Straight Islander
South African
Focused on how learners construct their knowledge through active participation in social experiences
Through active experiences learners would construct a meaningful and solid foundation for future learning
Strategies to assist Jake succeed
within the Classroom
View at your leisure
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