Using the power of research to inform ICT integration in education

Posts tagged ‘early childhood and technology’

Can Early Years Students Independently Create Music With iPads?

Hodgson, Sarah. “Early Years students can use higher order thinking skills to independently create content in music using touch interface technology.” (2013).

This action research project was initiated to examine the use of touch interface technology,  namely tablet computers, with students in the Early Years. It was an attempt to discover how tablets could best be utilized with young learners. The research indicates that young learners are capable of using higher order thinking skills to create their own content, in this case musical compositions, using tablet technology. It proposes that Early Years students should take active and independent roles in the creation of their own works in order to demonstrate a more powerful understanding of their world.

Read Full Text

Does the Socioeconomic Status of Parents Effect their Views on the Integration of Computers in Preschool Classrooms?

Triantafillia Natsiopoulou, Chrisoula Melissa-Halikiopoulou, Chrysanthi Lioliou (2013) Effects of Family Socioeconomic Status on Parents’ Views Concerning the Integration of Computers into Preschool Classrooms, International   Journal  of   Caring   Sciences  2013   January – April  Vol 6  Issue 1

The upper socioeconomic level parents thought that the use of computers was appropriate for preschool children more than parents of lower socioeconomic status and that its inclusion in the preschool center’s program would work in favor for children who have no computer at home. Parents with higher socioeconomic status felt more than the others that such a program can support the provision of knowledge, the development of mathematical and linguistic skills and entertain children. Furthermore, the upper socioeconomic level parents as opposed to the other group do not consider that the computer will remove preschool educators from their leading and teaching role or reduce their communication with the preschoolers.

Read Full Text

What are the physical risks of Screen Time for six year olds?

Louise A. Baur, Ph.D.; Jie Jin Wang, Ph.D.; Louise Hardy, Ph.D.; Erdahl Teber, Ph.D.; Annette Kifley, M.B.B.S.; Tien Y. Wong, M.D., Ph.D.; and Paul Mitchell, M.D., Ph.D (2011) Kids’ ‘Screen Time’ Linked to Early Markers for Cardiovascular Disease, ScienceDaily (Apr. 21, 2011)

Six-year-olds who spent the most time watching television, using a computer or playing video games had narrower arteries in the back of their eyes — a marker of future cardiovascular risk, in a first-of-its-kind study reported in Arteriosclerosis, Thrombosis and Vascular Biology: Journal of the American Heart Association.

Read Full Article

Link to original Research Paper

What is the Perspective of Early Childhood Professionals on Assistive Technology User Groups?

Parette, H., & Stoner, J., Watts, E. (2009). Assistive Technology User Group Perspectives of Early Childhood Professionals, Education and Training in Developmental Disabilities, 2009, 44(2), 257–270

With the increasing usage of assistive technology (AT) usage in early childhood education settings serving children who are at-risk or who have developmental disabilities, there is a corresponding need for effective professional development experiences such as user groups to develop skills in using AT. Using a collective case study approach, 10 teachers who had participated in AT user groups and who were using an AT toolkit in their classrooms were interviewed and provided responses regarding (a) perspectives of user groups, (b) use of the toolkit, (c) benefits of user groups, (d) concerns regarding user groups, (e) perceived effects of AT on teaching and decision-making, and (f) perceived effects of AT on the classroom. Themes of interviews are presented, supported by statements from teachers.

Read Full Text

How can Assistive Technology be used to Enable All Children to Feel Capable and Connected in the Early Childhood Classroom?

Applications, D. (2010). Technology for Early Childhood Education and Socialization : Developmental Applications and, 295. IGI Global.

This chapter explores how technology is used with young children with special needs in the United States. It also discusses the legal issues and mandates and the reality of how teachers and schools are dealing with children with special needs in early childhood settings. Information resources and how assistive technology fits into developmentally appropriate practice is included in this discussion.

Read Full Text

Tag Cloud