A Seminar on the Effects of Information and Communication Technology (ICT) in Early Childhood Classroom
Chapter One
Preamble of the Study
The importance of ICT is quite evident from the educational perspective. Though the chalkboard, textbooks, radio/television and film have been used for educational purpose over the years, none has quite impacted on the educational process like the computer. While television and film impact only on the audiovisual faculties of users, the computer is capable of activating the senses of sight, hearing and touch of the users. ICT has the capacity to provide higher interactive potential for users to develop their individual, intellectual and creative ability. The main purpose of ICT consists just in the development of human mental resources, which allow people to both successfully apply the existing knowledge and produce new knowledge (Shavinina, 2001).
The collective and rigid nature of learning and the passive nature of the learning associated with the use of radio, television and film do not contribute any innovative changes to traditional methods in education system. Information and communication technologies are being used in the developed world for instructional functions. Today, computers perform a host of functions in teaching and learning especially as many nations are adding computer literacy, reading and writing literacy skills students will need for succeeding in a technologically developed world (Thomas, 2005). At the instructional level, computers are used by pupils to learn reading, mathematics, social studies, art, music, simulation and health practices.
In educational multimedia application, Shavinina (2006) asserted that today’s learning contents are domain-specific products and that they dominate the world market. According to Shavinina (2006), domain-specific educational multimedia is directed to knowledge acquisition skills development in the language arts, history, physics, literature, biology and so on.
CHAPTER TWO
LITERAURE REVIEW
Creativity and Early Childhood Care
Taking part in creative activities, starting from an early age, is essential for acquiring the skills required in today’s world. The role of creativity and the relationship between creativity and information and communication technology (ICT) have been increasingly emphasized as new technologies have enabled users to produce and share their own, very diverse content on an unprecedented scale and in numerous ways (Binkley, Erstad, Herman, Raizen, Ripley, Miller-Ricci & Rumble, 2012). The significance of ICT for the fostering of creativity lies especially in its potential for supporting collaboration, sharing and co-reflection in the 21st century (Binkley et al., 2012,).
Living in the modern technological world requires all citizens to have diverse technological literacy skills: people should know how to use different technologies and to make decisions between different kinds of alternative solutions. Beside, society increasingly need people that have the preparedness and motivation to study and work in the field of technology (Turja 2011, p. 197).The”Assessment and Teaching of 21st-Century Skills” (ATC21S) project has defined a framework for 21stcentury skills, consisting of ten skills which have been categorized into four groupings: Ways of Thinking, Ways of Working, Tools for Working, and Living in the World (Griffin, Care & McGaw, 2012).
ICTs and Early Childhood Learning
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”. In early childhood care and education (ECCE), the term ICT could include computer hardware and software, digital cameras and video cameras, the Internet, telecommunication tools, programmable toys, and many other devices and resources. We can hardly imagine an education institution today, of any stage, without any presence of ICT. As Nwabuwe and Singer (2014) pointed out, young children today are growing up in a world which not only contains but is also increasingly shaped by ICT. More and more children encounter a computer before they go to school, even before they go to preschool. It is then natural to notice that they are exposed to all kinds of impacts of ICTs. Thus, ECCE cannot ignore any of them. It must look for procedures and strategies and how best to engage them so that the learning objectives are achieved in a way closer to 21stcentury expectations and requirements.
ICT compliments and extends traditional means of learning; it reflects the real world inside and out. It provides opportunities for developing enquiry, exploration and other children’s interests; it enables children to play roles they see in the adult world; it adds to children’s possibilities for being creative; it can support independent learning; it allows children to record their own personal view of the world; it can provide opportunities for children to play with friends; it helps provide equal opportunities for all children; it supports all areas of learning including communicating, problem solving and developing self esteem.
The Challenges on the use of ICT in Teaching Early Childhood Care and Education
There are various challenges to the successful use of information, communication, technology in ECCE schools in Nigeria which has affected the transformation agenda of Nigeria greatly. Some of these challenges as stated by Aduwa-Ogiegbaen, & Iyamu, (2005), are as follows: cost of ICT materials, weak infrastructure, lack of skills, lack of relevant software and limited access to the Internet, Computer illiteracy, poor funding, poor quality of Telecommunication connections, lack of awareness and culture about usage and benefits of Information Technology. Other challenges that may affect the use of ICT in teaching ECCE Schools in Nigeria are: competency in the use of ICT, inadequate electricity supply, inadequate manpower supply.
Cost of ICT Materials
The price of computer hardware and software continues to drop in most developed countries, but in developing countries, such as Nigeria, the cost of computers is several times more expensive. While a personal computer may cost less than a month’s wages in the United State, the average Nigeria worker may require more than two years’ income to buy one. Nigeria has over 1,000 public and private ECCE schools. Majority are short of books, paper and pencils. Many of the schools lack adequate infrastructure such as classrooms, apart from the basic computers, other costs associated with peripherals such as printers, monitors, paper, modem, extra disk drives are beyond the reach of most ECCE schools in Nigeria.
Weak infrastructure
In Nigeria, a formidable challenge to the use of information and communication technology is infrastructure deficiencies. Computer equipment was made to function with other infrastructure such as electricity under “controlled conditions”. For the past fifteen years Nigeria has been having difficulty providing stable and reliable electricity supply to every nook and cranny of the country without success. Currently, there is no part of the country, which can boast of electricity supply for 24 hours a day except probably areas where government officials live.
CHAPTETR THREE
CONCLUSION AND RECOMMENDATIONS
Conclusion
There is no doubt, that ICT is important in the development of quality teaching and learning in ECCE around the world, as well as a means for fundamental transformation into the existing school principles and practices for the preparation of children/pupils in meeting the innovations in the global arena. Achievements in the ICT penetration and usage in Nigeria ECCE education programs is dependent on the recognition of this importance, beyond policies and disjointed efforts at Instructional Technology application to education.The world is a global village. The present age of technological advancement has brought changes into virtually all human endeavour including the teaching and learning processes of ECCE. Acquisition of computer literacy skills as well as good face-value certificate in Computer Education is a sin-qua-non for all and sundry in enhancing the teaching of ECCE. This is also the case for the Nigerians. Promotion in places of works and securing a well-paid job are all attached to computer literacy, hence the society should get more enlightened through Computer Education and starting at this early years makes for better and lasting understanding.
Recommendations
There is need to consider how best to integrate specific ICT objectives and resources into the ECCE program. As the Internet becomes an important part of education and as literacy is redefined by the new technology, it will be mandatory that:
- Teacher preparation and staff development programs to acknowledge the convergence of the internet, instruction and to prepare teachers to integrate technology with curriculum.
- There should be an enabling environment for ECCE programs to strive toward producing highly qualified ICT literate teachers and ECCE educators that would assist in making the integration and usage of ICT in schools a success.
- For sustainable integration of ICT in education, funding and infrastructural issues should be addressed.
References
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