Written by Tara Fagan, CORE Education, June 2010
Information and Communication Technologies (ICTs) are very much a part of our world. Digital cameras, cell phones, computers and web access, for example, impact:
An example of this is how, with today’s technologies, the photo of a newborn baby can be taken and uploaded to the web within seconds of the birth, making instant connections with family and friends around the world.
Because ICT has such an influence, we must consider its use in early childhood education. Children are aware of these technologies and many have access to equipment at home. In fact, equipment is being marketed directly to children – children’s digital cameras, software, and in some countries, cell phones for under 4s.
This cultural shift necessitates a need to:
ICT can have a positive impact on children’s learning (Hatherly, 2009) but like any aspect of the curriculum, it needs to be supported by good teaching.
Read more about the pedagogical implications of teaching and learning in the 21st century here.
The degree to which ICTs-or any curriculum resources for that matter-extend the reach and depth of learners depends on the motivation and courage of the teachers to examine their own educative purpose - philosophy and practices – against the backdrop of a technology-rich world, where knowing how to access and generate knowledge is everything’.
This web-resource is designed to assist early childhood education settings to consider:
This work was developed with funding by the Ministry of Education