ASSIGNMENT HBEC 3903 ok.docx

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FACULTY OF EDUCATION AND LANGUAGES

HBEC3903TECHNOLOGY AND ICT IN EARLY CHILDHOOD EDUCATION

INCORPORATING TECHNOLOGY AND ICT IN EARLY CHILDHOOD EDUCATION

WAN BADARIAH BINTI WAN ABDULLAHMATRIC NUMBER: 640201115118001I.C. NUMBER: 640201-11-5118MOBILE: 012-9282707wannuruain@yahoo.com

TUTOR: KHAZALI BIN IDRISKUANTAN LEARNING CENTERSEPTEMBER 2013 SEMESTER

BODY CONTENT

1.0 INTRODUCTION

2.0 PROJECT WITH PRESCHOOL CHILDREN

2.1 Topic: Early Mathematics - Understanding Number Concept and Counting 1 to 5.2.2Strategy in the Teaching and Learning:

3.0 SELECTION OF TOOLS AND SOFTWARE-The Reasons

4.0 CONCLUSION5.0REFERENCE

1.0 INTRODUCTION

There is a growing recognition of the many different ways that ICT can contribute to, or transform, the activities, roles, and relationships experienced by children and adults in early childhood education settings. ICT can be defined as anything which allows us to get information, to communicate with each other, or to have an effect on the environment using electronic or digital equipment. In early childhood education (ECE), technology is a tool that can provide another way for children to learn and make sense of their world (Morrison. S, George. (2009). Early Childhood Education Today. (11th Ed.). NJ: Prentice-Hall p 371) The tools could include computer hardware and software, digital cameras and video cameras, the Internet, telecommunication tools, programmable toys, and many other devices and resources. There is literature which indicates the importance of practitioners and other adults in early childhood education settings having guidance and opportunities to become capable, competent, and informed about the educational role and potential of ICT, and support to use ICT. The literature suggests at least three reasons why ICT matters in early childhood education. First, ICT already has an effect on the people and environments that surround young childrens learning. Second, these technologies offer new opportunities to strengthen many aspects of early childhood education practice. Third, there is support and interest across the whole education sector for the development and integration of ICT into education policy, curriculum, and practice. However, the introduction and use of ICT in early childhood education should be grounded in a clear understanding of the purposes, practices, and social context of early childhood education. The use of technology tools and interactive media must be able to help children develops the healthy physical, cognitive, emotional, spiritual and linguistic development which are referred to five development domains. In accordance to Kurikulum Standard Prasekolah Kebangsaan, the five domains are known as JERIS ; J for Physical (Jasmani), E for Emotion (Emosi), R for Spiritual (Kerohanian), I for Intellectual or Cognitive , and S for Social ( Sosial) (Kurikulum Standard Prasekolah Kebangsaan, 2010 )

2.0 PROJECT WITH PRESCHOOL CHILDREN2.1TOPIC Early Mathematics - Understanding Number Concept and Counting 1 to 5.

AGE of CHILDREN4 years old

2.2TECHNOLOGY TOOLS1. Laptop or Personal Computer2. Projector3. Smart Board

2.3TECHNOLOGY SOFTWARE1. Office Power Point 2. Microsoft Word3. Window Media Player4. Real Video Player

2.4STRATEGY1. Video demonstration2. Power Point Slide Presentation using Smart Board3. Hands on exploration4. Matching numbers to correct number of object on the Smart Board 5. Interactive activity using software on the Smart Board6. Singing7. Tracing number 1 to 5 on worksheets

2.5EXTENDED AREA OF DEVELOPMENT

1. Intellect: Able to count parts of the body and able to draw them in the correct amount.2. Creativity: Able to draw additional correct number of objects in the colored paper matching to the numeral 3. Taking photos of numerical in their environment using digital camera or smart phone. Making a Scrap Book of Numbers.

2.1Topic: Early Mathematics - Understanding Number Concept and Counting 1 to 5.

