By Michael Hilkemeijer

As you look around you today, you will see what we are all witnessing – a technologically-dominated society…world….workforce. No matter how you might phrase it this much is very clear, and it has led you to search for more information as an educator about ICT in early childhood education.

 

Your belief in this is certainly validated by growing support and interest across the whole education sector for the development and integration of what know is understood as being digital technology in early childhood education as the focus has shifted now towards digital technologies of which ICT is still very much a part of.

 

Digital technologies affect the people and environments that surround young children as it is a ubiquitous component of their physical and social worlds. This is why it is so important that we help early childhood educators because they already have an effect on them.

 

There is now a strong focus on the development of ICT policy, and integration of ICT in curriculum and practice across the whole education sector.

 

Throughout this article, you will read and learn more about the impact of technology in early childhood education as it highlights key content in our online ece workshops for kindergarten teachers and will discuss preschool workshop ideas that our membership program – ICT in Education Teacher Academy – addresses.

 

It will important for you to understand the technology trends in early childhood education that presented such as digital pedagogies for creative, experimental and purposeful uses of technology.

 

Furthermore, you will discover examples of technology in early childhood education which we focus on in our membership program so that you can effectively integrate technology in early childhood classrooms today.

 

 

What is Tech Integration in EC Education?

The goal of all educators should be to equip the children with sufficient experience to enable them to  use ICT without having to stop and think. What is technology integration in education? It is about ensuring that the technology becomes sufficiently ‘transparent’ that they are almost unaware of its existence.

 

Successful technology integration in education is accessible and readily available for the task at hand. It also supports the curricular goals.

 

There are many examples of technology integration in the classroom to show you but the way for you to understand is through another perspective.

 

Technology integration equals ICT capability development and this is because they are both developed through meaningful, subject-related contexts. In other words, provide them with meaningful activities, embedded in purposeful subject-related contexts. Like for example, instead of teaching them how to use a database, a knowledge of database principles and processes and the skills required can be taught using a database to help the children learn something about a subject..

 

The level of demand of most preschool technology ICT activities, for example, can be adjusted to meet the needs of the children.

 

It is because of this that our online ece workshops focus on giving insights into the development of theory behind the core areas of ICT teaching that you will need to inform your practice as you plan to promote the ICT capability of the children you work with and to ensure that they develop effective skills of using and applying ICT.

 

 

Pre K Tech Integration

What is Pre K Technology?

In previous articles, I discussed the different types of preschool technology in early childhood education. You will learn about a few in the section about assistive technology. What is technology in preschool?

 

You may also refer to this as ICT in preschool consists of the following examples:

• Computers.
• Software programs such as word processors, spreadsheets, graphics programs.
• Talking books.
• Multimedia programs.
• Word banks.
• Digital cameras.
• Video cameras.
• Web cams
• Programmable toys.
• Smartboards
• IWB.

 

These are just some examples of preschool technology in early childhood education that we you will find what we focus on in our preschool technology activities within our online ece workshops.

 

We recommend that you check out our preschool workshop ideas below.

 

 

How to introduce Pre K Technology?

As an early childhood educator, you have the task to balance the use of technology through its effective integration into meaningful play-based activities.

 

And in the technology-driven world that we live in, it is essential that we introduce technology to young children in the early stages of their education. This section will discuss introducing technology to preschoolers.

 

Introducing technology to preschoolers the correct way is especially significant if you are teaching in a low socio-economic area where most children may not have access to digital technologies.

 

Learning and applying these steps will ensure that all children in your care will develop the ability to advance their digital literacy capabilities and benefit from its successful integration into your early years curriculum.

 

Here is an approach to apply today.

Apply a structured approach

Children benefit from structured teaching at appropriate points in their development of ICT capability. So any important learning tasks that involve the use of technology need to be introduced by the explanation and questioning of the children first. This then needs to be concluded by further questioning and a clear summary of what has been learned.

 

Embed technology integration in meaningful activities

Another important thing to remember is that any there is a close relationship between ICT capability and knowledge, skills, and understanding in other subject areas. Activities should be creative, purposeful, or experimental. For example, it is a good idea to introduce something like a spreadsheet in a number activity.

 

Become familiar with the technology first

The third point to remember is that being familiar with the software program is also key to introducing them at the appropriate time of a child’s development. As you become familiar with them it would make it easier for you to determine when a child is ready to move on to learn about a new ICT technique or software program.

