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.