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ICTs: Why and What?
Transcript of ICTs: Why and What?
Language & Literacy (Communication)
Science & Technology (include Numeracy)
Physical and Aesthetic
Attitudes & Value.
Overall, they aim to develop children’s critical, innovative and creative thinking. My Centre's Pedagogical Apporach Inquiry-based Learning Project-based
Approach WHY do I need to use ICTs in my teaching??? We have a very small outdoor space and an indoor multipurpose activity area. I have 8 students, they are... My Classroom's 3D Floor Plan I have 2 computers as my available resources in my classroom. In our centre, we used... In our centre, English, Malay and Chinese are compulsory languages need to be learned by all students.
My students are from diverse background with different language skills and individual native tongue.
So, I face challenges attempting to deliver lessons (especially literacy lessons) that meet all my students’ ability and needs. (E.g.: 2 Chinese students who use English in their daily life will possibly be more advanced in the English subjects. ) 1st Reason: Catering for the individual learning needs of students Traditionally, I may... Create different worksheet for individual student for each lesson.
Can you imagine how heavy my workload would be? Why don't you? 3rd Reason: Enhance and extend my children’s learning based on my site pedagogical framework (Inquiry, Project-based & Thematic Approach) To implement effective inquiry and project-based learning in the classroom, we need to emphasize on the constructivist classroom environment which allows learners to work together and support one another as they use a variety of tools and informative resources in their pursuit of learning goals (Wilson, 1995, as cited in Kellow, 2006). So, it is the time for me to integrate ICTs in my children’s learning within different themes module, because ... Prepare children a variety of tools.
Encourage student collaboration and group inquiry by facilitating sharing of information.
Offer opportunities for children to easily access primary and real-time resources around the world.
Promote students’ higher-order thinking skills and gain deeper understanding. Can’t we just use traditional library resources?? You may, but children will miss out on the interactive and participatory nature of ICTs resources that has the potential for creative involvement with this information. A kindergarten class in Pennsylvania integrated ICTs in their inquiry learning in weather reporting’s project. Children use website with live webcam to observe the different timeframe and weather pattern in different US states, and do daily web-based videoconference interactions with another kindergarten class from another state to make discussion and exchange weather reports with one another. So, what should I do? Two relevant examples that inspire my thinking. Sourced from: http://www.nzcer.org.nz/system/files/ictinecefinal.pdf
Bolstad, R. (2004). The role and potential of ICT in early childhood education: A review of New Zealand and international literature (p. 47). The centre's teacher commented:
I could see what a difference when ICTs integration made in a matter of weeks. It’s rejuvenated my children’s ideas and their motivation! Sourced from: http://www.edutopia.org/kindergarten-project-based-learning
Ellis, K. (2007). Kindergartners explore through project learning. 2nd Reason: Promote children’s interest in engaging physical activity My centre is having inadequate outdoor and indoor spaces to allow students to engage in large movement physical activities. Hence, many students tend to engage in other creative play instead of physical play.
Therefore, I need to provide various interesting physical activities that promote children’s active participation in order to develop their physical development to the optimal level as stated in Malaysia Preschool Curriculum Standard. plan to take children to a nearby park to deliver particular activities. BUT it is not always feasible due to time constraint?
So, I think about ICTs integration. This is because ICTs can make physical activity interesting and engaging, and promote children’s active participation within it. Besides, many physical activities that utilize ICTs can be delivered efficiently within small space area. Traditionally, I may... Bekker, Hoven, Peters, and Hemmink (2007) supported that children tend to enjoy the physical play that involve ICTs as the technology design integrate realistic fantasies and sport-like activity requiring physical dexterity, coordination and strength, captures the children’s interest, and ICTs have been proven to stimulate movement in young children’s play.
Where spaces are limited for physical activities, Government of Saskatchewan (2010) also emphasized the needs to provide ICTs resources for children to use, because the ICTs’ element is the stimulus to encourage active and enjoyable physical play (Dorset County Council, 2012). Some of the examples of ICTs integration in interesting physical activities in early childhood education context. Record children’s achievement in gross movements with digital camera and play on interactive whiteboard to encourage them in discussion to incorporate new movements into their play.