 

Discuss rather than demonstrate

Another point to remember is that many children who enter your learning environment are quite confident in their use of ICT in varying degrees. These children expect to be able to explore new hardware and software with as little assistance from teachers and manuals. It is, therefore, important that when you are introducing new software or hardware to these children you start by discussing what it can do and how it can be achieved, rather than merely demonstrating a fixed sequence of ICT techniques to achieve a single outcome.

 

Model the appropriate use

It is always better to set a good example yourself when using technology in your early learning environment. Show them how to use it meaningfully and purposefully so that they will learn these traits from you. Ensure that you are respectful when using technology and set rules for technology use.

 

Start with the basics

At an early age, you can start with the basics of technology. For example, explain what a computer is and how to use it. You may want to show them how to search for information on the Internet in a safe way. Don’t try to teach them too much.

 

Integrate DAP technology

Understand what is developmentally appropriate technology by reading the Developmentally Appropriate Technology in Early Childhood guidelines and don’t expose them to technology if they are under 2 years of age.

 

Choose the right ICT tools

Throughout my online PD for early childhood teachers, I discuss educational materials that are age-appropriate. These include the ones that give young children full control and involve a high degree of decision-making on their behalf. 

 

Attach value to screen time

By introducing technology only for specific and controlled activities you can help young children to be discerning users of technology. This is strongly linked to my earlier point about introducing it to them during meaningful activities. 

Keep the activities to controlled periods and integrate or use technology for educational games and specific learning sessions.

 

 

 

 

 

Pre K Assistive Technology in ECE

Unlocking the curriculum for those young children who need assistive technology is essential if you are to ensure that everyone is to benefit from it. Assistive technology for preschoolers makes the curriculum more accessible and can help young children with common skills.

 

For example, research indicates that assistive technology such as computers and special software may help young children improve in the following ways:

• Social skills including sharing and taking turns.
• Communication skills.
• Attention span.
• Fine and gross motor skills.
• Self-confidence and independence.

 

You may also find that some negative behaviours may decrease as a child’s ability to communicate increases.

 

Other benefits of assistive technology in ECE includes the following:

• Makes the curriculum more accessible.
• Acts as a motivator to many children.
• Links real-life situations to learning.
• Makes learning meaningful and relevant.
• Can encourage interaction.
• Allows children to succeed.
• Allows children to transfer skills.
• Is a means of managing children’s learning.
• Has the possibility of parental involvement.

Source: Price, 2009, p.109

 

Assistive technology in early childhood education may consist of the following tools:

• Mobility aids such as wheelchairs, walkers and scooters.
• Educational aids such as book holders, page-turners and pencil grips.
• Hearing aids.
• Computer technology and assistance such as voice recognition software, screen enlargement and screen readers
• Cognitive aids.
• Closed captioning.
• Sports mobility devices.
• Visual impairment tools such as braille keyboards.

 

Interactive whiteboards also makes learning accessible for young children in early childhood education. In an example provided by Price (2009) the problem arose that there were children that relied on a standing frame or wheelchair. The solution was that they used a drumstick with a piece of felt tightly bound around one end or a soft paintbrush so that it could be used as a pointer.

 

In another example by Price (2009) walkie-talkies were used with a group of young children with autism who were already familiar with using Big Macks and Talking Photo Albums – low-tech assistive technology in early childhood education.

 

These examples of assistive technology in the classroom will make it possible for young children with special needs to access the curriculum and learn with others on a more level playing field.

 

 

Pre K Technology Activities

Are you looking for easy technology activities for preschoolers? Access our growing and diverse range of done-for-you preschool technology activities and make learning fun with technology in early childhood education.

 

Download preschool technology lesson plans for just $10 per month or get access to all our technology integrated teaching resources for just $20 per month.

 

Key sections of lesson plans include:

• Early learning goals
• Description of the activity
• ICT level of differentiation
• ICT resources
• Critical reflection
• Observation and assessment
• Table containing KLA, higher order skills and ICT skills
• Instructions
• And space so that you can adapt to your own circumstances.

 

 

 

 

Maximising Tech in Kindy

 

What is Technology for Kindergarten?

While there are many sources of information these days that offer details in relation to technology in kindergarten classrooms, one of the benefits that you will find in this article is that you will be able to get the answer that you need from your key question - ‘what is technology for kindergarten’.

