The Effects of Information and Communication Technology (ICT) in Early Childhood Classroom

The Effects of Information and Communication Technology (ICT) in Early Childhood Classroom

Chapter One

The initial interest in the presence of Information and Communication Technologies (ICT) in Early Childhood Education (ECE) stemmed from extensive teaching experiences in the early childhood sector, where it was evident that ICT was becoming an increasing fixture in the teaching and learning environment. More recently, this interest shifted into a slightly different direction when working with early childhood student teachers within the teacher education context. It became increasingly apparent that teachers and student teachers displayed varying views of the part they considered ICT played or should play within these settings, coupled with how they chose to use or not to employ ICT resources. Haugland (2000) argued that computers and Information Communication Technology can be used in (developmentally) appropriate ways with very young children when they are ready to learn using information Communication Technology (ICT).

Chapter Two

Review of the Related Literature

The author recommended that computers be introduced to young children when they are about three years of age. Information Communication Technology offers a multiplicity of uses and can be integrated into meaningful and learning opportunities for children, assist in administration and management of tasks. It has tremendous potentials to enhance early learning experiences, professional development, communicating with families and communities and administration in early childhood education services. Until fairly recently the bulk of literature in relation to ICT, was centered predominantly on the compulsory education sector. While ICT within the schooling sector has long been considered an integral component of the curriculum, the use of ICT within early childhood education had been afforded less attention. This lack of attention did not necessarily mean however, that ICT was non existent or not implemented within early childhood contexts. Several studies suggest that small groups of early childhood teachers have been implementing and integrating lCT within their teaching and learning contexts over a number of years. These innovative practices have contributed to increasing the profile of early childhood education both locally and internationally.

There are however, significant challenges that are considered stand in the way of ICT deployment in early childhood education, such as equity of access to equipment, and professional development provision, e,g. in terms of training teachers.   Understanding gaps exist as Dale, Robertson, and Shortis (2002) predict that “the qualitative and quantitative gaps between the pupils’ and the teacher’s understanding of the affordances of ICT as a technology of teaching are much greater than has heretofore been the case with any other teaching technology.” Plowman and Stephen (2005), argued that the curriculum and assessment are less prescriptive for pre-school settings and the role of computers in driving up standards is not yet explicitly stated in pre-school policy documents. They also asserted that pre-school practitioners have a diverse range of qualifications and experience and settings sometimes have very few staff; according to them, pre-school settings do not generally have a high level of ICT resources.

The Alliance for Childhood (2000) argues, for the removal of computers in American schools, as they consider that the use of computers is dangerous for children’s physical, emotional and intellectual development. On the other hand, Jones (2002) disputed these claims, as his research indicates that children were spending far more time watching television than working on computers.

The literature reviewed on research evidence on the ways in which ICT is used in pre-school settings points to the paucity of good evidence-based writing on the subject

There is a consensus between policy makers, practitioners, academics, and parents on

the relationship between play and learning and, increasingly, on the benefits of introducing children to ICT at an early age but there is little evidence-based guidance available for its use in pre-school education

The major purpose of this study was therefore to determine the extent to which ICT can be used in enhancing early childhood education.

Specifically, this Study sought to:

1. Determined the roles of the teachers in implementing and integrating ICT within the early childhood context.
2. Identify the ICT materials that are needed for effective teaching and learning in early childhood education.
3. Identify the roles of ICT in the teaching and learning environment in early childhood education.
4. Identify the challenges of ICT in early childhood education.

Chapter Three

RESEARCH DESIGN

Three care givers selected from the five schools worked as research assistants, collecting data from the five different schools. The instrument used for data collection was a structured questionnaire constructed on a four (4) point rating scale. Three experts validated the instrument. Two experts in early childhood education and one from computer education. The questionnaire items were thirty-five (35) in number generated based on the five (4) research questions which guided the study. The questionnaire items were assigned a four (4) point rating scale of strongly Agree (SA) Agree (A) Disagree (D) and strongly disagree (SD) and these were 4,3,2 and 1 respectively. The acceptance point for the item was 2.50 and above, any mean score below 2.50 was considered not too influential and seen as negative.

Chapter Four

Result

early childhood education (ECE).

The data presented in Table I above revealed that all the 5 items on the roles of the teachers in implementing and integrating ICT within the early childhood education have their mean scores ranging from 3.30 to 3.70 which indicated that the respondents agreed to items 1, 2, 3, 4, 5 as the roles of the teachers in implementing and integrating ICT within the early childhood context.

Research Question Two Table 2

Mean ratings on the ICT materials needed for effective teaching and learning in early childhood education.

The data represented in Table 2 above revealed that all the 15 items on the ICT materials needed for effective teaching and learning in early childhood education have their mean scores ranging from 3.52 to 3.78 which indicates that most respondents agree that the ICT materials listed in items 1-15 are needed for effective teaching and learning in early childhood education.

Research Question 3

Table 3: Mean ratings on importance of ICT in the teaching and learning environment in early childhood education

Chapter Five

Recommendation

The following recommendations were made, based on the findings of the study

1. Researchers and educators should encourage ICT in ECE from the perspectives of children and families. This will help in exploring how early childhood teachers notice, recognize and respond to the impact of ICT on young children, through a series of case studies.
2. Further researchers should examine early childhood teacher education to incorporate adequate ICT content.
3. Government should give teachers opportunities to actively engage in dialogue to explore and articulate their pedagogical approach, to ICT in ECE.
4. Teachers should help to create opportunities for young children to understand and appreciate the benefits of visual images and graphics in knowledge which are part of their everyday experiences.
5. The teachers should be involved in decision making surrounding the purchasing, implementing and application of ICT and sometimes improvise when necessary rather than being randomly supplied with resources to use.

References

• Jones, A. (2002, July) integrating ICT in the early years: Literacy, math and multimedia. Australian Computers in Education, Conference, Hobart, Australia.
• Lydia Plowman and Christine Stephen Children, play, and computers in pre-school education British Journal of Educational Technology Vol 36 No 2 2005 145–157
• Ramsey, K., Breen, J., Sturm, J., Lee, W., & Carr, M. (2006). Strengthening learning and teaching using ICT. University of Waikato: Will Malcolm Institute of Educational Research.
• Siraj-Blatchfora, J. & Whitbread, D. (2003). Supporting information and communications technology in the early years. Berkshire, England: Open University Press.
• Schiller, J and Tillett, B. (2004) ‘Using digital images with young children: challenges of integration.’ Early Child Development and Care. 174(4) 401-414
• Ward, L., Robinson, V., & Parr, J. (2005). Getting ICT into classrooms: The case for broader swamps in the future. Computers in NZ Schools, 17(2), 23-29.
• Wilson, P., Clarke, M., Maley-Shaw, C., & Kelly, M. (2003). Smile, you e on digital cameral: Collaboration between communities; children and computers. Early Education 33, 39- 46.
• Yelland, N. (2006). Young children and ICT: A review of the research. Computers in New – Zealand Schools. 18(2), 4-14.