interview with a school-age girl

interview with young children

Visit to the Doctors

 They do not have any ICT corner at this surgery for children.  They do not think it is necessary as it will distract them from their work.  Having to monitor or assist with it.  Yes, no funding.  Asked if they would have it if donated to them, still have to think about and weigh up the responsibility and the main function of a surgery.  Can they do it or not.--by Tupou 

interviewing with a young family of three children

   

Young family of 3 children – two girls one boy, with computer at home but parent wants balance in their play and the use of computer. 

 Rules: Limited time on the computer and must have outdoor play.  Home chores is to be done throughout the day.  Such as, after bathroom duties, wash your face, brush your teeth, coomb your hair than have breakfast.  

COMPUTER  work  is not first on the list as we see here on the 1^st child.

This is the second child and she is using laptop with the guidance of the parent. 

  

  

children use computer

This child is the youngest child in that big family and this is what he uses laptop for.

look ! two children with one computer !

These two children are from a Pasific Island family and this laptop is the only ICT devices in this family.  There are seven children in this family.

interview with a Chinese father

Lihan: do you agree in children using ICT devices?


Haibo: yes, they can, but now that young, maybe from age two.


Lihan: what are some positive effects of it?


Haibo:  children can concentrate on it for a long time, and it is good to help them thinking and exploring.  Children can know more from internet and children can have fun as well.

Lihan: is there any negative effects ?

Haibo: It is not good for their eyes and my daughter want to watch IPAD even when she is eating. This is too much and it is not good.

Lihan: do you think children from different cultural background or family background have different attitudes or ways to use it?

Haibo: Yes, there are. For me, I spent time on ICT devices in spare time, and it influence my child. If the parents do other things, it can influence their children.

Lihan: what kind of ICT devices you think is suitable for children to assess in ECE centres?

Haibo: iphone and ipad. No computers. Children playing computers is difficult to control.


Lihan: so do you think there should be more ICT devices in public areas? like libraries or museums?

Haibo: There are already some in libraries. But I think, children can use ICT devices at home and when they go out, it is a good opportunity for them to play with other friends rather than use ICT devices. Otherwise, there is no meaning for them to go out. They just doing the same thing in two different places.

interview with a shop assistant in Apple store

Jenny:  Do you agree in children using ICT devices?

S/A:  Yes, of course.

Jenny: So what are some positive effects for children who use these?

S/A: There is a lot. Children can learn faster and they can learn more.

Jenny: How about the negative effects?

S/A : I don't think there are some bad things. Maybe they are not good for children’s eye sight.

Jenny: And do you think children from different cultural background have different ways to use ICT devices?

S/A : I don't think so.

Jenny: So what kind of ICT devices would you recommend to be used in early childhood centres or public places?

S/A : I think iPad is good. IPhone and laptops are all okay. 

interview with a Chinese mother

This is the interview with a Chinese mother. She's opinions are as follows:

She disagrees with children use ICT devices.

She thinks that ICT devices have negative effects on children's eye and it takes children away from nature.

She thinks that children from different cultural or family background has influence on children using ICT devices, it much depends on parents' expectation on children and the way they educating their children.

She prefers no ICT devices in ECE services and she thinks in public area, there can be some but only for children over three or four years old.

what we can do ?!

• Be volunteers in libraries to help guide young children use ICT devices. 

• provide our own ICT devices when we stay with children 

• Be volunteers in the laptop and ipad classes for beginners in libraries

• try to communicate with parents and help them to guide children using ICT devices

• make some brochures about how to use ICT devices in a helpful way and hand it out

interview with public services staffs

Owing to the policy issue, we cannot get photos or use names of staffs. The place we interviewed is a public place with ICT devices offered for children to assess.



The following are their opinions about children using ICT.

They agree children to use ICT .

They think ICT devices can help children to learn.

There are some negative effects for children using ICT without guidance or monitoring. They fins that children spent too much time on computer games or Facebook.

They think the cultural background have only little influence on children using ICT.

They think that any kinds of ICT devices can help children to learn only with good guidance.

They think there should be more ICT devices for children to assess in public areas. This can bring benefits for children from low income families. However, they think there should be some trained staffs to guide children to use ICT devices in these areas in order to avoid negative effects on children. 