The reason that you will come to this conclusion is that as with my online ece workshops for kindergarten teachers that make up my technology integration strategies in the classroom membership, I compile them all for you in an accessible way for you to understand.

In the next section, I will show you how to use technology in the kindergarten classroom but first let’s dive into kindergarten technology.

 

In my opinion, the best types of technology used in the kindergarten classroom are the ones that develop and support ICT capabilities. This type of technology conforms to the developmentally appropriate guidelines for technology in early childhood education.

They are best recognised and understood as a  tool technology and it can be used in many different ways. The demands and possibilities will depend on whether your main objectives is to learn ICT techniques in the development of ICT capabilities, to develop an understanding of processes, or to apply familiar techniques/processes in learning other matters.

Additionally, will this type of technology in kindergarten children can be challenged intellectually with content-free software and their levels of control and decision-making is quite high.

 

Examples of technology in the kindergarten classroom include:

Computers

Through the use of computers, children not only develop important routines and ICT techniques in ICT capability such as keyboarding skills and functions, but also have access to generic applications that further promote the development of ICT capabilities such as Word Processors, databases, spreadsheets and drawing and painting programs. They also have to access to the Internet and the WWW at their fingertips where they can look for things of interest to them such as pictures of animals or people to learn and discover.

Examples include of course the following well-known kindergarten technologies:

• Desktop computers;
• Laptop computers;
• Tablet computers ie.iPads

Interactive Whiteboards

While this is a form of kindergarten technology, IWB does not actually aid in the benefit in the development of ICT capability. They can be used in conjunction with applications that can, however, such as MS Word and drawing and painting programs. There are many different types out there that can transform your kindergarten technology lessons.

 

Programmable toys

Bee bots is just one example of technology in kindergarten that allows children to learn how to code or program. If you take them outside it would be good to take the mat with you as they don’t go too well on rough surfaces. Children can learn how to direct them where to go and they can create stories and other creations to go with the bee bot.

 

Other examples of programmable toys used in kindergarten classrooms include:

• Root Robot – great for introducing coding in early childhood education. It is compatible with iPads and Android devices. It also uses touch interaction to help young children.
• Cubetto robot – is also good in STEM in early childhood education and is ideal for Pre-K to kindergarten.
• Bluebots – similar to bee bots.

 

Defunct technology

Having non-working technology in kindergarten classrooms can bring many benefits to your kindergarten technology lessons. They can be taken outdoors without fears of them breaking and when they are incorporated into role play it can serve to promote the learning of ICT in their lives.

 

Child-crafted technology

If you want them to be really motivated than drop the hand-made technologies that they crafted earlier into the role-play boxes. Observe what happens as it offers them additional motivation as they play with things that they made themselves.

 

These types of technology used in kindergarten are what we focus on in the many online ece workshops for kindergarten teachers that are available right now in Academy membership.

 

 

 

 

Benefits of Integrating Technology in Kindergarten

What are the key benefits of using technology in the kindergarten classroom? The successful integration of digital technology in kindergarten classrooms can result in the understanding of the children about the use of digital technology as a tool to support teaching and learning and not simply as an ‘add-on’ to the curriculum.

 

When technology in kindergarten is threaded in an imaginative way to deliver the curriculum then the quality of what taught and learned is further developed and the effectiveness of the learning process is increased. In an earlier blog, I discussed other benefits of using technology in the kindergarten classroom such as motivation and engagement. You can read more about them here.

 

A good example of the types of technology used in kindergarten that has observable benefits is that of the iPad or other types of tablet computers. They are ideal for young children aged between four and six years of age as they love being able to use the touch screen.

 

 

How to use technology in kindergarten classrooms?

Throughout my studies into integrating technology in early childhood education there is one key point that is important to remember. That is, it is not about the amount of technology in kindergarten that you have but about learning how to use technology in kindergarten classroom effectively.

 

The above list that was recently highlighted is firstly not conclusive as technology development continues in our lives. 

 

You might have an itinerary of technology like this available in your kindergarten learning environment.

 

 

My point is that many websites these days claim to provide information about teaching strategies for kindergarten in relation to technology, but there is a clear distinction between both of these.

 

As you will find in my online ece workshops for kindergarten teachers, I provide innovative teaching methods for kindergarten that will help you to maximise your technology.

 

And have a positive impact on learning and development in early childhood education.

 

 

What are the teaching strategies for kindergarten that you will learn?

