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ICT provides both students and teachers with more opportunities in adapting learning and teaching to individual needs, society is, forcing schools aptly respond to this technical innovation (Bolstad, 2004). As a result, I would like to design a teaching activity by using ICT. The activity I have designed is a drama activity which the story line is family. K3 children will be participated since it is too dangerous for younger children to use ICT equipment, such as the damage and lose of equipment. To divide the work, some children will be the performers and some will be helpers behind the scene. But all of them will have opportunities to in charge of different posts since they will take turn in using ICT. It is suggested that all children to participate but no more than fifteen children to participate each time. In the drama activity, ICT will be used by teachers and children.
Before the drama activity, teachers are required to write the script by using Microsoft Office Word. The finished script should be printed by printer. To find out the background music, teachers are supposed to use the Internet instead of CDs players. Some websites such as YouTube and Youku are popular among people. In addition, teachers need to find pictures such as bedroom and dining room as the scenes of the plots by using search engines such as Google and Yahoo. However, all the pictures are not supposed to print out because they will be shown through projector during the drama performance.
To start the drama activity, the scene will be settled by showing pictures on the projector instead of making complicated stage props by teachers. All actors or actresses will put on wireless microphones when they are in acting. Furthermore, the loudspeaker which has connected to the computer will be used to play the background music during the performance. To make records, digital camera and digital video camera are required to use.
Teachers will first demonstrate how to manipulate wireless microphone, digital camera and video camera. After that, children can try to use them under teachers’ assistances. Teachers will also show children how to surfing to the Youtube or Google for searching music and pictures. However, children are not suggested to manipulate the computer during the drama activity because it is too difficult for them to manipulate two softwares at the same time. A few children will take responsibility of shooting video and photos Digital camera will be fastened on a child’s neck and a digital video camera will be put on the tripod to ensure the safety.
Since interaction with technology and media are playful and it supports a activity to run more effective, teachers are supposed to use Microsoft Word to complete a script by typing. Compare typing with hand-writing, using keyboard is better. Firstly, it is painful for a teacher to write by holding a pen for a period of time. Secondly, typing is prettier because some teachers cannot write prettily. No matter how neat teacher's script is at the top of the page, it always looks like chicken scratch by the time they getting to their most important point (Mikre, 2011 ). Thirdly, efficiency is the key of typing. Using Microsoft Word ensure that the file cannot be lost by an unexpected gust of wind. There is a function of spelling check of Microsoft Word. Consequently, there is no need for teachers to double check the punctuation, spelling and grammar of their script.
There are a large numbers of pictures on the Internet such as Google and Yahoo, so there is no need for teachers to make a stage props and set a scene by themselves. It is too wasteful of making props and decorating the scene than just showing scenes via projector. Furthermore, it is expensive of purchasing CDs but playing music via YouTube or Youku are free. To make sure that the music is loud enough, it is suggested that using loudspeakers rather than singing by children.
Through the drama, children can learn that how to operate the ICT equipment by their own experience. Children who put on wireless microphones can be ensured that they voices are loud enough. If they do not put on wireless microphone, people who are far from them may not hear their voices. It is not only an interesting experience for them since they have not used it before but also motivates children’s interest in exploring sounds. Other than actors, a few children need to be cameram en to manipulate the digital camera and digital video camera. By pressing the power switch, looking at the camera screen and using the functions of them, children can know more about digital products by their own experience, such as the manipulation, figure and weight of them. It is beneficial for teachers to share the activity with parents by posting photos and video on the school website.
1024 wordsIn my opinions, there are four roles and potentials of using ICT in early childhood education. Firstly, children use ICT in their play or learning no matter alone, with peers or with adults. Commonly, children use computers to play games, listen to stories or draw pictures. Children even using ICT equipment in games or role play activities such as PS4 and Xbox. Secondly, children and teachers use ICT together to scaffold children’s learning. For example, teachers use the Internet to locate information or resources, sparked by children’s interest in a particular topic or idea. Thirdly, teachers use ICT to document and reflect on children’s learning, or to share children’s learning with parents. For examples, taking digital photos, videos, or audio recordings of activities in schools and reviewing these together, or sharing them with parents. Teachers use ICT to build portfolios of children’s work, to use for evaluating progress in children’s learning and development. Fourthly, teachers use ICT to communicate or exchange ideas or information with other practitioners, parents, or researchers (Kalaš, 2014). Videoconferencing, online discussion communities or email are used by teachers to communicate with parents, or to share news and information about what’s happening in school. Also, teachers always use telephones to keep in touch with parents who are not able to come to schools.
Bolstad, R. (2004). The role and potential of ICT in early childhood education . : New Zealand Council for Educational Research .
Kalaš, I. (2014). Recognizing the potential of ICT in early childhood education. Russia: UNESCO Institute for Information Technologies in Education.
Mikre, F. (2011 ). The Role of Information communication. Hillsdale, NJ: LawrenceErlbaumwill be put on the tripod to ensure the safety.
Through the drama, children can learn that how to operate the ICT equipment by their own experience. Children who put on wireless microphones can be ensur