early counting concepts and which allows the children to have some free play. If children are working with parent helpers or other adults and making conscious what they understand, much constructive dialogue can take place, which takes the child forward. The planning of an integrated approach to the curriculum requires that you take into considerations various factors such as the following when deciding to use digital technologies across the curriculum. These include: Pre-Lesson: • Incorporate ICT integration in the lesson planning; • Plan a gradual introduction with new or unfamiliar ICT; • Use support networks of fellow teachers or the library, as well as online teacher networks for guidance; • Determine the role of ICT: is it for investigating, creating or communicating? • Identify skills needed to be taught before effective use is possible; • Decide how children will use ICT- individually or in groups? During the lesson: • Be flexible if the ICT doesn’t function as you wished. Have a backup plan; • Guide children to help them develop new learning experiences and understanding of the world; After the lesson: • Reflect on the benefits of the ICT inclusion; • Consider changes, developments or incremental steps for future use. (Hilton, Hilton, Dole, & Campbell, 2014, p. 29)
Primary Education: Foundation to Year 2 In primary education, a key issue that many teachers face in their planning of ICT activities is how they can help children develop their ICT capability. As a general capability embedded throughout primary education from Foundation to Level 4, this is a major concern. Progression in child ICT capability is therefore
19