You will learn effective teaching strategies for kindergarten such as these listed here:

• How to introduce computer to kindergarten children?
• How to set up a kindergarten classroom for effective technology use?
• How to teach a kindergarten class with technology?
• Kindergarten observation examples
• Incorporating play-based learning activities for kindergarten.
• Developing fine and gross motor skills with technology in kindergarten
• Promoting creativity in early childhood education
• Fostering social and emotional development with technology in the kindergarten classroom
• Supporting literacy, language and communication development with technology in kindergarten.

And other high impact teaching strategies.

 

Technology integration in the kindergarten classroom is an instructional choice that generally includes collaboration and deliberate planning – both of which I emphasize upon in our online ece workshops for kindergarten teachers.

 

How to Teach Technology in Kindy?

The next step in your learning journey with me that you will embark upon in my online workshops for kindergarten teachers is about teaching technology to kindergarten children.

To be able to understand and teach computer skills effectively you first need to understand what ICT capability is. The above ICT skills or techniques do represent a small part of what ICT capability is but it is in the effective teaching of them where it will be developed.

Here is a small breakdown of where ICT techniques and computer skills fit in. ICT capability is constituted of five components and it is when a child can carry out this process that makes them ICT capable.

 

• Routines – ICT techniques that require no conscious thought to apply;
• ICT techniques – in this case, also known as computer ICT skills, are the explicit, deliberate manifestations of ICT capability. Examples include the above-mentioned.
• Processes – a series of ICT techniques;
• Higher order skills – demonstrated when young children 1) decide when it is appropriate to use a particular computer skill for a specific purpose 2) plan what routines, techniques and processes are to be used.
• Conceptual understanding – focus on the concepts behind computer skills. Whole class teaching can be used to discuss examples and non-examples, both with and without ICT, in order to highlight the important features of the concept. Challenge naïve ideas about handling ICT tools and techniques, both in whole class teaching where appropriate, and when monitoring the individual.

 

Here is how you can teach basic computer skills for kindergarten.

ICT Techniques (computer ICT skills):

When introducing new software tools to children, start by discussing what it can do and how it can be achieved, rather than merely demonstrating a fixed sequence of techniques to achieve a single outcome.

Students need to associate the actions involved in a technique with the effect it achieves. Having a name for the technique and/or effect is helpful.

The name should be seen not as something extra to learn but as a means of communicating and thinking about the action and its effect.

This is especially so if the name is used in menu options, but is also helpful where the movements, buttons or shortcuts are used.

 

Processes – more general and are made up of several techniques. An understanding of relevant concepts is needed in order to analyse a situation and identify the particular techniques required to reach the desired goal. Students need to work on a task which is NOT set out step-by-step. This allows them to try out new ideas and you can observe their approach and intervene when they fail to make the expected progress.

The minimum level of support should be given. Structure the activity by questioning, prompting and showing if necessary.

Withdraw as much support as possible to see what the learners can achieve unaided. à a student’s understanding of a process such as developing a poster using a desktop publishing program, or modeling with a spreadsheet, cannot be represented by a checklist. It requires a description of the way in which they approach a task and the support that they need.

 

Conceptual understanding – focus on the concepts behind the basic computer skills for kindergarten children. Whole class teaching can be used to discuss examples and non-examples, both with and without ICT, in order to highlight the important features of the concept. Challenge naïve ideas about handling ICT tools and techniques, both in whole class teaching where appropriate, and when monitoring the individual.

 

Other teaching strategies for kindergarten include:

Use a range of ways of supporting children.

You can choose methods carefully for supporting children’s learning in order to meet their needs. Children should be expected to think about their actions, to talk about their work and to write plans. Whole class or group work is ideal as this helps to develop metacognitive knowledge and skills.

 

Observe, assess and document

You need to use a careful range of criteria in making an assessment of attainment. A judgement of ICT capability will depend on the appropriateness of task outcome, the ICT techniques/processes, the strategies that you observed, and the time taken to complete the outcome along with the support provided.

 

Stimulate and structure learning

Having clear objectives is important but in my intentional teaching online workshop for kindergarten, I explain the strategies that can apply when teaching technology in early childhood education. For example, research has indicated that successful teachers worked with the whole class or group beforehand to clarify their expectations.