Another key point they mentioned is that, they have problems of monitoring children using ICT devices in a good way. There are some damages on these devices and it is a lot of money to repair these devices from time to time. 

Why is ICT important?

• Digital devices are used to find information, spend free time and connect with friends or family members. Children may use computers to play Internet games, draw pictures, listen to music and explore on different websites.

• schools are using ICT to enhance children's learning and assess more information. It can make teaching and learning more effective and efficient. 

• children have keenness and curious about ICT devices and they are easily to get used to it. If children use ICT with suitable guidance, ICT devices can be helpful for children to learn and to explore. 

• "ICT capability is an essential skill for life and enables learners to participate more readily in a rapidly changing world. Using the internet and email, for example, gives them rapid access to ideas and experiences from a wide range of people, communities and cultures."-The School Run 

• computer programs can help children develop their literacy, numeracy, creativity and their knowledge and understanding of the world. 

reference:

The school run. (n. d. ). The importance of ICT. Retrieved from 

              http://www.theschoolrun.com/importance-ict

British Educational Communications and Technology Agency. (2001). Foundation stage education and ICT. Retrieved from 

http://homepages.shu.ac.uk/~edsjlc/ict/becta/information_sheets/founda.pdf

ICT linking to the Treaty of Waitangi

Linking ICT to Treaty of Waitangi

Ka Hikitia – Accelerating Success 2013–2017 shows principles of the Treaty of Waitangi which are applied in education. The rights of the Treaty make sure that the position of Māori is considered fairly when policies and funding are developed. There should be equal rights for both Māori children and Pākehā children in using ICT devices.

The Treaty represents the relationship between the Crown, iwi and Māori. The Crown, iwi, hapū and whānau are all responsible for Māori children to achieve education success as Māori.

There needs to be a close collaboration with iwi and Māori groups to raise the performance of the education system. There should be opportunities for whānau, hapū and Māori communities to work together and support Māori children’s learning.

Reference:

Ministry of Education. (2013). Ka Hikitia: Accelerating Success 2013-2017. Wellington, New Zealand.

ICT linking to NZ Curriculum

Linking ICT to The New Zealand Curriculum

Technology

Technology represents the intellectual resources to reach beyond human possibilities. Adaptation and innovation are important for technological practice. Quality outcomes result from critical and creative thinking. Technology makes use of knowledge and skills with other disciplines. Graphics and visual representation are tools for exploration and communication. Technology affects on the ethical, environmental, political and economic conditions of daily lives.

The learning area comprises three strands of Technological Practice, Technological Knowledge and Nature of Technology. By offering a variety of contexts, teachers help children to notice the links and develop understandings. The children need to access relevant knowledge and skills from other learning areas.

For Technological Practice, students consider the practice of others and their own. They develop understanding of technological concepts and models. The students investigate issues and use design principles to inform their own practice. They also consider legal requirements and codes of practice for the learning environment.

For Technological Knowledge, students develop knowledge of how and why things work. Children know the functioning of technology to evaluate design ideas and purpose of systems and products. It is important for children to understand material properties, uses and development and find out how and why products work the way they do. Also, understanding of parts of systems and how these work together makes children to recognise why the systems operate in the way they do.

For Nature of Technology, children believe in technology as a discipline and understand how it differs from other disciplines. They learn how the technology affects on societies and the environment and try to explore how developments and outcomes are valued by people in different times. As a result, children get involved in current and historical issues and look into future scenarios.

Reference:

Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media.

ICT linking to Regulations

Linking ICT to Regulations

Education (Early Childhood Services) Regulations 2008

Linking ICT to Regulations

Education (Early Childhood Services) Regulations 2008

46 Health and safety practices standard: general

The regulation requires early childhood services to provide premises, facilities and equipments that are maintained in good conditions and kept free from hazards. Equipments include ICT devices which should be safely used by children.

Reference:

Ministry of Education. (2008). Education (Early Childhood Services) Regulations 2008. Wellington, New Zealand: New Zealand Government.

ICT linking to Licensing Criteria

Linking ICT to Licensing Criteria

Premises and facilities

PF4 A sufficient amount and variety of furniture and equipment is provided for children’s learning.

Health and safety

Hygiene

HS1 # Premises, furnishings, fittings and materials are kept free from harm. They need to be hygienic and in good condition.

Hazards and outings

HS12 Facilities are regularly monitored for any danger.

