The second resource was used with the children was a digital camera (See details in Appendix 2). The children had to record their peers while they were playing. Half of the group was inside and the other half was outside. The children were allowed to take photgraphs in both places, giving them an opportunity to explore with the camera. They were given instructions and a demonstration what they can see through the display and how to click when they wanted to take a picture of their friend.
The initial targets were that the children would be able to use an on and off switch, and able to point and click with the camera. The digital camera is an effective hardware, because the children get an immediate result from their actions which they can examine. The children can explain what they are doing on the picture and also able to show who was on the picture and where the picture was taken hereby engage in language within a shared context.
“Adults needed to support the children in their use of ICT skills, to ensure safety, to encourage interactions and to follow the children’s interests.” (E2BN, 2008)
So that is why I helped them holding the camera, and asked them to hang the camera on their wrists.
The children managed to hold the camera safely, however sometimes they were getting excited and started to run with the camera, and they were showing independence.
Most of them took clear pictures, and clicked with a purpose. They appeared to be very interested and excited when we saw the pictures they took on the computer.
The next software I am going to evaluate is an online resource. (CBeebies, 2009.) If you go on the BBC’s school website, you will see that the website is enormously big, and there are plenty of different games, videos, activities, teacher’s resources available. This time I clicked on the ‘school students’ link on the right side and from the categories I chose ‘other subjects’. Then I clicked on EYFS, you can also select other age range depends on what age group do you work with. There you can chose from all the 6 areas of learning. I chose Knowledge and Understanding of the world, because the ‘: Find out what it's like to live on the farm’ game seemed very fascinating and exciting (See screenshots in Appendix 3). A female voice invites the children to choose an area they would like to visit on the farm. As you move your mouse above the areas, she tells you its name, for example the vegetable garden. After you clicked on the vegetable garden you have to land with your airplane by using the downwards arrow on your keyboard, so the children have to match the arrow from the screen to the keyboard, whereby they could improve their hand-eye coordination. Then the voice explains to the children that some of the vegetables grow bellow the ground and some grow above the ground. This online game was very effective because according to DFES (2008) from the explanation the children
“Can identify some features of living things and objects they observe.”
When the children click on the vegetable, the boy put it into the basket and the voice tells you the name of the vegetable, so children also develop their vocabulary. On the picture the vegetables are separated; the ones that grow above the ground are on the left side and the other kinds of vegetables are on the right side. So children could see what they had learnt. At the end of the activity she praises the child. Then you can print out the activity or click on ‘Home’ to explore some other areas.
From the activity according to DFES (2008) children could
“Look closely at similarities, differences, patterns and change”
They could also
“Use a mouse and keyboard to interact with age-appropriate computer software.”
A limitation could be that only one or maximum of two children can play with this game on the computer at the time. It could be ineffective, if the children overuse it. These online games are very funny, exciting, and children could be addicted to it. That could change their social behaviour; decrease some creativity skills. So in this case moderation and supervision are very important.
The last software I am going to evaluate is the Microsoft Paint. (See screenshots in Appendix 4) This software is already installed in every Microsoft Windows system, so you do not have to worry about the installation procedure. I am using Windows 7 and the Paint looks completely different there than in the previous versions. It is easier to use, the icons are bigger and more comprehensible. There are some new tools as well; they could use crayons, calligraphy pen, assorted paintbrushes. Microsoft Paint is a simple software programme. It is easy to teach children the basics of design, drawing and ICT. This software could be very effective if you want to plan a shape and colour recognition activity, it is more effective if you have an interactive whiteboard in your setting and all the children could take part in the activity. For example you can ask a child to draw a circle, you can show her the area where the circle is or just let her to draw a circle, then another child can choose a colour to colour the circle. Through practice they will become proficient with the circle shapes tool. They will be visually exploring the structure of drawing. It will give them a very clear set of instructions to follow and it will show them how drawings are built up in layers. With this software they can explore their creativity, as well as the technical aspects of the MS Paint Programme, and to experiment with the basics of drawing. According to DFES (2008) the learning outcomes for the children could be,
“Use familiar objects and common shapes to create and recreate patterns.”
“Explore colour, shape, form and space in two dimensions.”
You can import their pictures, photos, drawings they have made earlier. If they do not like their picture they can always start on a new blank “paper”. The children could leave their drawings open on the screen so that they can walk around through the computers or you can print out their pictures as well.
