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Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University of Cambridge Iram Siraj-Blatchford Institute of Education, University of London

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Page 1: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University

Appropriate ICT in early childhoodUniversity of London Institute of Edication

14th January 2002

John Siraj-Blatchford

Faculty of Education, University of Cambridge

Iram Siraj-Blatchford

Institute of Education, University of London

Page 2: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University
Page 3: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University

For further information:

http://www.ioe.ac.uk/cdl/DATEC

John & Iram Siraj-Blatchford [email protected]

Page 4: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University
Page 5: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University

Partners:

United Kingdom

Portugal

Sweden

Aims and Objectives:

To identify the most appropriate ICT applications to support the development and learning of children under 8

to publish exemplars

to publish guidance

Page 6: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University

Emergent ICTEducation:...just as advocates of emergent literacy have encouraged ‘mark making’ as a natural prelude to writing, so we encourage children to apply ICT tools for their own purposes in their play as a natural prelude to formal Information and communications technology education in the school.

Page 7: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University

Three Strands:

‘Technological literacy’

‘Communication’

‘Control’

Information and Communications Technology (ICT)

Page 8: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University

• find out about and identify the uses of technology in their everyday lives

• use computers to support their learning

• use programmed toys to support their learning

Early Learning Goals (DfEE, 1999)

*

Page 9: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University

Guidance for Appropriate Technology Education in Early Childhood

Identifying good ICT practice:

•Applications should be educational•Encouraging collaboration•Integration and play through ICT•The child should be in control•Applications should be transparent and intuitive•Applications should not contain violence or stereotyping•Awareness of health and safety issues•Educational involvement of parents

Page 10: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University

Guidance for Appropriate Technology Education in Early Childhood

Identifying good ICT practice:

•Applications should be educational

Page 11: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University

When the desk top computer ‘disappears’ will we be concerned that children continue to learn keyboard skills?

What about Mouse Skills?

13

Page 12: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University

…it’s old technology anyway!

12

Page 13: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University
Page 14: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University

Guidance for Appropriate Technology Education in Early Childhood

Identifying good ICT practice:

•Applications should be educational•Encouraging collaboration

Page 15: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University
Page 16: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University

“Left to themselves with a computer / monitor / mouse/ keyboard set-up (and software designed for their age and stage), the group observed were not only unable to move forward in their learning. They were prevented, by their lack of social competence and technological skills, from even practising the knowledge and skills they already possessed. The adult-absent activity round the computer is not simply ‘not positive’ in cognitive or social terms, it can be seen at moments as negative and regressive…”

DATEC Field Notes

Page 17: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University
Page 18: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University
Page 19: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University

“The close interface between child and screen (A uses her whole body to interact with the program, touches the screen with the heels of her hands, as well as with finder-tips) seems to encourage confident engagement with the program rather than the hit-and-miss mouse or keyboard connection.”

DATEC Field Notes

Page 20: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University

“Because the Participant role is itself enjoyable, and invites some very physical dancing and marching, stamping and swaying alongside the computer, the waiting boys are good-natured and co-operative until Avril is ready to depart.”

DATEC Field Notes

Page 21: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University

Closed-circuit TV

Page 22: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University

Closed-circuit TV

Page 23: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University

Guidance for Appropriate Technology Education in Early Childhood

Identifying good ICT practice:

•Applications should be educational•Encouraging collaboration•Integration and play through ICT

Page 24: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University
Page 25: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University

BAECE: Exemplary Practice

24

Page 26: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University
Page 27: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University
Page 28: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University

Guidance for Appropriate Technology Education in Early Childhood

Identifying good ICT practice:

•Applications should be educational•Encouraging collaboration•Integration and play through ICT•The child should be in control

Page 29: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University
Page 30: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University

*

Page 31: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University

Guidance for Appropriate Technology Education in Early Childhood

Identifying good ICT practice:

•Applications should be educational•Encouraging collaboration•Integration and play through ICT•The child should be in control•Applications should be transparent and intuitive

Page 32: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University
Page 33: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University

Guidance for Appropriate Technology Education in Early Childhood

Identifying good ICT practice:

•Applications should be educational•Encouraging collaboration•Integration and play through ICT•The child should be in control•Applications should be transparent and intuitive•Applications should not contain violence or stereotyping

Page 34: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University

Guidance for Appropriate Technology Education in Early Childhood

Identifying good ICT practice:

•Applications should be educational•Encouraging collaboration•Integration and play through ICT•The child should be in control•Applications should be transparent and intuitive•Applications should not contain violence or stereotyping•Awareness of health and safety issues

Page 35: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University

Technological Literacy?

Collaboration?

Programmed Learning?

Repetitive Strain Injury?

Posture/skeletal damage?

Effects on sight?6

Page 36: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University
Page 37: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University
Page 38: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University

Guidance for Appropriate Technology Education in Early Childhood

Identifying good ICT practice:

•Applications should be educational•Encouraging collaboration•Integration and play through ICT•The child should be in control•Applications should be transparent and intuitive•Applications should not contain violence or stereotyping•Awareness of health and safety issues•Educational involvement of parents

Page 39: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University
Page 40: Appropriate ICT in early childhood University of London Institute of Edication 14th January 2002 John Siraj-Blatchford Faculty of Education, University

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