Practice Task Identify a learning outcome and outline a task for a particular group of children that will help to achieve that outcome. Identify the expected learning gap and consider how ICT may help learners. Explain what ICT resource might be appropriate.
Children in Control of the Computer Earlier on when I discussed the eight principles of selecting software for early childhood, I briefly mentioned the importance of ensuring that children are in control and not the computer itself. This is what is referred to as tool software and it can be used in many different ways. However, the demands and possibilities will depend on whether your objectives are to learn ICT techniques, to develop understanding of processes, or to apply other techniques/processes in learning other matters (Kennewell, Parkinson, & Tanner, 2000). The application of ICT capability can only occur when the software used is content-free. Outlined below is a list of such software recommended: Word Processing Value comes from this type of software in its ability to allow children to write effectively. The biggest part of this is that it also helps to develop child literacy with ICT. It encourages engagement with the text because of its editing capabilities and this can de be done quickly. The practice of drafting and redrafting work can be started at an early age as it also encourages interaction with the text. Collaboration in the early years and Foundation stages is most important and word processing aids collaborative work both between teacher and child and between children themselves. Children can learn word processing skills themselves but without the guidance of teachers they will lack understanding of its use. Additionally, they will find that moving a mouse can save time and this is a vital ICT skill development and needs to be introduced at an early stage. Word processing will impact in several ways in the classroom: • Selecting appropriate opportunities – word
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