Lu-Ann - Victoria
In my current context, a community funded preschool we have no specific ICT access for students. With this in mind, I have been looking at the pedagogy of how and if introducing ICT tools into our program would deepen student's understanding of concepts, within our Reggio inspired program. Though I am conscious of Edwards (2005), comment that … keeping computers separate from children’s development within ECE settings is “arguably akin to denying the role it plays in their… experiences outside the educational setting” (p25).
Issues in the implementation of ICT in previous school settings: ·Teachers are overwhelmed at the thought of technology, so it often sat on the outside of the program ·Limited funding for training staff, what training was given by the department was short one off crash courses ·Lack of clear directions of expectations of how the technology was to be used, tool to be taught or tool to use? ·Lack of knowledge and funds for purchasing software or other paraphernalia
Ratio of students to teachers, and students to computers placed limitations
·Schools that set up computers labs meant that computers became a subject in their own right rather with limited opportunities for integration into class programs
Lu-Ann - Victoria
In my current context, a community funded preschool we have no specific ICT access for students. With this in mind, I have been looking at the pedagogy of how and if introducing ICT tools into our program would deepen student's understanding of concepts, within our Reggio inspired program. Though I am conscious of Edwards (2005), comment that … keeping computers separate from children’s development within ECE settings is “arguably akin to denying the role it plays in their… experiences outside the educational setting” (p25).
Issues in the implementation of ICT in previous school settings:
· Teachers are overwhelmed at the thought of technology, so it often sat on the outside of the program
· Limited funding for training staff, what training was given by the department was short one off crash courses
· Lack of clear directions of expectations of how the technology was to be used, tool to be taught or tool to use?
· Lack of knowledge and funds for purchasing software or other paraphernalia
- Ratio of students to teachers, and students to computers placed limitations
· Schools that set up computers labs meant that computers became a subject in their own right rather with limited opportunities for integration into class programsNational Association for the Education of Young Children (NAEYC) position statement Technology and young children, states that we need to locate computers in the classroom, rather than in a separate computer lab (Davis & Shade 1994). http://www.naeyc.org/about/positions/PSTECH98.asp</span>
Davis, B.C., & D.D. Shade. 1994. Integrate, don't isolate! -- Computers in the early childhood curriculum. ERIC Digest (December). No. EDO-PS-94-17.