When planning on using ICT in the early childhood setting the Queensland Curriculum and Assessment Authority (QCAA, 2006, p. 2) recommend the following:
- Identify technology as products or ways of doing things (artefacts, systems, services, processes and environments);
- Investigate products of technology and make connections with ways products are used in everyday life (e.g. candles, electric lights, emails and computers);
- Investigate ways technology is used in their local areas (systems such as garbage collection, factories that manufacture goods, designed environments e.g. parks; mobile phone network.)
- Reflect on and discuss how technologies affect people’s lives • use a range of technologies, including computers, to support their interactions with others and;
- Investigate ways that information and communication technologies can be used to communicate (email, telephone, television, internet, and radio).
LEARN MORE ABOUT PLANNING IN EARLY CHILDHOOD EDUCATION:
Why is planning important in Early Childhood Education?
11 Ways to plan when integrating technology in early childhood education
Involving parents in the planning of technology in early childhood education
Intentional teaching and learning in ECE
From the planning point of view it is best to be clear about how each of the defined areas can be enriched and enhanced. In other words, it means thinking about the use of ICT in each of the five learning context.
- Play
- Real-life situations
- Investigations
- Routines and transitions
- Focused learning
(QCAA, 2006, pp. 4-7)
Strategic Planning in Early Childhood Education
This involves planning for the use of technology in early childhood education.
You will notice in my article, 11 ways to plan when integrating technology, that there are a number of aspects which is important in your program planning.
In order the children to gain the benefits of technology in the kindergarten classroom or that of preschool classroom, key planning should include you considering the right ICT tools and resources for early childhood in addition to how ICT will be implemented across the curriculum.
Literacy and language development in early childhood is crucial for preschool and kindergarten teachers to think about in the ICT integrated curriculum.
The impact of technology in early childhood education can only be achieved if preschool teachers and kindergarten teachers use the right teaching strategies in early childhood settings.
Completing this course will contribute to 5 hours of PD addressing 2.6.2, 4.5.2 and 5.1.2 of APST towards maintaining Proficient teacher accreditation in NSW, ACT, Vic and Qld.