跳至主要内容

ICT Integration in Preschool Classes: Examples of Practices in Greece

Read  full  paper  at:
http://www.scirp.org/journal/PaperInformation.aspx?PaperID=45297#.VL37pCzQrzE

Author(s)  

ABSTRACT
This paper presents findings from a research project regarding Information and Communication Technology (ICT) integration and use in 17 kindergartens in Greece. The main parameters of the study were the natural classroom environment (without artificial intervention) and the voluntary participation of early childhood teachers. The data were collected by interviews with the teachers and class observations. The most frequently reported reasons for computer use were the acquisition/ development of language and fine motor skills, as well as its contribution as an incentive in children’s learning. Examples of practices in relation to these reasons are presented. The computer was mainly used during the hour of free activities. The role of early childhood teachers, in the whole process of ICT integration, is also discussed.
Cite this paper
Nikolopoulou, K. (2014) ICT Integration in Preschool Classes: Examples of Practices in Greece. Creative Education, 5, 402-410. doi: 10.4236/ce.2014.56050.
 
References
[1]Clements, D., & Sarama, J. (2003). Strip Mining for Gold: Research and Policy in Educational Technology—A Response to “Fool’s Gold”. Educational Technology Review, 11, 7-69.
 
[2]Dennis, S. (2009). ICT for Practitioners. In H. Price (Ed.), The Really Useful Book of ICT in the Early Years (pp. 119-135). London: Routledge.
 
[3]Flewitt, R. (2005). Conducting Research with Young Children: Some Ethical Considerations. Early Child Development and Care, 175, 553-565.
http://dx.doi.org/10.1080/03004430500131338
 
[4]Forman, G., & Hall, E. (2005). Wondering with Children: The Importance of Observation in Early Education. Early Childhood Research and Practice, 7.
http://ecrp.uiuc.edu/v7n2/forman.html.
 
[5]Haugland, S. (1992). The Effect of Computer Software on Preschool Children’s Developmental Gains. Journal of Computing in Childhood Education, 3, 15-30.
 
[6]Haugland, S., & Wright, J. (1997). Young Children and Technology, a World of Discovery. New York: Allyn and Bacon.
 
[7]Heath, S., Charles, V., Crow, G., & Wiles, G. (2007). Informed Consent, Gatekeepers and Go-Betweens: Negotiating Consent in Childand Youth-Orientated institutions. British Educational Research Journal, 33, 403-417.
http://dx.doi.org/10.1080/01411920701243651
 
[8]Judge, S., Puckett, K., & Bell, S. (2006). Closing the Digital Divide: Update from the Early Childhood Longitudinal Study. The Journal of Educational Research, 100, 52-60.
http://dx.doi.org/10.3200/JOER.100.1.52-60
 
[9]Keengwe, J., & Onchwari, G. (2009). Technology and Early Childhood Education: A Technology Integration Professional Development Model for Practicing Teachers. Early Childhood Education Journal, 37, 209-218.
http://dx.doi.org/10.1007/s10643-009-0341-0
 
[10]Kennington, L., & Meaton, J. (2009). Integrating ICT into the Early Years curriculum. In H. Price (Ed.), The Really Useful Book of ICT in the Early Years (pp. 4-24). London: Routledge.
 
[11]Kervin, L., & Mantei, J. (2009). Using Computers to Support Children as Authors: An Examination of Three Cases. Technology, Pedagogy and Education, 18, 19-32.
http://dx.doi.org/10.1080/14759390802704014
 
[12]Komis, V. (2004). An Introduction to Educational Applications of Information and Communication Technologies. Athens: New Technologies. (in Greek)
 
[13]Labbo, L., Leu, D., Kinzer, C., Teale, W., Cammack, D., Kara-Soteriou, J., & Sanny, R. (2003). Teacher Wisdom Stories: Cautions and Recommendations for Using Computer-Related Technologies for Literacy Instruction. The Reading Teacher, 57, 300-304.
 
[14]Liu, M. (1996). An Exploratory Study of How Pre-Kindergarten Children Use the Interactive Multimedia Technology: Implications for Multimedia Software Design. Journal of Computing in Childhood Education, 7, 71-92.
 
[15]Ljung-Djarf, A. (2008). To Play or Not to Play—That Is the Question: Computer Use within Three Swedish Preschools. Early Childhood and Development, 19, 330-339.
 
[16]Ljung-Djarf, A., Aberg-Bengtsson, L., & Ottosson, T. (2005). Ways of Relating to Computer Use in Preschool Activity. International Journal of Early Years Education, 13, 29-41.
http://dx.doi.org/10.1080/09669760500048295
 
[17]McCarrick, K., & Li, X. (2007). Buried Treasure: The Impact of Computer Use on Young Children’s Social, Cognitive, Language Development and Motivation. AACE Journal, 15, 73-95.
 
