Use of ICT in Preschool Classrooms-Free-Samples-Myassignmenthelp

Question: Show how two main differing viewpoints held by early childhood educators about the use of ICT in preschool classrooms affect their practice. Answer: Viewpoint on ICT in Pre-School The main objective of education is to improve the mentality, prosperity, wellbeing and happiness of the children. The debate on whether ICT is useful in pre-school study can be confusing, however information and communication has always been held important in the early development of children. It helps them to learn on wide scale products which are used in order to influence, stock up, recover and accept information. This part will argue that whether or not ICT is useful in preschool classroom. There are few educators who believe in the introduction of ICT in re school as they believe that it will help in the students communication skills will develop their technological knowledge. Education industry is also known as a service industry and there are few educators who believe that the only way to take this industry on another level is by introducing ICT. It will make the task of the teachers easier, and introducing it in the pre-school will build the students knowledge through this te chnology. A lot of educators believe that every child is different from others and their ability to adapt things is also different. The demand of education is growing higher and higher everyday and therefore ICT makes it easier for them. However there is some other point of view who thinks otherwise. The question lies on if the implementing of ICT will help the teachers or will it make them more dependent on the internet. ICT gives a medium for both the teachers and the students to get knowledge from computer but it make them completely dependent on the internet. This however decreases the knowledge of the teacher and research says that the teachers who use this might not perform well without computer. Internet or web media can be wrong. If they become too dependent of on the internet content then the teacher also might not check the students work properly and this will lead to further degradation of knowledge. Researchers considers in the concept that men created computers and inte rnet, therefore they can never surpass the intelligence of a man, (Mendona, Crespo Simes, 2015) but if from a very small age a child is introduced to this technical world then he or she might stop using their own brain. Four Assumptions on ICT As a developing country Singapore is growing rapidly with the help of ICT in all crowds. It is not restricted to adults and workers but it has included children in the program as well. Globalization did not leave anybody and is moving in high speed, all the children of this generation is well aware of computers and in fact they can use it better than the adults. Computers are just another play for them. Even Pre-school has introduced ICT as their main subject. Everything has its negative and positive side; just as ICT can give a lot of benefits to the children it can also have a bad effect on them (Cheng, 2016). Children love colorful things and they learn better when the teachings are visually shown it attracts them (Stromquist, Monkman, 2014). They are interested and thrilled when they watch a moving image or sound, visual Education based on ICT learning is attractive for children, it is something different for them and they love to explore in this, it lessens the time of the teacher as they do not have to give time to individual student to make them understand and make their work easier, however it is also to be considered that the use of ICT can be the reason of too much exposure for the childs brain and can turn in a cognitive deficiency. This process can also effect theory imagination as they will not use their brain and will be entirely dependent on the computer. Therefore it will make their brain lazy. ICT can bring excellence in the childs education; through ICT they will be able to find anything that they are interested in. Each student learns from their own inquisitiveness, every child has different intelligence therefore this will help them go according to their own level and they do not have to be dependent on the exact syllabus and the answers of the teacher. This will give them a wider knowledge as in they can not only see the animals in picture, but they can see their movement, sound and will know about their diet as well. However too much knowledge from the computers might make them feel less interested in the theoretical learning, and it might bore them easily (Masoumi, 2015). The knowledge of patience is another thing which no computer or no amount of technology can teach us, but as the student will be used to getting the result right away, they will be bored in classroom teaching. Another assumption can be ICT can be useful in order to make the student excited about their learnings but it will make them irresponsible, as in they might think they know everything as they have search in Google but in practicality they might not understand what it actually means. Especially the age between 0-8 is a crucial age (Kerckaert, Vanderlind Braak, 2015). School and specially preschool was never for only academic education, it is suppose to teach behavioral traits of a child and discipline them, but it is often seen in research that with the introduction of ICT and with their more dependency and involvement with computer, it has started making them ignorant and arrogant. They think that they know it all and they are not ready to listen to their teachers and even parents. Educators introduce ICT according to their convenience and they should be confident enough to know till what level they will expose the student to technology (Kalas, 2013). ICT in a way help the student in their social world, there is an assumption that the early education of a child should help him for his further education. It is often seen that todays children knows more of his or her age than their parents knew when they were of their age, however it is taken in a positive way (Thorpe et al., 2015). As research goes it only starts to occur to the parents and even the teacher later that besides making them smart it also pushes them towards way more exposure or knowledge that they should not know at that early age. Theorist believes that believe that each age has its own capacity but if in that particular age they tend to know more it affects their brain in a more harmful way (Ict 2017). ICT can be Useful ICT can be used in early childhood development in diverse ways among which, the development of language can be considered as the prime interest. It can develop four interrelated areas of languages which are reading, writing and listening. This will cumulatively contribute in the development of young childrens communication skills. There various ways it can be implemented and enrolled in the course curriculum. It is best to opt for the best for the young minds of the country. Use of computer and printers in classroom can help children the children developing their grip over language. This is also referred as print rich environment (Fu, 2013). They can develop it by making signs, banners and other props for pretend play. These can add interest and basic literacy skills to childrens play and also improve their decision making skills through choosing word size, color and style. This makes education more fun for the children as they can make and display signs which help create an atmosphere that surrounds children with prints meaningful to them. Information and Communication Technology can also be used to produce multimedia learning. In this curriculum, children are encouraged to put captions on the photos taken in class or field trip with the help of their teacher (Preradovi? et al., 2016). This will eventually improve the written skills of the children, while this can also improve the oral skills as the children use their own words to describe what the photos show. This course also includes the story telling where they can record a videotape as they tell the story and show the pictures to others. References Fu, J. S. (2013). ICT in education: A critical literature review and its implications.International Journal of Education and Development using Information and Communication Technology,9(1), 112. Preradovi?, N. M., agud, M., Lein, G., Sachs, K. M. (2015). The Role of Kindergarten Educators in ICT-Supported Education of Lifelong Learners. InThe Third European Conference on Information Literacy (ECIL) October 19-22, 2015, Tallinn, Estonia(p. 57). Ict Masterplan. (2017).unesco.org. Retrieved 6 August 2017, from https://www.unesco.org/fileadmin/MULTIMEDIA/HQ/ED/images/singapore.pdf Stromquist, N. P., Monkman, K. (Eds.). (2014).Globalization and education: Integration and contestation across cultures. RL Education. Mendona, S., Crespo, N., Simes, N. (2015). Inequality in the network society: An integrated approach to ICT access, basic skills, and complex capabilities.Telecommunications Policy,39(3), 192-207. Masoumi, D. (2015). Preschool teachers use of ICTs: Towards a typology of practice.Contemporary Issues in Early Childhood,16(1), 5-17. Kerckaert, S., Vanderlinde, R., van Braak, J. (2015). The role of ICT in early childhood education: Scale development and research on ICT use and influencing factors.European Early Childhood Education Research Journal,23(2), 183-199. Kalas, I. (2013, July). Integration of ICT in early childhood education. InX World Conference On Computer Education. Torun, Poland. Thorpe, K., Hansen, J., Danby, S., Zaki, F. M., Grant, S., Houen, S., ... Given, L. M. (2015). Digital access to knowledge in the preschool classroom: Reports from Australia.Early Childhood Research Quarterly,32, 174-182. Cheng, Y. L. (2016).The integration of ICT in Hong Kong preschool settings: case studies of two Hong Kong kindergartens(Doctoral dissertation, Nottingham Trent University)