'That bucket is for filling in!' The incidence and use of ICT in the early years.
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Transcript of 'That bucket is for filling in!' The incidence and use of ICT in the early years.
Programme
• Personal starting point
• The incidence and use of ICT in some 3-7 settings
• ICT in children's lives beyond the nursery / classroom
• Some issues raised for ITE
Personal starting point
• Qualified support: A common sense act of faith and the OECD Developmental appropriateness
• Starting from the child ICT is an everyday experience for children Young children are ICT capable / knowledgeable i.e.
'That bucket...'
• A broad interpretation of ICT
Nurseries & schools: what have they got?
• A wide range of hardware when shared resources are included.
• Incidence increasing i.e. electronic whiteboards, digital cameras.
• Considerable diversity of software (but some common themes i.e. literacy, numeracy, drawing).
Nurseries & schools: what are they doing with what they've got?
• Some innovative and creative practice however:
ICT often conflated with PC Some hardware under-utilised / not seen as part of ICT Free standing content rich (drill & skill) software common:
questionable learning on occasion Variable adult involvement / interest (ICT as a reward) Limited use in role play / imaginative play Competing (policy) pressures sidelining ICT Whole class work in ICT suites
ICT in the home
• High levels across the board• Routine / daily use for most and long
before starting nursery• Universal urge to explore / experiment• Differing levels of adult involvement e.g.
games consoles and autonomous use• Girls more eclectic? 'Daddy's area'?• Impact of older siblings double edged
Some issues raised for ITE
• PC ≠ ICT
• Skilling for now or empowering for the future?
• How to realise the transformative power of ICT (assuming that we want to)?
• Partnership with parents
Issues contd.
• The role of the practitioner? – Planning / differentiating– Mediating– Monitoring / assessing