The limitations could be that this software is not accessible to all, for example visually impaired pupils, there is no auditory guidance. And if you do not have an interactive whiteboard in your setting only one child can sit at the computer and handle the mouse.
Conclusion
The main reasons for doing this assignment were to understand the significance of ICT in early years setting, and how ICT can support children’s learning. I personally thought that ICT only means computers, but I had to realise that ICT is an enormously big topic. Telephones, videos, microwaves all these tools are part of ICT. You have to update your knowledge all the time because ICT has increased a lot in the last 2 years, and it is going to be big part of the children’s life.
To sum up I could diagnose that the greatest resource I have used in this assignment was the interactive whiteboard. That really helps to deliver the education, deliver the material in a way that children have already got use to. Although it may be true that interactive whiteboards are changing the teaching and learning in the early years setting however I consider that these IWBs are more useful in secondary and further education, when you can make your subjects more interesting for the pupils. A relevant point is that these interactive whiteboards are a breakthrough in our days. The findings prove that it is an innovative way of teaching, and learning as well.
The same applies to the significance of ICT. I found that ICT is a major part of our lives. It helps the children to gain new experiences and it makes the learning fun.
References
Source References
Blurton, C. (1999) New Directions of ICT-Use in Education. [pdf] Available at:
[Accessed date 05/01/2010]
Brown, S. (2009?) Interactive Whiteboards in Education [pdf] TechLearn service of the JISC-funded Technologies Centre. Available at:
[Accessed date: 04/01/2009]
E2BN, 2008. ICT in the Early Years [Online, Microsoft Word document] Available at:
[Accessed date: 06/01/2010]
CBeebies, 2009. Come outside/ Down the Farm [Online game] Available at:
[Accessed date: 05/01/2010]
Youtube, 2009. Interactive Whiteboard Demonstration [online video] Available at:
[Accessed date 06/01/2010]
Microsoft Paint, 2009. Version 6.1
DFES (2008), Practice Guidance for the Early Years Foundation Stage, Nottingham, DCFS Publications.
Cannon, I.P. (2005) Know Your Students/ Identify Their Personal Learning Styles [online publication] Education PLUS. Available at:
http://www.hslda.org/earlyyears/LSChecklist.asp
[Accessed date: 13/01/2009]
Bibliography
Anglia Ruskin University Library (2008) Guide to the Harvard Style of Referencing [pdf] Available at:
[Accessed date: 06/01/2010]
Dryden L. et al (2007) Essential Early Years, Kent: Hodder Arnold
Appendices
Appendix 1
Activity Plan 1
Aim: The aim of the activity to improve children’s reading in a reception class, by using an interactive whiteboard.
Introduction: I will implement this activity with reception class (4-5 year old). They are going to complete a literacy task on an interactive whiteboard.
Learning outcomes:
Practice Guidance for the Early Years Foundation Stage; May 2008
P53 Hear and say the initial sound in words and know which letters represent some of the sounds.
P84 Complete a simple program on the interactive whiteboard,
P84 Use ICT to perform simple functions.
Resources:
- Laptop
- Interactive whiteboard
- Internet access
- Online resource: http://www.starfall.com/n/level-a/learn-to-read/load.htm?f
Preparation: This activity will be implemented with reception class, all of the children will take part in the activity, however the participation is voluntary. This activity is planned for the whole morning session, in small group (2 children at the time). Questions to be asked: ‘Which letter the word start with?’ Then demonstrating how the word sounds with the different letters, for example ‘Is it ‘p’ ‘en’, ‘pen’?’
Health and safety: Making sure that all the wires are secured and supervising the children throughout the activity.
Equal opportunities: We provide equal opportunity to all of the children, because everybody can take part in the activity.
Role of the adult:
- Set up the physical environment
- Guide the children trough the activity
- Give children time to explore
- Praise and encourage
Description of implementation: Children are going to be given an online task on an interactive whiteboard. They will have to make a word with ‘EN’, using 4 consonants (p, t, m, h) to match the picture. They will be guided through the activity, and it will be demonstrated to them, how the word sounds with each letter. They will be able to recognise the right sound they need to make the word. If they do not then, read them the words again.
