LEVEL OF ADEQUACY OF INFORMATION AND COMMUNICATION TECHNOLOGY IN EARLY CHILDHOOD EDUCATION CLASSROOMS

Abstract

This study was on Level of adequacy of i.c.t in early childhood education in oredo local government Edo State. Four objectives were raised which included: to find the level of availability of ICT in Early childhood education and nursery classroom, to ascertain the level of adequacy in the provision of ICT in early childhood education and nursery classroom in Oredo L.g.a Edo State, to find out the difference in the level of adequacy of ICT in Early childhood education and nursery classroom in Rural and Urban Schools and to find out the  difference in the level of adequacy of ICT in early childhood education and nursery classroom based on ownership of schools ( Private and Public. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up of headmistresses, head teachers, class teachers and non teaching staffs were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies

  CHAPTER ONE

Introduction

1.1 Background to the study

All over the world,  Information and communication technology (ICT) has turned out to be an accepted element in all our lives and has a central role to play in education.  Similarly, the world as it is currently, is experiencing technological breakthrough in teaching and learning. Early childhood education is not left out of the race because children live in rich communication environment. Information Communication Technology (ICT) can be defined as “anything which allows us to get information, to communicate with each other, or to have an effect on the environment using electronic or digital equipment” (Siraj-Blatchford & Siraj-Blatchford, 2003,p.4). Some authors use the term learning technologies, while others simply describe it as technology.

It can also be defined as anything which allows the avenue through which communication takes place. It involves the use of electronic gadgets like computers, phones, digital camera, puppet, video disk and electronic toys for communication purposes. Bolstard (2004) also posited that these technologies offer new opportunities to strengthen many aspects of early childhood education. Siraj-Blatchford and Whitebread (2003) defined ICT as anything which allows an individual to have flow of information to communicate with each other or have an effect on the environment using electronic equipment.

In early childhood education (ECE) however, the term ICT could include,but not limited to the following types of hardware and software gadgets:

(i) Computers (including desktop, laptop, and handheld computers);

(ii) Digital cameras and digital video cameras;

(iii) Creativity and communication software and tools; the Internet;

(iv) Telephones, fax machines, mobile telephones, tape recorders;

(v) Interactive stories, simulated environments, and computer games; programmable toys and “control” technologies;

(vi) Videoconferencing technologies and closed-circuit television;

(vii) Data projectors, electronic whiteboards, and more

All these gadgets put together, have significant roles to play in the education of young children in this 21st century. Hence the researcher undertook to examine the level of it’s adequacy in Early childhood education and Nursery classrooms in Benin metropolis.

Meanwhile,early Childhood Education (ECE) on the other hand,refers to the type of education received between ages 3 to 5 within the school environment. It is sometimes referred to as nursery school or play group (Farrant, 1982). The National Policy on Education (FRN, 2009) classified ECE as educational institution for children prior to their entry to primary school, where children are left in the care of individuals or organizations.

It has been discovered in the recent past that the use of ICT in the education of young children is widely practiced/advocated for.This is so, as a result of the multiple benefits which acrues from its adoption in the teaching and learning process.

Benefits of incorporating ICT in the teaching and learning process

The merits of incorporating ICT in the education of young children can not be overemphasised.However, for the sake of this paper, a few of these advantages have been outlined to include:

Speaking and Listening – In the classroom, ICT allows greater opportunities for sustained forms of talking, such as asking and answering questions. The use of webcams extends interactivity, and allows for instant feedback and reflection on the processes involved in talking, both in groups and individually.

 Interactive whiteboard – IWB technology puts emphasis on shared and public talk and on pupils’ responses. Through ordinary talk, details cannot be easily remembered unless recorded in some way. Sound recording has been available for some years, of course, but transportable sound recording devices (such as MP3 or MP4 formats) make it more straightforward and support emphasis on listening. Also, digital cameras are likely to help the pupils’ ability to reflect and comment on use of language: gesture, posture and facial expressions are integral elements of speaking. In more formal situations, video presentations allow pupils to view and review formal and informal presentations from the earliest years.

Early reading – With renewed interest in phonics teaching, there is currently a wide range of software available to support early reading using synthetic phonics. Through the use of ICT-based phonics books, clear connections can be made between sounds and letters on a page. Learning to read is a long and difficult process, and many pupils struggle to concentrate when using books alone – increasing concentration and attention time is a key advantage to ICT. Many pupils view software differently from ICT – perceiving it to be more exciting. There are lots of audio-based reading schemes now available to schools, many of which offer significant advantages over books. For struggling readers, there are also many software-based reading intervention programs available that can dramatically improve pupils’ achievement. Some feature speech recognition software and integrated assessment for learning.

Vocabulary – Interactive dictionaries can prove invaluable in the classroom. The days of having to refer to a weighty tome in the corner of the classroom are long gone, and the essential development of vocabulary is made easier through interactive resources.

Sentences – ICT makes sequencing words easier. There are many products available to help with sentence writing skills, such as Textease or Clicker, and many offer added speech facilities to help pupils check their work.

Comprehension – The use of ICT resources that include aural and visual comprehension activities can make a significant difference to a pupil’s development. Pupils have to acquire listening skills, which they will need in all areas of the curriculum. If the only voice they ever hear is the teacher’s, this can prove difficult. Many products are available that offer paper-based comprehension activities alongside sound, animations and video. These multimedia products open up a world of experiences to the pupil, allowing them to develop core comprehension skills without even realising it.

Composition – Presentational software and databases extend possibilities for composition. Mixed-mode texts can be constructed on paper, but digital technology, with its facility for importing pictures and manipulating text, means that the presentation of writing can be more varied, involving design features which paper-based writing does not allow. Using word processors allows pupils to edit text without their changes showing on the page. They don’t need to think so hard about spelling or presentation and so can focus on the content. They can present information in a range of ways and use a spellchecker or thesaurus.

 Drama – A strength of using ICT-based drama in literacy lessons is that it allows pupils to be experimental, reflect on their learning and reshape their ideas after reflection. Digital cameras, capturing moving and still images can greatly aid drama processes, particularly the development of dialogue. Capturing drama moments – by using freeze-frame functions – on camera and displaying the images on the IWB allows for ease of sharing, evaluating and extending understanding.

Roles/uses of ICT in early childhood education

Below are some of the identified roles/uses of ICT in early childhood education:

• Children using ICT in their play or learning (alone, with peers, or with adults). e.g Children using computers to play games, listen to stories, or draw pictures. 

• Children and practitioners using ICT together to scaffold children’s learning.

• Using the Internet to locate information or resources, sparked by children’s interest in a particular topic or idea.

• Children and practitioners using ICT together to document and reflect on children’s learning, or to share children’s learning with parents, or other practitioners. For instance taking digital photos, videos, or audio recordings of activities in the early childhood education setting and reviewing these together, or sharing them with parents.

• Practitioners and children using ICT to build portfolios of children’s work, to use for evaluating progress in children’s learning and development.

• Practitioners using ICT for planning, administration, and information management.

• Teachers developing individual learning plans for children, or using computer-based templates to plan or document children’s learning (e.g. using learning stories templates, or inserting relevant concepts from TeWhāriki into children’s learning records).

• Creating databases to keep track of important information about children and their families. etc If used appropriately and supported properly within the school by a technician, ICT can dramatically improve achievement levels, inspire creative thinking and encourage the development of skills that will prove invaluable in the real world. We live in an age of computers, so the sooner pupils become aquainted with technology, the better.

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