Planning Introduction

It is true what they say that effective teaching depends on effective planning and when it comes to the use of ICT in the curriculum either as a tool to assist subject learning or as a subject in its own right, there are no exceptions to the rule. A thorough analysis of the situation is required if ICT is to be viewed as a tool to support and enhance teaching and learning. If you are to integrate ICT effectively into the curriculum, then it is essential that you have a good understanding of ICT concepts and their relation to other areas of the curriculum. Quality of what is taught and learnt can only be effective if ICT is used imaginatively to deliver the curriculum and achieves all the Early Learning Goals.

Plan for Progression

As a good early childhood educator, you should be able to capitalise on children’s interests and enthusiasms. Planning effectively ensures that this occurs. You also need to ensure that progression and continuity exists in the provision of ICT capability development. To provide continuity you could:

• Provide regular and frequent opportunities to use the technology to increase skills and confidence; • Encourage younger children to work in pairs on the computer to foster co-operative and collaborative work as well as communicate, language and literacy skills; • Ensuring experience of a wide and varied range of ICT equipment and skills throughout the children’s time in reception and; • Using ICT in both indoor and outdoor contexts. (O’Hara, 2004, p. 46)

Progression is the way children’s learning will advance during their time in reception. As an educator you need to structure activities through long, medium and short term planning in addition to monitor and assess their progress. Look at the examples provided in the table below (O’Hara, 2004, p. 47).

List some of the examples you have implemented in your own learning environment.

Progression in ICT Examples

Sharing an interest in ICT Asking/learning about the uses of ICT around the school. Asking/learning about the uses of ICT in the world. Playing with ICT in the home. Operating simple equip- Using the CD ROM or USBs to listen to recorded ment stories and music Asking/learning about switching on and closing down procedures for the PC. Incorporating ICT into the role play situations. Operating the pelican crossing during an out of school visit. Knowing the names of examples of ICT e.g. computer, mobile etc. Performing simple functions Taping and playing back own stories or music. Using letter keys, Delete and Spacebar on the PC. Programming the beebots to follow a route. Using the mouse or arrow keys to select items on the computer screen. Extending technical vocabulary.

Recognising everyday applications and using ICT to support learning Printing out and saving work on the PC and changing colour or pen width using a painting and drawing program with help. Navigate CD ROM materials including non-fiction and talking stories. Sharing ICT skills and knowledge with peers.