How well do the statistics as presented match up to the reality you experience?
Proportion of Households (%) with computer or internet access
44% to 66% have access to a computer in the home
from 1998 to 2003 – 5 years.
16% to 53% increase in internet access.
Various Uses of internet
In 1 year computer access up 5% to 66%
In 4 years access to mobile phones up 28% to 72%
In 1 year 1 year internet access up 7% to 53%
In 3 years variety of internet uses up 17% to 58%
5% work
4% study
5% govt.services
10% (over 3 years) purchasing or ordering goods & services
http://www.environment.gov.au/soe/2006/publications/drs/indicator/268/index.html
At the start of this year, the Year 2 class I taught had 23 children, and of those only 3 did not have access to a computer and the internet at home.
I received emails regularly from a couple of the parents about different matters and some of the children accessed our Blackboard VCR.
For the ICT Census this year, it was found that year 6 & 7 children were less likely to have access at home but many of the younger children did.
A number of the teachers who live in the area of our semi rural school do not have broadband access and are restricted to dial up. At Logan Village we are half an hour from Brisbane. One even has both neighbours on broadband but for some reason only has dial up, satellite is a very expensive alternative.
What are the implications of these findings for ICT in education?
As at 2003 66% of Australians had access to the internet at home. Only 4% of adults used their computer for study purposes. It would be interesting to know what those percentages are now - there are quite a few advertisements on TV at the moment for online learning. Mobile use, internet access and online shopping are indicators used for a knowledge based economy. We are truly in a consumer driven society!
If the rate of growth has continued, using computers to complement learning at school is a very worthwhile avenue to pursue. Working parents who are probably using computers would perhaps feel more comfortable with online material and appreciate the access to their children’s teachers. Benefits would include improvements in the relationships between home and school and explanations to modern teaching jargon only a google search away. (e.g. maths language has changed for most parents of school aged children).
Another point of note made by Webb S. (2005, p.196) is that statistics also indicate that women are not represented well in computer science. Those developing the tools are not representative of those being expected to teach with them. “if the values of the people who are adopting and using technology are not incorporated into the design of the technology, there is a significant risk that the division of labour will become increasingly gendered.” and notes the work of Fitzgerald & Savage, (2004, p.29) saying this in turn may result in fewer women becoming involved in jobs (such as teaching, information management and librarians) which is “already ‘an aging, immobile workforce, struggling with the impact of and difficulties in implementing and promoting use of new technology.” Educators must make themselves familiar with the new technologies to bridge the apparent gender gap for both students and in job opportunities for themselves.
Fitzgerald, B., & Savage, F. (2004). Public Libraries in Victoria, Australia: an overview of current ICT developments, challenges and issues. OCLC Systems and Services: International Digital Library Perspectives, 20(1), 24-30.
Webb, S. (2005) Diversity in information and communication technologies: The cost of lost opportunities Transforming Information & Learning Conference ISBN 0-7298-0613-8,
http://conferences.scis.ecu.edu.au/TILC2007/documents/2005/TILC%202005%20Sue%20Webb.pdf
Friday, September 28, 2007
Tuesday, September 4, 2007
Should Early Years Students be using ICT?
I have found a focus for the first assignment, thanks to some posts on the EDU5472 discussion where the contributors were saying that young children should be learning to cut and paste with real scissors, learning to socialise and not be left with an electronic babysitter! OMG thank goodness I can type quickly - my blood was boiling. Our first assignment is to summarise a couple of research articles for teachers to read and I have chosen this as a theme.
Below is my start, Google search the article I mention to read it:
Ofra Nir-Gal and Pnina S.Klein (2002) Computers for Cognitive Development in Early Childhood—The Teacher’s Role in the Computer Learning Environment Information Technology in Childhood Education Annual (2004), 97-119
Introduction…
Early phase of schooling, from 5 to 8 years of age, is regarded as
the formative years for developing social skills and beginning mastery of the very basic of learning skills. Adults and important people in a child’s life play integral roles in the social, cognitive and emotional development of young children. Making use of ict equipment in early childhood classrooms is regarded by some as inappropriate and detrimental to that development, believing they remove the human discourse required to nurture young children (Healy, 1998;
Cordes & Miller, 2000 in Nir-Gal & Klein, 2002).
Arguments for integrating information communication technologies (ICTs), however, are becoming louder. ICTs, contrary to that belief, have been demonstrated to have the potential to stimulate animated conversation between youngsters, encourage negotiation and discussion of a task, and demand that rules and routines are established and adhered to (Lee & O’Rourke ). A well prepared online learning space with clear guidelines and expectations used by eager children who have ownership of a timetable can establish a developmentally appropriate social situation that promotes each area - social, emotional and cognitive, of the young child. What is essential for maximising the potential of the electronic tools is the guidance of adults through questioning, observation and preparation to ensure that learning experiences offered are suitable. (Rivera, Galarza, Entz, and Tharp p.191, 198-202).
Such an assertion is made by Nir-Gal and Klein (2002) who focus on the importance of adult “mediation”. They state that:
“integrating teacher mediation within computer learning environments for young children facilitates informed use of computer technologies in their learning system, and enhances thinking processes and work habits.” (p.97)
Their stance is tempered with deliberation on the degree of skill that young children demonstrate compared to their parents and teachers when using ICTs and consider whether the “full potential” of the computer is used to maximise “development of the children’s intellectual ability” (p.97). They find that studies to date have not indicated the optimum relationship between teacher and student but maintain that
“The traditional role of the teacher has to be changed from that of knowledge provider to that of organizer, diagnostician, instructor, and partner in the computer learning environment in all age groups, including early childhood ( Klein & Nir-Gal, 1992; Clements et al., 1993; Fisher, 1996; Salomon, 1996; Samaras, 1996; Masters & Yelland, 1996; Haugland, 1997, 2000).
