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’.
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