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ICT in the Early Years: A good deal more than computers…. John Siraj-Blatchford Iram Siraj-Blatchford. Guidance for Appropriate Technology Education in Early Childhood Identifying good ICT practice: Applications should be educational Encouraging communication and collaboration

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slide1
ICT in the Early Years:

A good deal more than computers…

John Siraj-Blatchford

Iram Siraj-Blatchford

slide2
Guidance for Appropriate Technology
  • Education in Early Childhood
  • Identifying good ICT practice:
  • Applications should be educational
  • Encouraging communication and collaboration
  • Integration and play through ICT
  • The child should be in control
  • Applications should be transparent and intuitive
  • Applications should not contain violence or stereotyping
  • Awareness of health and safety issues
  • Educational involvement of parents
slide3
Guidance for Appropriate Technology
  • Education in Early Childhood
  • Identifying good ICT practice:
  • Applications should be educational
slide4
What are the curriculum objectives for a Knowledge Society?
  • Communication
  • Collaboration
  • Creativity
  • Problem solving and ‘learning to learn’
slide5
When the desk top computer ‘disappears’ will we be concerned that children continue to learn keyboard skills?

What about Mouse Skills?

13

slide6
Do children need to learn keyboard (or mouse) skills?

…desk top computers are old technology anyway!

slide7
How many computers have you used today?

Do you have a computer with you?

As Greeno (1991) has suggested, to be literate in a particular conceptual domain is to posses in that field:

“…a structure of facts, concepts, principles, procedures, and phenomenon that provides resources for the cognitive activities of knowing, understanding and reasoning.”

slide8
Guidance for Appropriate Technology
  • Education in Early Childhood
  • Identifying good ICT practice:
  • Applications should be educational
  • Encouraging communication and collaboration
slide9
ICT education

includes all those new technologies that handle

information and support communications.

e.g. cassette recorders, traffic lights, telephone,

video, bar code scanners and programmable toys.

slide11
‘Sustained shared thinking’

Gamesley Early Excellence Centre

slide14
Guidance for Appropriate Technology
  • Education in Early Childhood
  • Identifying good ICT practice:
  • Applications should be educational
  • Encouraging collaboration
  • Integration and play through ICT
slide17
Guidance for Appropriate Technology
  • Education in Early Childhood
  • Identifying good ICT practice:
  • Applications should be educational
  • Encouraging collaboration
  • Integration and play through ICT
  • The child should be in control
slide20
Guidance for Appropriate Technology
  • Education in Early Childhood
  • Identifying good ICT practice:
  • Applications should be educational
  • Encouraging collaboration
  • Integration and play through ICT
  • The child should be in control
  • Applications should be transparent and intuitive
slide22
2Simple Software

2Simple Software

A transparent and intuitive application

slide24
Guidance for Appropriate Technology
  • Education in Early Childhood
  • Identifying good ICT practice:
  • Applications should be educational
  • Encouraging collaboration
  • Integration and play through ICT
  • The child should be in control
  • Applications should be transparent and intuitive
  • Applications should not contain violence or stereotyping
slide25
‘Hooked’ on games…

...girls dislike many features typically found in computer games, the strong emphasis on repetitive action, speed and scoring points.

slide26
"pink software?"

...may initially draw girls in - but if we want girls to become truly engaged and empowered by technology don’t we need more challenging applications that arouse their intellectual curiosity?.

slide27
Guidance for Appropriate Technology
  • Education in Early Childhood
  • Identifying good ICT practice:
  • Applications should be educational
  • Encouraging collaboration
  • Integration and play through ICT
  • The child should be in control
  • Applications should be transparent and intuitive
  • Applications should not contain violence or stereotyping
  • Awareness of health and safety issues
slide31
Guidance for Appropriate Technology
  • Education in Early Childhood
  • Identifying good ICT practice:
  • Applications should be educational
  • Encouraging collaboration
  • Integration and play through ICT
  • The child should be in control
  • Applications should be transparent and intuitive
  • Applications should not contain violence or stereotyping
  • Awareness of health and safety issues
  • Educational involvement of parents
slide32
Guidance for Appropriate Technology
  • Education in Early Childhood
  • Identifying good ICT practice:
  • Applications should be educational
  • Encouraging collaboration
  • Integration and play through ICT
  • The child should be in control
  • Applications should be transparent and intuitive
  • Applications should not contain violence or stereotyping
  • Awareness of health and safety issues
  • Educational involvement of parents
child computer use time n 261
IBM KidSmart EvaluationChild Computer use time N=261
  • Median time around 2 hours but 20% of children spend 5 or more hours on the computer per week.
slide36
Siraj-Blatchford, J. (2003) Supporting Information and Communications Technology in the Early Years, Open University Press

Siraj-Blatchford, J. (Ed) (2003) Developing New Technologies for Young Children , i3 and Trentham Books

Siraj-Blatchford, I. & J. (2003) More than Computers: ICT in the Early Years, Early Education/ British Association for Early Childhood Education

Siraj-Blatchford, I. & J. (2005) A Guide to Developing the ICT Curriculum for Early Childhood Education, Trentham Books in collaboration with Early Education (The British Association for Early Childhood Education)

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