(Please refer to Power Point File named Math 4 year to open)2.2Strategy in the Teaching and Learning:1. Teacher explains the topic of the project to the children.2. Teacher sings song as in slide number 8 to children. While singing teacher shows number cards of 1 to 5 accordingly. Teacher shows the slide to children on the Smart Board. Children sing together by looking at the lyrics that appears on the Smart Board.Teacher uses laptop, projector and Smart Board.3. Teacher shows slide 2 to slide 8 on the Board. Children look at the slides and repeat after the sounds for each number. Children count together loudly. 4. Teacher allows children to touch the Smart Board and perform interactive activity; playing with the number and amount of objects. Children match the number with correct number of object which is the duck. 5. Children enjoy exploring the touch screen of the Smart Board, interactively playing with the number and duck image.6. Children able to trace and write the number as shown in the slide 8. Children enjoys writing on the screen and they can try writing and tracing number as many times as they like without afraid doing any mistakes.7. Next, childrens understanding is strengthened through Hands-on-activity. Teacher allows children to pick ping pong balls and egg tray. When Teacher show a number card, children pick the correct number of ping pong balls match to the number card and arrange in the egg tray. Then children count the balls and checked weather it is correct with the number card.8. Children repeat this until they are able to count well. 9. The next step is that children is given a worksheet and they are asked to trace the number of 1 to 5. As in slide12.10. At the end of the session, teacher shows again the video on number on the Smart Board screen and children then sing the song I can count to five along with friends.11. On the next day, teacher asks children to search for numbers 1 2 3 4 5 which they can find in the surroundings. Children take picture of the number using smart phone or digital camera. Teacher print out the photos.12. Next, children paste the photos on a scrap paper. Teacher asks children to draw the correct amount of balls next to the number and color the balls. They can add other objects in their drawing such as draw stars, books, flower etc.13. Teacher compiles their work and make a Scrap Book of Numbers. This Scrap book is the documentation of their learning and understanding of the Project.14. Teacher use discrete learning approach to break down individual skills into small discrete tasks and guide students learning through promotion and reinforcement (TeachTown, 2011). Teacher show slides introducing number one by one, then children repeat after the sound each time. Then children do activity on the smart board such sequencing the number, matching number to correct amount of object, tracing the number on the screen of smart board, and so on.15. Reinforcement is also done on printable worksheet, where children use pencil and pencil colors to trace and write numbers. The counting exercise using real object such as the ping pong balls is example of real objects hands on activity.

3.0SELECTION OF TOOLS AND SOFTWARE-The ReasonsChildren lives are surrounded by technology nowadays. However the use of technology tools in early learning must be chosen carefully and follow the guide as stated in NAEYC Position Statement on Technology and Young Children (National Association for the Education of Young Children & The Fred Rogers Center for Early Learning and Childrens Media. (2012). Technology and Interactive Media as Tools in Early Childhood Programs):1. The use of technology tools and interactive media should not harm the children. 2. Developmentally appropriate practices must guide decisions in the selection of the technology tools and interactive media; a professional judgment by the teacher to determine if a specific use of technology is age appropriate, individually appropriate and culturally appropriate.3. Appropriate use of technology tools and media depends on the age, developmental level, needs, interest, linguistic background and abilities of each child4. Effective uses of technology and media are active, hands-on, engaging and empowering; give the child control; provide adaptive scaffolds to ease accomplishment of tasks; and are used as one of many options to support childrens learning.5. When use appropriately, uses of technology and media can enhance childrens cognitive and social abilities.6. Interactions with technology and media should be playful and support creativity, exploration, pretend play, active play and outdoor activity.

Based on the above statements, these technology and software tools were selected in the project above.

3.1Technology tools used: Laptop Projector, Smart Board Digital Camera or Smart Phone Camera

3.2Software selected are: Microsoft Power Point Internet-You tube Window Media Player Educational Program- Starfalls

According to Jean Piaget, a psychologist and researcher in child development, his constructivism theory states that children learn through active involvement. From direct experiences with the physical world, children develop intelligence. Piaget also states that children of 4 years old are in the Pre-Operational Stage of Cognitive Development (Morrison. S, George. (2009). Early Childhood Education Today. (11th Ed.). NJ: Prentice-Hall. Chapter 5 p 117-119). Children of 4 years old are very active and loves to explore things using their hands and their five senses. 1. The selection of laptop is appropriate to this age. Children will imitate the adults by pressing the keyboard and they enjoy to explore because different images appear on the screen every time a key is pressed. The laptop is used to download the education program from the You Tube such as