 

Consider ICT capability levels in your planning

It is important that before you begin teaching technology you consider in your planning the current level of ICT capability of the children in your care. You can plan a pre-lesson to determine what they are and then use the information that you recorded to plan the progression of these capabilities.

This will be part of a set of factors that will enable you to develop a good lesson plan and is the same way that you would plan a useful maths lesson in shape and space after taking into account their wider experiences. Otherwise, your planning would be at best, ineffective, and at worst, potentially counterproductive.

 

 

 

 

Moving Forward to Primary

 

At the beginning of this article, I briefly discussed what successful technology integration in the classroom is. So far we have looked at what you can do for Pre K (preschool technology in early childhood education), and Kindergarten learning environments.

 

In this section, I will highlight how to integrate technology in the elementary classroom. To learn more, visit the ICT in Education Teacher Academy to gain access to technology lesson plans for elementary school today.

 

ICT tools for Primary Education

A simple Google search today to learn how to integrate technology in the elementary classroom will bring up a list of many ICT tools. However, this is what they are and will not show you the best strategies. The types of technology tools in the classroom will include:

• Word processors
• Desktop publishers
• Spreadsheets
• Advanced web-searching software
• WebQuests
• Animation.
• Presentation software
• Podcasting.
• Blogging
• Web 2.0
• Making video or movie
• Web design software.

 

You will find online workshops for teachers that focus on technology in the elementary classroom using evidence-based strategies. The ICT in Education Teacher Academy is a membership about how to integrate technology in the classroom and there are many elementary resources to help you with this.

 

 

The workshops for teachers as well as the resources will enable you to embed ICT skills for primary students and help you to achieve your ultimate aim as a primary school teacher that is to enable the children to reach the stage where the technology they are using are becomes sufficiently ‘transparent’ and routine that they are almost unaware of its existence.

 

Technology Integrated Lesson Plans

In addition to the workshops you will have access to our library of technology lesson plans for elementary students. These include integrating technology into key learning areas such as literacy development, science and maths, and other non-core subjects.

 

They all come with free technology activities for elementary students.

How would you integrate technology in the classroom with access to over 70 + technology integration strategies in the classroom resources such online PD workshops, lesson plans, books, and lots more.

Using technology in the elementary classroom is made easy when you become familiar with our technology integration strategies PD, workshops and teaching resources.

ALL FOR FREE WHEN YOU BECOME A MEMBER FOR JUST $20 PER MONTH!

 

What are the ICT capabilities first-year Primary students will bring?

The first four years of a child's education are recognised as early childhood education and digital fluency in this phase of learning is comprised of two specific characteristics - skills and experiences. 

Experiences are more complex than skills are but the skills are actually the concrete learnings of abilities. The experiences on the other hand, are the actual uses of different technologies. In this table by Howell (2012, p.115), a list of the skills and experiences that you would expect a child to have by the end of this phase of education is identified.

Though this list does cover a lot it is only a basic list of skills it should be expected that it would vary dramatically based on your own skills and aptitudes and enthusiasm as a primary teacher and that of the student's too.

 

Skills

Experiences

Basic operations associated with PC, laptop computers. Basic web-searching (understanding what a search engine is, keywords for searching) Use of commonly used programs (MS Word and PowerPoint) How to use a digital camera and associated skills (use of buttons, framing pictures, zoom, how to transfer pictures to a computer) How digital movies are made. How to record your voice. How to save something on the computer. How to use more complex technologies such as LEGO Robotics or Bee Bots. How to use a touch pad. How to use an interactive whiteboard.

Familiarity with terms associated with computers. For example, names of programs. Understanding how to use key words to find information. Knowing some terms associated with the Internet. How to frame images - considering how to set up a shot, visual literacy. Social experiences - working in pairs or groups. Literacy experiences - language associated with technologies. Fine motor skill development when manipulating devices like a mouse or using a touch pad. Complex problem-solving Learning via modelling - watching, practicing and then using skills and techniques. Conversations with peers about technology - what they do, what they have seen.

 

These are the skills and experiences that you would expect when a child enters the primary classroom. Overall, a child should have an enthusiastic attitude towards technology.

It should be understood that these skills and fluency in technology listed above are all "pertaining to those encountered and situated within a formal learning context" (Howell, 2012, p. 133). 

The ultimate aim of the primary teacher is to enable the students to reach the stage where the technology that they are using becomes sufficiently transparent that they are almost unaware of its existence. 

 

 

 

Technology in Early Childhood Education Australia