Children in Control of the Computer

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.

processing can facilitate, enhance or extend children’s learning; • Making explicit links between related knowledge, skills and understanding – word processing is closely linked to literacy and language work at all levels; • Modelling appropriate use of ICT; • Demonstrating or intervening.

The ICT techniques that is associated with word processing is extremely useful not only throughout their education but through life too. Below is the expected level of progression in word processing for children.

• Reception/Year1 – Begin to enter text and graphics via keyboard, overlay keyboard and onscreen word bank; • Year 2 – Begin to edit text using the mouse, delete or backspace keys; to use the Shift key; to alter font, font size and colour; to resize graphics.

Desktop publishing

DTP is very similar to word processing as it has the potential in engaging children in effective literacy learning. It allows children to manipulate text, graphic elements, drawings and photographs.

Programmable toys

Children do learn more when they are in control of their own learning and programmable toys achieves this. There are three reasons why they are important and which are related to children’s learning with technology and their developing skills more as learners, thinkers and problem solvers (Siraj-Blatchford & Whitebread, 2003, p. 43):

• It is important that children become aware of the technology around them, in their home and in their local environment. With the amount of technology in our lives it needs to be an important part of their education and for them to develop an understanding of them; • Engaging in control technology activities obliges children to deal with and to construct simple computer programs. It also gives young children the most profound insights into modern ICT and help to demystify it and make it transparent; • There is strong evidence that suggests that control technology and activities may help children to develop their more general abilities to think and

A major component of their use is the ability to construct a sequence of instructions and this is a fundamental and unique characteristic of human thinking.