Effects of Information and Communication Technology (ICT) in Early Childhood Classroom
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Effects of Information and Communication Technology (ICT) in Early Childhood Classroom
Chapter one
INTRODUCTION
1.1 Background Of the Study
Young children’s physical and social surroundings are increasingly dominated by information and communication technology. It is a vital component of most people’s personal and professional life, especially those who support young children’s learning and development, such as parents, family members, carers, and early childhood educators.
It is frequently suggested in the literature that children’s early childhood education experiences should mirror and relate to their experiences in the larger world.
As a result, information and communication technology is important in early childhood education because it has an impact on the people and environments that influence young children’s learning and well-being.
There is considerable consensus throughout the literature that it is timely to critically assess the role and possibilities of ICT for the early childhood education sector, to guide future development and decision-making in this field (Biddulph, Biddulph, & Biddulph, 2003).
The majority of the literature on ICT in early childhood education strongly supports the notion that technology should never drive ICT development in the sector (Downes and Fatouros, 1995).
Rather, all planning for the introduction and use of ICT by children and adults in early childhood education should be based on a thorough understanding of the program’s goals, practices, and social environment (Mitchell and Cubey, 2003).
Brooker (2003) suggests that, at least in the United Kingdom, early childhood education may be leading the way in developing best practices in the use of ICT to facilitate good learning experiences for children.
There is now a major emphasis on the creation of ICT policy and the integration of ICT into curriculum and practice throughout the education system. ICT and e-learning have become significant topics in primary, secondary, and university education. In most countries, policy and curriculum support for ICT development in early childhood education has lagged (Wylie and Thompson, 2014).
The situation is beginning to alter. Some countries, like Scotland, have lately created ICT plans for the early childhood education sector (Learning and Teaching Scotland, 2011).
Researchers, academics, and early childhood educators have also published books, articles, and guidelines that provide information and guidance about ICT in early childhood, with the goal of assisting early childhood education practitioners in making well-informed decisions and choices about ICT.
ICT technologies offer novel opportunities to improve many aspects of early childhood education practice, including children’s learning and play experiences, practitioners’ professional learning and development, and relationships and communication among early childhood centres, parents, and others (Aladejana, 2010).
There is widespread global support and interest in the development and integration of ICT into education policy, curriculum, and practice. Children today live in a highly communicative environment. Siray-Blatchford and Siraj-Blatchford (2012) report that people use a variety of electronic and digital communication tools in everyday life.
Children’s early literacy and play experiences are increasingly influenced by electronic media. To empower children to become competent and active participants in their environments, they must be given opportunities to develop technological literacy. This new form of literacy is increasingly considered an essential curriculum entitlement in any broad and balanced curriculum for the 21st century.
Today, there is widespread support and interest in the education sector for the development and integration of ICT into policy, curriculum, and practice. Some believe that, just as it is every child’s right to become literate, he or she should also have the right to become an expert user of ICT.
thers argue that youngsters should be exposed to ICT as a tool with several applications for communication and information retrieval/sharing. The UK Foundation Stage (3 to 5 years) curriculum specifies that as part of their early childhood education, children should learn about and understand the uses of daily technology, and they should have chances to use ICT to help their learning (Aladejana, 2012).
In most countries, policy and curriculum support for the growth of ICT in early childhood education is inadequate. However, in certain countries, such as the United Kingdom, early childhood education may be leading the way in developing best practices for using ICT to facilitate good learning experiences for children.
Similarly, Scotland recently created ICT solutions for early childhood education (Learning and Teaching Scotland, 2013). Researchers, academics, and early childhood education practitioners have also published books, articles, and guidelines that provide information and guidance about ICT in early childhood
with the goal of assisting early childhood education practitioners in making well-informed ICT decisions and choices (Siraj-Blatchford and Siraj-Blatchford 2013).
To guide future development and policymaking, the role and possibilities of ICT in early childhood education must be thoroughly examined. The adoption and application of ICT in this sector should take into consideration current knowledge of early childhood learning and development.
Technology should never be the sole driver of ICT development in the early childhood education sector. Rather, all planning for the introduction and use of ICT by children and adults in early childhood education should be founded on a thorough understanding of the program’s goals, practices, and social environment (O’Rourke and Harrison 2009).
1.2 Statement of Problem
The increasing use of ICT has prompted some parents, teachers, and children’s advocates to question its utility in meeting young children’s cognitive, emotional, social, and developmental requirements. The dispute is frequently focused on young children’s usage of computers and computer games, with questions made on both accounts.
Healey (2008) advised that computer use is detrimental to young children’s growth and learning. Young children require human support and verbal interaction.
Computers do not provide intersensory experiences to enhance learning, making them inappropriate as an educational resource for children under 7 years old. Using computers before this age “subtracts from important developmental tasks.” As a result of this background, the study intends to investigate the impact of information and communication technology in the Early Childhood Education classroom.
1.3 The purpose of the study
The study investigates the impact of ICT in the early childhood classroom. Specifically, the study aims to:
To assess the availability of ICT facilities in early childhood classrooms.
The purpose of this study is to look into how ICT affects children’s academic performance in early childhood education classrooms.
To investigate the perceived benefits of using ICT in early childhood schools. Education.
To identify the challenges of using ICT in early childhood classrooms.
1.4 Research Questions.
When assessing the purpose of the study, this research project answered the following questions:
The study was guided by the following research questions.
What is the availability of ICT facilities in early childhood classrooms?
How beneficial is ICT in improving the academic achievement of children in Early Childhood Education classrooms?
What are the perceived advantages of employing ICT in early childhood education?
What are the challenges of using ICT in early childhood classrooms?
1.5 Research Hypotheses.
The following hypotheses were generated for the study:
Ho1: There is no substantial association between ICT usage and early childhood classroom performance.
Ho2: There is no substantial association between availability of ICT facilities and early childhood classroom performance.
1.6 Scope of the Study
The scope of the study are: ICT and Early childhood education while the geographical scope of the study is limited to Private Nursery Schools in Yaba, Lagos
1.7 Significance of the Study
The significance of the study lies in the hope that the findings may be of value to:
The Ministry of education where the study may be used to understand the effect of ICT in early childhood classroom.
Again, it will help both public and private schools to be able to plan methodically for efficient employment of ICT in early childhood education. Other educational stakeholders (parents, students, professors, support staff, and donors) will utilise the study as a checkpoint to prevent such incidents in the future.
The study will allow the care-giver to decrease or closely monitored children exposure to ICT which could be adverse to their mind to avoid anti-social growth or behaviour.
1.8 Definition of Terms.
ICT (information and communications technology – or technologies) is a broad term that refers to any communication device or application, including radio, television, cellular phones, computer and network hardware and software, satellite systems, and so on, as well as various services and applications.
Early Childhood Education: Early childhood education (ECE) is a field of educational philosophy concerned with the formal and informal education of young children up to the age of eight. Infant/toddler education, a subcategory of early childhood education, refers to the education of children aged birth to two.
Electronic Devices: This refers to tiny and portable electronic devices, such as a laptop computer or a mobile phone.
A storage device is a piece of computer equipment that can store information.
A classroom is a room where a group of learners or students are taught.
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