Thursday, 24 October 2013

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 

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




  • child friendly cities 



  • ICT in schools / the Ministry of Education 



  • Foundation stage education and ICT


  • 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.