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ICTs in the Early Childhood Classroom

Case study of 3 Foundation students and the use of ICTs used to enhance their learning
by

Sue Day

on 22 March 2013

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Transcript of ICTs in the Early Childhood Classroom

ICTs
in the Early Childhood Classroom A construction of knowledge Welcome to PC2 This presentation will be focusing on the integration of ICTs into the daily program of PC2, a prep/foundation class of diverse learners.
The scenarios are real, but names have been changed to protect the identity of the students.

Let me introduce you to three students from PC2 Why ICTs? Technology is pervasive in the lives of students
in the 21st century ICTs used as a tool
for addressing individual learning styles
within a group of young children During the course of most days Storm simply loves to spend her time painting and drawing. In this instance the educator decided to incorporate Storm's interest in painting within the development of patterns and algebra; in alignment with the Australian Curriculum-Mathematics. Patterns & Algebra Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005) How? Through the use of the interactive
whiteboard the educator guided Storm's attention to a patterning exercise on the software 'James Discovers Maths'. Storm interacted with 2 friends as they created patterns using the computer mouse to add colour and shape to her design! Presented by S. Day U1008821 Springfield Campus ICTs and Play-Based Pedagogy Storm Storm spends most of her time in the art area! Gemmanda A shy, reserved child, recently diagnosed with an 'autistic spectrum disorder '(ASD) Ashleigh Ashleigh has a fascination
with reading and writing! Purpose I have made a case study of these three girls in order to demonstrate how ICTs can be integrated into a play-based learning program. Each example is a demonstration of how ICTs enhanced their learning and development. Vygotsky's Zone of Proximal Development The pedagogy used by the educator in each of these
instances recognises the importance of a child's construction
of knowledge as they progress through the optimal space
for learning-described by Vygotsky as the
'zone of proximal development' (ZPD) Benefits of access to ICTs in the Prep classroom Improved
motivation
&
Self-concept Enhanced communication
&
interaction with others Positive
&
meaningful
learning As Early Childhood educators, it is necessary to prepare the i-generation of students
for an environment of technical change Creating and describing patterns with objects
and drawings What happened next.... Storm transformed her exploration with the software into her own painted pattern of a rather complex design- exclaiming very excitedly she had made her own pattern! ICTs used as a tool
for enhancing the inclusion of a ASD student within a literacy based unit of learning Gemmanda is often shy and withdrawn during her time spent at prep. However, whenever a computer is being used, Gemmanda will often focus on the screen In this instance the educator decided to incorporate Gemmanda's interest in the computer screen to focus on identifying emotions and feelings; in alignment with the Australian Curriculum-Language. The educator put together a
multimodal presentation to demonstrate the use of voice, gesture and symbols to portray common emotions- with the intention of engaging Gemmanda's focus. How? Language for Interaction Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429) Recognising some of the ways emotions and feelings can
be conveyed and influenced by visual representations. View at own leisure! Why? "Autistic children are often unable to, or unwilling to, engage in activities which rely on social or verbal interaction" Hall, 2010 ICTs used as a tool
for enhancing the literacy development
of a competent text user In this instance the educator has used a child's interest in an Australia Zoo pamphlet to scaffold her ability to create an informative report on the Red Panda; in alignment with the Australian Curriculum -English. Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651) Creating Texts Creating short spoken, written and multimodal observations, recounts and descriptions, extending vocabulary and including some content-specific words in spoken and written texts How? A meaningful learning experience was prompted by Ashleigh's curiosity. She had visited the zoo the week before, and was sharing her pamphlet with the class, when she noticed an unusual animal... Ashleigh identified the URL to the website of the zoo and asked if she could try and find the "funny looking bear thing"... Ashleigh was guided through the process, selecting icons and drop-down menus to navigate the site until she found the RED PANDA! Ashleigh created her own pamphlet which included a drawing and information she narrated to the educator... Images used with permission from Microsoft Corporation

Young girl painting photo taken by S.Day, 2012

Block play construction photo taken by S. Day, 2012

Child’s writing photo taken by S. Day, 2012

Information retrieved from
Fraser, S. (2006). Authentic childhood: Experiencing reggio emilia in the clasroom (2nd ed). Toronto, Ontario: Nelson. Winch et al (2010) Ormiston (2011) Mulligan, 2003 as cited in Henniger, 2009 " Teachers can guide all children's play with computers by scaffolding its use as children explore its features...for their own imaginative ends" Van Hoorn et al (2011) View at own leisure Early Childhood Perspective
Gardner's Multiple Intelligence Theory Conclusion ICTs are an excellent learning vehicle for supporting and enhancing students with different learning styles and levels of ability - within the Australian Curriculum Requirements- through a play-based pedagogy. Williams & Easingwood (2006) Van Hoorn et al (2011) She then made
a page about elephants. Hall, D. (2010). The ICT handbook for primary teachers: A guide for students and professionals.
Abingdon, Oxon: Routledge.

Loveless, A., & Ellis, V. (2001). ICT, pedagogy and the curriculum: Subject to change. Abingdon,
Oxon: RoutledgeFalmer.

Ormiston, M. (2011). Creating a digital-rich classroom: Teaching & learning in a web 2.0 world.
Bloomington, IN: Solution Tree Press.

VanHoorn, J., Nourot, P. M., Scales, B., & Alward, K. R. (2011). Play at the Centre of the Curriculum
(5 ed.). New Jersey: Pearson Education, Inc.

Williams, J., & Easingwood, N. (2007). Primary ICT and the foundation subjects. London: Continuum
International Publishing Group.

Winch et al. (2010). Literacy: Reading, writing and children's literature (4th ed.). Victoria, Australia:
Oxford University Press. References This activity was used as a tool to help Gemmanda recognise facial expressions, moods and emotions - often ASD students have a difficulty in this area - integrated within curriculum requirements! What happened next... Before you do, ensure to turn of background music
by clicking speaker icon on bottom left of page! Before you do, ensure to turn off background music by clicking speaker icon on bottom left of page! Other Artifact photographs of children's work taken by Sue Day, 2012

Clipart images of children & computer button used with permission by Microsoft Corporation, 2013

Music by John Rutter - excerpts from: The Beatles Concerto, part 2.

YouTube videos created by S. Day, 2012/13 Summary ICTs have successfully been used to enhance each child's learning in this early childhood setting. THROUGH Software designed for young children Utilising an interactive whiteboard and laptop computer A
multimodal
video presentation James Discovers Maths The
Internet
Full transcript