Evaluation
I achieved my aim because most of them were able to find the right letter at the first time, the rest of them were able to make it after repetition.
Their ICT skills were even better than the reading skills. Because all of the children managed the drag and drop technique very well, however a few children were struggling with the reading.
They enjoyed the task very much, they had felt successful after they did it right. I have noticed that children like the interactive whiteboard because the whole group can view and solve the problems together. They can show their peers ‘Look I have done something right, and the teacher has praised me!’
They concentrated throughout, because the IWB is a very eye-catching tool. Children found it excited, and challenging.
The activity was age appropriate, at this stage you need to improve their letter recognition skills; this activity was a fabulous resource for its practicing.
Appendix 2
Activity Plan 2.
Aim: The aim of the activity is to allow children to identify the uses of everyday technology.
Introduction: I will do this activity with preschool children. They are going to use a digital camera to take pictures of their peers, and then make a photo story on the computer. According to Harriet Price’s lecture of digital cameras, I have chosen a digital camera as my assignment resource because it personalises learning and makes the experiences meaningful.
Learning Outcomes:
Practice Guidance for the Early Years Foundation Stage; May 2008
P34 Work as part of a group or class, taking turns and sharing fairly, understanding that there needs to be agreed values of behaviour for groups of people, to work together harmoniously.
P84 Find out and identify the uses of everyday technology
P83 Know how to operate simple equipment
P105 Handle tools with increasing control
Resources:
- Digital camera
- Batteries
- Data cable of the camera
- Computer
- One staff required for supervision and guidance
Preparation: I am going to implement this activity with children from morning nursery. I will choose 3-5 children on the basis of ability, who would be able to handle the digital camera safely. The whole morning session will be available for the activity.
Questions to be asked: Have you taken the picture? Who did you take it of? Can I see it? What does that button do? What do you see through the camera? Who is on the picture? What are they doing?
Health and Safety: Supervising the children trough the activity; all accidents, incidents, illness must be recorded;
Equal opportunities: This time my grouping is on the basis of ability.
Role of Adult: Adults will be needed to support the children in their use of ICT skills, to ensure safety, and also to encourage interactions and to follow the children’s interests.
Description of implementation: The children will be given a digital camera to record their peers during play. The activity will be taken outside. Explaining the task to children. Giving the children a chance to explore with the camera and see what they can see through the display. Demonstrate how to click when they find the place they like best in the display, show them how to see their picture once it’s captured. Then upload the pictures to the computer, and using Microsoft Photostory, to make our Nursery Story.
Evaluation
The aim of the activity was to allow children to identify the uses of everyday technology. I achieved my aim, because the children were introduced to the usage of a digital camera and a computer software as well. They are now able to operate a digital camera, and they developed their hand-eye coordination, while they were using the mouse.
The implementation deviated from the plan because the children were taking picture outside and inside the classroom as well. The children who were outside could take pictures there and the others could take pictures inside.
The children obviously enjoyed the activity. They were really excited to handle a real digital camera. And they always wanted to see the pictures immediately after it was captured. Most of them took good pictures, and clicked with a purpose. They were very interested and excited when we saw the pictures they took on the computer. First I asked 5 children to help me, but after a while I had to limit the group’s size to one or two children because they were not able to concentrate on what we were doing.
Appendix 3
EYC 1000 ICT to Support Children’s Learning
Level 4 (20 credits)
Report
Produce an account in report format using the following headings
A definition of ICT
Why is it important to use ICT to support children’s learning?
How ICT should be used to support children’s learning
Research and evaluation of a range of ICT resources available
Refer to a minimum of 2 planned, implemented and evaluated activities
Assessment Criteria
- Have shown in written submissions an appropriate level of knowledge and understanding of ICT in the early years
- Discriminate between effective and ineffective use of ICT to support children’s learning
- Demonstrate knowledge and understanding of a range of ICT resources
- Plan, implement, evaluate and assess teaching and learning when using ICT (within curriculum guidelines)
- Have succeeded in facilitating learning using ICT
Assessment Guidelines
- Include an introduction, conclusion and reference page
- The range of resources evaluated should include software, hardware and on-line.
- Activities are not counted within the word limit but included in numbered appendices
Word Count
2,000 words
Hand in date…………………………………………………………
General Assessment Guidelines Level HE4
12/09/09
