Use of Information and Communication Technology-Free-Samples

Question: Analyse beliefs regarding the use of ICT (Information and Communication Technology) in early childhood education and propose FOUR (4) strategies for direct interaction with technology. Answer: Viewpoint The main viewpoint in this context is the debate for and against the introduction of the ICT in early childhood. The different viewpoint came from the Enthusiasts and Sceptics. The main argument, which can be stated in this context, is that meaningful task can be scaffolding towards the tools of the technology. The main assumption came from the Enthusiasts is based on child-centered practices of constructivist and the nature of the childhood. The children learn more things directly for the future of the computer games that they learn in school. The debate against the practice of the ICT would be beneficial for the schooling since it would directly incorporate a sense of responsibility for the students which would be helping them to frame a better future (Lecluijze et al., 2015) On the other hand, it can be stated that the view of the Sceptics was that the ICT learning would be physically hazardous for the students, which can cause different type of problem for example Myopia, it can be emotional and hazardous taking into consideration social activity such as social isolation and detachment, which would be emotional. Intellectual hazards are also a point of emphasis in this aspect, which can be related to the devoid of the creativity (Samuelsson, 2014). Moral hazards can be also considered a weak aspect of the technological advancement as this could lead to exposure to undesirable websites, which could create harm to the mentality of the students. In this context it can be stated that creation of technology has disappeared the concept of the childhood and it directly impacts the eating and the natural habits of the children. Use of ICT The term ICT stands for information and communication technology. The schools use the concept of the ICT tools for the concept of communicate, store and management different information. The concept of the ICT can be considered integral part of the teaching- learning interaction. The concept had replaced the traditional aspect of chalkboard with the concept of digital white board, which are interactive. In the classroom, the students use their own smartphone and other devices to create a sense of learning in the classroom. When the teachers are literate in accordance to the usage of the ICT technique the students can also benefit from the concept. The main advantage, which can be achieved from the concept, is that it would create a higher order of thinking for the student in order to express their own understanding and leave the student well prepared in order to deal with the technologies, which are ongoing. The concept can directly change the workplace and the society. Strategies Strategies 1: Implementation of integrated learning modules The implementation of open source software can be implemented which would be enabling the concept of development of learning management system (LMS) and management content system. The main advantage, which can be achieved from the concept, is that it would incorporate messaging which would be instant and the capacity to create a forum. Strategies 2: Creation of Wiki Most of the student and the teachers can implement the concept of wiki, which can be used for the concept of creating a means of interaction. The concept of Wiki can be beneficial in a way that a group of students can add different sort of information into it which can be accessed by the students and the teacher at any point of time. Strategies 3: Podcasting The use of audio files can be used for the concept of development of digital recording. The concept of podcasting can be used for broadcasting audio files using softwares which are supported by RSS feeds. Strategies 4: Browsers Enhancement The concept of web browsers are adding more functionality relating to the user. The main advantage, which can be, achieved form the concept is that it would be adding value directly to the student by means of accessing the bookmarks and their favorite topic over the concept of the internet (Chua Chua, 2016) References Cheng, M., Yuen, A. H. (2017). ICT Use at Home of Hong Kong Students: Understanding New Arrival Children from Mainland China. In New Ecology for EducationCommunication X Learning (pp. 173-183). Springer, Singapore. Chua, M., Chua, C. (2016, November). App characteristics guide for ICT integration in early childhood education: an experience analysis. In Proceedings of the 28th Australian Conference on Computer-Human Interaction (pp. 628-630). ACM. Diogo, A. M., Silva, P., Viana, J. (2018). Children's use of ICT, family mediation, and social inequalities. Issues in Educational Research, 28(1), 61-76. Lecluijze, I., Penders, B., Feron, F. J., Horstman, K. (2015). Co-production of ICT and children at risk: The introduction of the Child Index in Dutch child welfare. Children and Youth Services Review, 56, 161-168. Nikolopoulou, K., Gialamas, V. (2015). ICT and play in preschool: early childhood teachers beliefs and confidence. International Journal of Early Years Education, 23(4), 409-425. Samuelsson, U. (2014). Digital (o) jmlikhet? IKT-anvndning i skolan och elevers tekniska kapital (Doctoral dissertation, School of Education and Communication).