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Caritas Institute of Community Education
Higher Diploma in Early Childhood Education
Technology and Early Childhood Education
Name: Lai Mengting, Angela
Student Number: 10125322
Date: 29th November, 2016.
Individual assignment (20% of total marks of the course):
With reference to the benefits and potential risks of using ICT in Early Childhood Education, discuss what and how to teach children technology with the use of ICT. Justify the rationale of using ICT for young children’s learning experience. Reflect on the role and potential of using ICT in Early children’s learning experience.
Information and Communication Technology (ICT) is commonly used in early childhood education. It is believed that ICT can promote a more advanced development of children before they go to primary school. As teachers, we need to select some appropriate ICT tools for supporting children’s advance learning. I am going to suggest a software to support literacy development.
The software is named “Clicker” which created in the United Kingdom. This software gives children many different kinds of learning opportunities. Children can input any words on “Clicker” and listen the pronunciation of the word (Fig. 4).Also, children can link a picture with a written word which shows children’s understanding of the word (Fig. 3). Besides, children can listen to a sentence read aloud by computer and then ‘write’ it. It means that children need to reconstruct the placing words in the proper order (Fig. 5). The record function can record the child’s own oral word or text and to hear the recording.
I will show how does “Clicker” is used to support learning and teaching process in teaching children technology. The activity I planned is called ‘Let’s read the story book together’. This activity is suggested for K3 children. Their age is between five to six years old. The venue is in computer room. Around ten children is in a class. The theme of the activity is ‘Animals’. It is about thirty minutes. The prior knowledge of K3 children is that they are able to use mouse. They recognize that what does icon represents. They have read a story book related to animals with teachers. Three learning objectives are preferred in this activity. First, children can match the vocabulary with pictures. Second, children can classify the living habits of animals. Third, children can rearrange words in proper order.
At the beginning of the activity, all children will listen to the story (Fig. 1) once again. They look at illustrations and text on computer screen. The big screen is showing ‘Clicker’. This time children can see and hear any marked word. After the software finished reading. Teachers invite children to play with words and phrases from the story on the screen and on the table. For example, place words ‘rabbits’, ‘fishes’ and ‘lions’ near corresponding picture. Teachers provide scaffolding and guidance when children use computer. If children are able to finish all of matching. Teachers may ask them to assort the living habits of animals. Children use mouse to move the word in corresponding living place. The final part of the activity, teachers ask children to rearrange the words and complete the sentences. After finished the sentence, children are read together. The recording function allow them to listen their own reading.
There are three benefits of using “Clicker” in early childhood education. Firstly, “Clicker” support child development and early learning. “Clicker” serve as a tool. Vygotsky distinguished psychological tools from technical tools and provided examples of psychological tools and their complex systems: language, algebraic symbolism, writing, schemes (Vygotsky, 1930). “Clicker” is a ‘technical’ tool in the Vygotsky sense as tools to change external objects, at the same time a ‘technical’ tool can be integrated with psychological tools. “Clicker” is the one of ICT tools also support the key areas of learning in ECE. These are communication and collaboration and learning to learn.
Secondly, “Clicker” support literacy development. It dissolves and eliminates boards between oral and written. “Clicker” gives a child an opportunity to listen to any written word or story, to link a picture with a written word, to record the child’s own oral word or text and to hear the recording and type or assemble from letters on the screen new words.
Thirdly, “Clicker” support the development of controlling and planning skills (Fig, 2). It can extend the scope of the games, symbolically represent reality and imitate real events and choices and some include important elements of professional activity of algorithm design and programming. Algorithmic literacy is remarkable that the ability to play a game against another person or nature is connected directly to the ability to understand logical.
There are two potential risk of using “Clicker” in early childhood education. Firstly, there are harmful physical effects of prolonged computer use by children if without adults’ supervision. These concerns mostly relate to the hazards of postural effects, repetitive strain injury, carpal tunnel damage, effects on sight, and possible risks of radiation exposure from monitors (Siraj-Blatchford and Whitebread, 2003). To avoid some of these dangers, teachers and parents can limite the time children spend at computer.
Secondly, children may exposure to unsuitable contents. Children may contact material of sexual or violent nature, or containing inappropriate gender, cultural or social stereotypes. For solving this potential risk, teachers and parents should help children develop self-regulation and impulse control. Children may access the computer under the monitored and supervised most of time.
ICT plays important roles in ECE. It is believed that ICT can help children develop their competencies already in their early years. It is noticed that preschoolers have more exposure to both positive and negative impacts of digital technologies before entering the school. It is inevitable to engage ICT in classrooms. Procedures and strategies are developed for achieving our learning objectives in a more effective, authentic and actual way. ICT also has potential to support children in all developmental domains while they play and learn. The importance of ICT for education is not based on the modern chips used in them, but on the rich context they provide for activity of children and resulting cognitive development.
In conclusion, the example used in the essay shows how does ICT supports teaching in ECE. By balance the pros and cons of using ICT in ECE setting, we can find that advantages are greater than that of disadvantages. Teachers and parents play important roles for providing scaffolding to children when they use ICT. So as to prevent harmful effect raise by inappropriate using ICT.
Crick Software UK (2016, January 19). Clicker 7 introduction Retrieved from
Kalas, I. (2010). Recognizing the Potential of ICT in Early Childhood Education. The UNESCO Institute for Information Technologies in Education.
No name. Clicker 7. Retrieved November 23, 2016, from Clicker 7,
Fig.1 story-telling Fig. 2 For developing planning skills
Fig.3 Matching games Fig. 4 Oral practice
Fig. 5 Rearrange sentence by typing skillsker” support child development and early learning. “Clicker” serve as a tool. Vygotsky distinguished psychological tools from technical tools and provided examples of psychological tools and their complex systems: language, algebraic symbolism, writing, schemes (Vygotsky, 1930). “Clicker” is a ‘technical’ tool in the Vygotsky sense as tools to change external objects, at the same time a ‘technical’ tool can be integrated with psychological tools. “Clicker” is the one of ICT tools also support the key areas of learning in ECE. These are communication and collaboration and learning to learn.
Secondly, “Clicker” support literacy development. It dis