[18]McKenney, S., & Voogt, J. (2010). Technology and Young Children: How 4-7 Year Olds Perceive Their Own Use of Computers. Computers in Human Behavior, 26, 656-664.
http://dx.doi.org/10.1016/j.chb.2010.01.002
 
[19]McKenney, S., & Voogt. J. (2012). Teacher Design of Technology for Emergent Literacy: An Explorative Feasibility Study. Australasian Journal of Early Childhood, 37, 4-12.
 
[20]Mikropoulos, A., & Bellou, I. (2010). Educational Scenarios with Computers. Athens: Klidarithmos. (in Greek)
 
[21]Morgan, A. (2010). Interactive Whiteboards, Interactivity and Play in the Classroom with Children Aged Three to Seven Years. European Early Childhood Education Research Journal, 18, 93-104.
http://dx.doi.org/10.1080/13502930903520082
 
[22]Morgan, A., & Kennewell, S. (2005). The Role of Play in the Pedagogy of ICT. Education and Information Technologies, 10, 177-188.
http://dx.doi.org/10.1007/s10639-005-2998-3
 
[23]NAEYC-FRC (2012). Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8.
http://www.naeyc.org/files/naeyc/file/positions/PS_technology_WEB2.pdf
 
[24]Nikolopoulou, K. (2010). Methods for Investigating Young Children’s Learning and Development with Information Technology. In A. McDougall, J. Murnane, A. Jones, & N. Reynolds (Eds.), Researching IT in Education: Theory, Practice and Future Directions (pp. 183-191). London: Routledge.
 
[25]Nikolopoulou, K. (2014). Educational Software Use in kindergartens: Findings from Greece. In C. Karagiannidis, P. Politis, & I. Karasavvidis (Eds.), Research on e-Learning and ICT in Education. Berlin: Springer.
 
[26]Nir-Gal, O., & Klein, P. (2004). Computers for Cognitive Development in Early Childhood—The Teachers’ Role in the Computer Learning Environment. Information Technology in Childhood Education, 1, 97-119.
 
[27]Olney, I., Herrington, J., & Verenikina, I. (2008). iPods in Early Childhood: Mobile Technologies and Story Telling. In Hello! Where Are You in the Landscape of Educational Technology? Proceedings of Ascilite Melbourne 2008.
http://www.ascilite.org.au/conferences/melbourne08/procs/olney.pdf
 
[28]Parette, H., & Blum, C. (2013). Instructional Technology in Early Childhood: Teaching in the Digital Age. Baltimore, MD: Brookes.
 
[29]Parette, H., Quesenberry, A., & Blum, C. (2010). Missing the Boat with Technology Usage in Early Childhood Settings: A 21st Century View of Developmentally Appropriate Practice. Early Childhood Education Journal, 37, 335-343.
http://dx.doi.org/10.1007/s10643-009-0352-x
 
[30]Plowman, L., & Stephen, C. (2003). A “Benign Addition”? Research on ICT and Pre-School Children. Journal of Computer Assisted Learning, 19, 149-164.
http://dx.doi.org/10.1046/j.0266-4909.2003.00016.x
 
[31]Plowman, L., & Stephen, C. (2005). Children, Play and Computers in Preschool Education. British Journal of Educational Technology, 36, 145-157.
http://dx.doi.org/10.1111/j.1467-8535.2005.00449.x
 
[32]Prensky, M. (2006). Listen to the Natives. Educational Leadership, 63, 8-13.
 
[33]Rosen, D., & Jaruszewicz, C. (2009). Developmentally Appropriate Technology Use and Early Childhood Teacher Education. Journal of Early Childhood Teacher Education, 30, 162-171. http://dx.doi.org/10.1080/10901020902886511
 
[34]Roskos, K., Burstein, K., You, B. K., Brueck, J., & O’Brien, C. (2011). A Formative Study of an E-Book Instructional Model in Early Literacy. Creative Education, 2, 10-17.
http://dx.doi.org/10.4236/ce.2011.21002
 
[35]Segers, E., & Verhoeven, L. (2002). Multimedia Support of Early Literacy Learning. Computers and Education, 39, 207-221.
http://dx.doi.org/10.1016/S0360-1315(02)00034-9
 
[36]Shawareb, A. (2011). The Effects of Computer Use on Creative Thinking among Kindergarten Children in Jordan. Journal of Instructional Psychology, 38, 213-220.
 