Research on the effective use of computers in early years education is limited and generally focused on the child. Nir-Gal and Klein however, are keen to identify the pedagogy and how that impacts on ‘young computer users’.
Below is my start, Google search the article I mention to read it:
Ofra Nir-Gal and Pnina S.Klein (2002) Computers for Cognitive Development in Early Childhood—The Teacher’s Role in the Computer Learning Environment Information Technology in Childhood Education Annual (2004), 97-119
Introduction…
Early phase of schooling, from 5 to 8 years of age, is regarded as
the formative years for developing social skills and beginning mastery of the very basic of learning skills. Adults and important people in a child’s life play integral roles in the social, cognitive and emotional development of young children. Making use of ict equipment in early childhood classrooms is regarded by some as inappropriate and detrimental to that development, believing they remove the human discourse required to nurture young children (Healy, 1998;
Cordes & Miller, 2000 in Nir-Gal & Klein, 2002).
Arguments for integrating information communication technologies (ICTs), however, are becoming louder. ICTs, contrary to that belief, have been demonstrated to have the potential to stimulate animated conversation between youngsters, encourage negotiation and discussion of a task, and demand that rules and routines are established and adhered to (Lee & O’Rourke ). A well prepared online learning space with clear guidelines and expectations used by eager children who have ownership of a timetable can establish a developmentally appropriate social situation that promotes each area - social, emotional and cognitive, of the young child. What is essential for maximising the potential of the electronic tools is the guidance of adults through questioning, observation and preparation to ensure that learning experiences offered are suitable. (Rivera, Galarza, Entz, and Tharp p.191, 198-202).
Such an assertion is made by Nir-Gal and Klein (2002) who focus on the importance of adult “mediation”. They state that:
“integrating teacher mediation within computer learning environments for young children facilitates informed use of computer technologies in their learning system, and enhances thinking processes and work habits.” (p.97)
Their stance is tempered with deliberation on the degree of skill that young children demonstrate compared to their parents and teachers when using ICTs and consider whether the “full potential” of the computer is used to maximise “development of the children’s intellectual ability” (p.97). They find that studies to date have not indicated the optimum relationship between teacher and student but maintain that
“The traditional role of the teacher has to be changed from that of knowledge provider to that of organizer, diagnostician, instructor, and partner in the computer learning environment in all age groups, including early childhood ( Klein & Nir-Gal, 1992; Clements et al., 1993; Fisher, 1996; Salomon, 1996; Samaras, 1996; Masters & Yelland, 1996; Haugland, 1997, 2000).
Research on the effective use of computers in early years education is limited and generally focused on the child. Nir-Gal and Klein however, are keen to identify the pedagogy and how that impacts on ‘young computer users’.
Saturday, August 4, 2007
Friday, July 27, 2007
E-books
Still going strong! Getting to grips with the discussion board and how to read all of the material. I have just experienced a wow moment - ebrary. I had thought it would be necessary to print out reams of pages to give me access to the reading material but this tool provides me with a better resource. I can highlight in different colours and those highlighted pieces are saved as hyperlinks. I can make notes, create bookmarks and print if I need to! I am hopeless with pieces of paper. I try to encourage colleagues to email me if they need help or for me to find resources for them because I lose pieces of paper.
The first ebook I opened was concerned with issues in teaching with ICT:
Leask, M. (Ed.). (2001). Issues in teaching using ICT. London: RoutledgeFalmer. Retrieved 20 May, 2004, from http://ezproxy.usq.edu.au/login?url=http://site.ebrary.com/lib/unisouthernqld/Doc?id=5001597
I was teaching in Northampton, England from start 1998 until the end of 2000. I had one computer in the class which did have a concept keyboard but limited software. I have accessed the material on the NGfL but found, to my surprise, when I did a google search for it the other day it had disappeared! Obviously it had met its demise.
Earlier on this morning, Jan and I had our first MSN chat. It is great to be in contact with others who are using the computer for the same purpose.
I am off to look at journals now and start thinking on the first assessment item. Toodooloo.
BTW - I have posted this on Saturday 28th July 2007 at 1:14pm. The tag says differently!
Tuesday, July 24, 2007
ABC Interview with Dale Spender
http://www.abc.net.au/dimensions/dimensions_future/Transcripts/s598114.htm
Jumping ahead into Module 2. This is an interview with Dale Spender. I will return to comment.
Jumping ahead into Module 2. This is an interview with Dale Spender. I will return to comment.
Yet more professional diaglogue with myself ...
Welcome to yet another effort to publish myself online. I have decided to migrate to blogger as my wetpaint pages are a bit too tizzy and not clearly set out. My first effort after all!After last term's online learning effort, which wasn't what I had planned and definitely did not provide me with the depth of understanding that I was seeking, I am now well on my way into EDU5472 Computing in Education.
I have been very impressed with the interactions that have been occurring so soon into the course. Already I have e-met educators from countries as far afield as China, Singapore, Hong Kong and UAE as well as others more locally.
The reading is inspiring, the facility offered by USQ to access ejournals, ebooks and other online content is extraordinary and I am wading through the paperwork very happily. My husband on the other hand is quite concerned about the trees and the amount of ink disappearing, I will have to contain my enthusiasm a little I think.
Today I am with my daughter who had to endure an endoscopy yesterday and begged me to stay home with her today because her throat was sore. She has symptoms indicative of IBS and we are investigating the cause, so far nothing though. Anyway, she enjoys the power of the computer with me so I will go and help her to set up her page now.
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