Planning on using ICT in Early Childhood settings
16 Feb, 2016
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When planning on using ICT in the early childhood setting the Queensland Curriculum and Assessment Authority (QCAA, 2006, p. 2) recommend the following:
- Identify technology as products or ways of doing things (artefacts, systems, services, processes and environments);
- Investigate products of technology and make connections with ways products are used in everyday life (e.g. candles, electric lights, emails and computers);
- Investigate ways technology is used in their local areas (systems such as garbage collection, factories that manufacture goods, designed environments e.g. parks; mobile phone network.)
- Reflect on and discuss how technologies affect people’s lives • use a range of technologies, including computers, to support their interactions with others and;
- Investigate ways that information and communication technologies can be used to communicate (email, telephone, television, internet, and radio).
From the planning point of view it is best to be clear about how each of the defined areas can be enriched and enhanced. In other words, it means thinking about the use of ICT in each of the five learning context.
- Real-life situations
- Routines and transitions
- Focused learning
(QCAA, 2006, pp. 4-7)
Learn More Early Childhood Information Here: Why ICT matters in ECE, Key ICT skills in the Primary Classroom, Planning on using ICT in ECE, How to help children develop ICT capability in ECE
More Planning Information here: Planning for Motivation and Progress, Planning on Progression in Student ICT capability.