[37]Siraj-Blatchford, I., & Siraj-Blatchford, J. (2006). A Guide to Developing the ICT Curriculum for Early Childhood Education. London: Trentham Books.
 
[38]Stephen, C., & Plowman, L. (2003). Information and Communication Technologies in Preschool Classrooms: A Review of the Literature. International Journal of Early Years Education, 11, 223-234.
http://dx.doi.org/10.1080/0966976032000147343
 
[39]Van Scoter, J. (2008). The Potential of IT to Foster Literacy Development in Kindergarten. In J. Knezek (Ed.), International Handbook of Information Technology in Education (pp. 149-161). London: Springer.
 
[40]Verenikina, I., Herrington, J., Peterson, R., & Mantei, J. (2010). Computers and Play in Early Childhood: Affordances and Limitations. Journal of Interactive Learning Research, 21, 139-159.
 
[41]Yelland, N. (2005). Curriculum, Pedagogies and Practice with ICT in the Information Age. In N. Yelland (Ed.), Critical Issues in Early Childhood Education (pp. 224-242). Milton Keynes: Open University Press.
 
[42]Yelland, N., & Kilderry, A. (2010). Becoming Numerate with Information and Communications Technologies in the Twenty-First Century. International Journal of Early Years Education, 18, 91-106.
http://dx.doi.org/10.1080/09669760.2010.494426
 
[43]YPEPTH-P.I. (2003). Cross-Thematic Curriculum Framework for Nursery School. Athens: Pedagogical Institute. (in Greek)
http://www.pi-schools.gr/programs/depps/
 
[44]Zevenbergen, R., & Logan, H. (2008). Computer Use by Preschool Children: Rethinking Practice as Digital Natives Come to Preschool. Australian Journal of Early Childhood, 33, 37-44.      eww150120lx
标签：

评论

发表评论

此博客中的热门博文

A Comparison of Methods Used to Determine the Oleic/Linoleic Acid Ratio in Cultivated Peanut (Arachis hypogaea L.)

Cultivated peanut ( Arachis hypogaea L.) is an important oil and food crop. It is also a cheap source of protein, a good source of essential vitamins and minerals, and a component of many food products. The fatty acid composition of peanuts has become increasingly important with the realization that oleic acid content significantly affects the development of rancidity. And oil content of peanuts significantly affects flavor and shelf-life. Early generation screening of breeding lines for high oleic acid content greatly increases the efficiency of developing new peanut varieties. The objective of this study was to compare the accuracy of methods used to classify individual peanut seed as high oleic or not high oleic. Three hundred and seventy-four (374) seeds, spanning twenty-three (23) genotypes varying in oil composition (i.e. high oleic (H) or normal/not high oleic (NH) inclusive of all four peanut market-types (runner, Spanish, Valencia and Virginia), were individually tested ...
发表评论
阅读全文

Location Optimization of a Coal Power Plant to Balance Costs against Plant’s Emission Exposure

Fuel and its delivery cost comprise the biggest expense in coal power plant operations. Delivery of electricity from generation to consumers requires investment in power lines and transmission grids. Placing a coal power plant or multiple power plants near dense population centers can lower transmission costs. If a coalmine is nearby, transportation costs can also be reduced. However, emissions from coal plants play a key role in worsening health crises in many countries. And coal upon combustion produces CO 2 , SO 2 , NO x , CO, Metallic and Particle Matter (PM10 & PM2.5). The presence of these chemical compounds in the atmosphere in close vicinity to humans, livestock, and agriculture carries detrimental health consequences. The goal of the research was to develop a methodology to minimize the public’s exposure to harmful emissions from coal power plants while maintaining minimal operational costs related to electric distribution losses and coal logistics. The objective was...
发表评论
阅读全文

Evaluation of the Safety and Efficacy of Continuous Use of a Home-Use High-Frequency Facial Treatment Appliance

At present, many home-use beauty devices are available in the market. In particular, many products developed for facial treatment use light, e.g., a flash lamp or a light-emitting diode (LED). In this study, the safety of 4 weeks’ continuous use of NEWA TM , a high-frequency facial treatment appliance, every alternate day at home was verified, and its efficacy was evaluated in Japanese individuals with healthy skin aged 30 years or older who complained of sagging of the facial skin.  Transepidermal water loss (TEWL), melanin levels, erythema levels, sebum secretion levels, skin color changes and wrinkle improvement in the facial skin were measured before the appliance began to be used (study baseline), at 2 and 4 weeks after it had begun to be used, and at 2 weeks after completion of the 4-week treatment period (6 weeks from the study baseline). In addition, data obtained by subjective evaluation by the subjects themselves on a visual analog scale (VAS) were also analyzed. Fur...
发表评论
阅读全文