Accident records are used to identify hazards and there are attempts to remove the hazards for the safety of children. Consideration of hazards includes electrical appliances and equipment faults.

Documentation required:

A hazard control may depend on requirements of the Health and Safety in Employment Act 1992 but goes beyond the significant hazards to think about all hazards to children.

Reference:

Ministry of Education. (2009). Licensing Criteria for Early Childhood Education and Care Centres 2008 and Early Childhood Education Curriculum Framework. Wellington, New Zealand: New Zealand Government.

more information

further recommended readings

• The role and potential of ICT in early childhood education  A review of New Zealand and international literature 

         see link http://www.nzcer.org.nz/system/files/ictinecefinal.pdf

• Young Children and ICTs – current issues in the provision of ICT technologies and services for young children

          see link  http://www.hft.org/HFT06/paper06/23_Clarke.pdf

• Government ICT Strategy and Action Plan

         see link http://ict.govt.nz/strategy/introduction/

• child friendly cities 

see link http://childfriendlycities.org/

• ICT in schools / the Ministry of Education 

       see link  http://www.minedu.govt.nz/NZEducation/EducationPolicies/Schools/Initiatives/ICTInSchools.aspx

• Foundation stage education and ICT

        see link http://homepages.shu.ac.uk/~edsjlc/ict/becta/information_sheets/founda.pdf

• ICT for Social Welfare: A toolkit for managers

       see link http://www.bris.ac.uk/Publications/TPP/pages/bp014.htm

• Buckingham, D. (2009). New media, new childhoods? Children's changing cultural environment in the age of digital technology. In M. Kehily (Eds.), An introduction to childhood studies. (pp. 108-122). New York, US: Open University Press.

• Marsh, J. (2004). Popular culture, new media and digital literacy in early childhood. London, UK/New York, US: RoutledgeFalmer.

• Plowman, L., McPake, J., & Stephen, C. (2010). The technologisation of childhood? Young children and technology in the home. Children & Society, 23(1), 63-74.

our voice

Jenny's point of view

I think it is useful for children to use ICT because they can play with different applications.

But I know that it may be too addictive for them and they would want to keep playing with digital devices.

It may be a bit too early for such young children to start using iPads. But it may be okay for them to start using mobile phones to contact other people. This is helpful for any emergency situations.

Children should not rely on ICT devices too much when they live. They are very young and there are learning opportunities other than technology.

The technological experiences may be balanced with other experiences such as sports.

Lihan's point of view 

I  do not agree that children use ICT at a young age. I think, children should spent more time on the natural environment and with their friends or families rather than on ICT devices. I think spend too much time on ICT may effect behavioural problems.

Once children get used to ICT devices, it is a difficult task for them to live without it. The time management is also a problem for many children and families to deal with.

Some children spent too much time on the internet and they lost their interests on other things. In a long term, children may become isolated and their social skills are minimised. 

Tupou's point of view 

I believe that ICT is a great communication tool. It can be an advanced tool for enhancing children’s creativity skills, their knowledge, no matter what age they are. But, it also has a down side to it, just like any other great inventions that has been newly discovered. Such as, online harassment, online bullying, inappropriate chat rooms, mobile phones and so on.


As a real enemy of ICT, I am suffering the consequences of not excepting the new technology changes and moving with the time (new generation, new technologies).


I believe we can overcome this challenge and any impact that may arise by working together and smarter as a community/society.


To overcome any impact, never let our guard down, awareness at all time and keep monitoring our children. Teach everyone the right way and the consequences if we misuse it. Include over using ICT devices by young children. It should be available but, it must balance out with other activities young children do for their wellbeing. We should enjoy it because it’s fun and exciting when used wisely.

Katie's point of view 

I am totally agreed with children use ICT, I believed children should have opportunities to use a range of ICT devices which it will motivate children enhance and extend their learning. In nowadays society, ICT became an important part of children’s everyday lives and their learning environment. Children love to explore with ICT, so I think there was no reason that we should take off their interest. ICT support children’s learning in many different ways, simultaneously it also bought negative impact on children such as spending long time on the ICT and causes their health problem. However I believe as long as parents could supervise and control the time properly, as well as balance the time by taking children to the natural environment, the problems should easily overcome. I hope ICT devices could invent more educational programs which allow children learn better and more enjoy with them.