CD Players and websites (e.g. Tweenies 'Song Time') can play music to encourage children to move and dance in an activity. One physical activity that integrated interactive media Nintendo Wii in a Year one class (6-7years old students) from a UK school, teacher found that all the children were enjoyed using the Wii and were motivated to take part in this physical activity thus developing their movement skills. Furthermore, this activity does not require a large area and it received many positive feedbacks from the children themselves. Sourced from the teacher’s blog: https://blogs.glowscotland.org.uk/nl/ICTHardwareLoans/2011/06/23/nintendo-wii-st-timothys-primary/ Now is the time to integrate ICTs in my teaching! I can use ICTs deliver language lessons that cater to all my students’ diverse language ability in an efficient and engaging way thus developing students’ literacy and language ability to the optimal level. Literatures support this!
ICTs provide unique opportunities for supporting children from culturally or linguistically diverse backgrounds in their learning and make rich contributions to children’s literacy development (Nayak, 2010).
ICTs with the combination of spoken, written and picture offer the learner the scope to engage in meaningful curriculum focused activities at a linguistic level that is matched to their level of particular language development (Lama, 2006). (Brooker & Siraj-Blatchford, 2002, as cited in Bolstad, 2004) So What Resources Can I Use? One of the examples is... Clicker 5, a multimedia tool in helping diverse young learners (include pre-school student) acquire initial English literacy skills. Whilst this software provides writing support, read aloud function and “talking books” features to develop children’s literacy and language skills, the flexibility of the program also allows teachers to develop a variety of unique and individualized literacy lessons that meet the individual needs of all students.
(E.g.: Students who are more advanced in English can create their own written word not just use the point-and-click feature.) Sourced from this research article: http://scholarworks.boisestate.edu/cgi/viewcontent.cgi?article=1004&context=sped_facpubs
Parette, H. P., Hourcade, J., Dinelli, J. M., & Boeckmann, N. M. (2008). Using Clicker 5 to enhance emergent literacy in young learners. During inquiry process within a project, ICTs can (Kellow, 2006; Loveless, 2003) “Technology supported the teacher in centering her curriculum on an inquiry process and enabled students to develop their inquiry on the basis of their own observations” (Woolsey & Bellamy, 1997 as cited in Kellow, 2006, p. 11) The class teacher commented:
This is an excellent opportunity for the children to construct new understandings of weather patterns in ways not available to them without the technology. An early education center in US engaged their 5 years old kids in a project “To fly their way to Brazil on a fantasy flight aboard their handcrafted plane”. Teachers use interactive whiteboards in the classroom to grab children’s attentions and promote theirs active participation in the project’s discussion. Teachers also guide the children to resource relevant and valuable information on Internet in order to solve encountered problems throughout the project. Source from the website ICT in the early years: http://ictearlyyears.e2bn.org/planning4_108.html (Loveless, 2003) Relevant Example Bekker, M., Hoven, E., Peters, P., & Hemmink , B. K. (2007). Stimulating children’s physical play through interactive games: Two exploratory case studies. Retrieved 15 Mar, 2013 from http://www.elisevandenhoven.com/publications/bekker-idc07.pdf
Bolstad, R. (2004). The role and potential of ICT in early childhood education: A review of New Zealand and international literature (p. 47). Retrieved Mar 14, 2013 from http://www.nzcer.org.nz/system/files/ictinecefinal.pdf
Dorset County Council. (2010). More physical development ideas. Retrieved Mar 14, 2013 from http://www.dorsetforyou.com/357145
Government of Saskatchewan. Ministry of Education. (2010). Early learning and child care: Physical activity initiative resource booklet. Retrieved Mar 13, 2013 from http://www.education.gov.sk.ca/elcc-resource-booklet/
Kellow, J. (2006). Inquiry learning in an ICT-rich environment. Retrieved 14 Mar, 2013 from http://www.inquiringmind.co.nz/FinalResearchReportJMK.pdf
Lama, D. (2006). Using ICT to support young learners who are non-native speakers of English. Retrieved 13 Mar, 2013 from http://www.countryschool.com/ylsig/members/articles/CATSAutumn06/ICT_Lama.pdf
Loveless, A. (2003). The role of ICT. London: Continuum International Publishing Group.
Nayak, S. K. (2010). E-learning technology for rural child development. International Journal on Computer Science and Engineering, 2(2), 208-212. Retrieved Mar 14, 2013 from http://www.google.com.my/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CC0QFjAA&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdownload%3Fdoi%3D10.1.1.163.5074%26rep%3Drep1%26type%3Dpdf&ei=2ypNUf_fLYbsrAfu5oDQDw&usg=AFQjCNF7xWVOjIWOE2SxHoLZiKQyvNj5yQ Reference