D J Cole UWI WEBSITE

Oct 22 2019

Deanna James Cole

Assignment 2

Option 2

 

Introduction

In the last few years ICT has been introduced to many early childhood education institutions across the globe. In kindergarten classes research has indicated the use of ICT has proven to improve the learning results in various subjects including mathematics according to Nicholas Zaranis. In China the use of robots in storytelling and critical thinking exercises has shown positive impacts on children based on Rachel Bolstad’s report on the use of ICT in schools. With these insights at hand and the ongoing convergence of ICT in education it is important that our schools in Jamaica understand and participate in the use of ICT.

Development of school based policies

Development of the school based policies will be based on research to identify the best practices currently being used in schools. In addition the policies will be discussed with the staff and all stakeholders via a focus group meetings to assure an inclusive environment. Stakeholders will include school management, teachers, PTA members and other experts on the topics. The policies and practices will be reviewed on an ongoing basis to assure they remain relevant and productive.

Preparing the staff and areas of focus

The staff will be prepared by an overall introduction as well as ongoing engagements on the topic of ICT in schools. During the end of year and start of year staff meetings a session on the topic of ICT in schools will be executed as part of the agenda. In addition written and electronic materials will be provided for the staff to review. Best practices will be shared with the staff. Feedback surveys and reports will be executed and shared so that we can transparently review areas of concern and assure everyone we are moving in the right direction. Based on these actions a representative team of our staff will formulate the overall best plan of action.

The specific ICT teaching actions we will undertake in our schools will be based on practices that are currently being used successfully in school across the globe. Research indicates current best practices include the use of the following:

• You tube videos

• Computers

• Cameras

• Internet

• Programmable toys

• Tablets

• Audio Visual Equipment

Staff members trained on the usage and benefits of best practices currently applied in early childhood education. Staff will then be encouraged to brain storm and select applications that will best suit their classrooms. Teachers will be advised to use at least 2 of the practices per term.

 

Provisions for special students

All students will be included in our ICT enhanced learning and development programs. In order to do this we will assure our overall policies and practices mandate inclusion of all students including those with special needs or physical impairments. To assure these children are included we will assure the following points are parts of our program.

1. Identification of the needs of all individual children

2. Education of the parents of all children of the importance of ICT in learning for all

3. Inclusion of equipment that is conducive to the needs of special children including the following examples

According to Stanberry and Raskind the following are key examples of ICT that can assist special needs students.

• Abbreviation expanders

• Alternative keyboards

• Audio books and publications

• Electronic math work sheets.

• Freeform database software

• Graphic organizers and outlining

• Information/data managers

 

Monitoring and evaluations

It will be important to assure the introduction of ICT in the classrooms will in fact create the consistent and ongoing results that are in the best interest of the students and all stakeholders. To accomplish this it will be critical to place the correct monitoring and reporting systems in place.

Monitoring the classrooms can be a combination of the class room monitoring by senior staff. This can be accomplished by walk in visits and or electronic CCTV solutions. To assure consistency the monitoring program can be given quantified occurrence targets per term.

Evaluations will occur in terms of the actual implementation and the impact of the use of ICT we build into the program. For example the teachers will out a report similar to the example below.

 

 

Class Kindergarten 1

Date Ever Monday over the Sept to Jan Term.

Target number of Mondays: 16 Actual days ICT used: 13

Teacher Deanna Cole

ICT Technology Used Internet and projector

Lesson Content Letters of the alphabet

ICT action Children were able view videos reviewing the letter s of the alphabet

Learning enhancement produced The children were very interested in seeing the animated letters of the alphabet. In addition they learned to sing an alphabet song that will assist them in remembering the letters of the alphabet.

Lessons learned The children were very interested. It was learned that the children were most attentive during sessions in the mornings when they were energetic. At these sessions it is important to re-arrange the desks to assure all the children are able to see the screen properly. In addition after the session the information is reinforced by talking to the children about the content presented.

 

By creating ongoing reports we can assure the use of ICT creates the desired impact.

 

 

 

 

 

 

 

 

 

 

 

 

 

References

Nicholas Zaranis , 2016; The use of ICT in kindergarten for teaching addition based on realistic mathematics education., Volume 21, Issue 3, pp 589–606AUGUST 29, 2018

Robot teachers invade Chinese kindergartens. 2018 Retrieved from https://phys.org/news/2018-08-robot-teachers-invade-chinese-kindergartens.html

Rachel Bolstad; 2004. The role and potential of ICT in early childhood education. Early Childhood Education New Zealand Council for Educational Research. Retrieved from https://www.nzcer.org.nz/system/files/ictinecefinal.pdf

Kristin Stanberry, Marshall H. Raskind Assistive Technology for Kids with Learning Disabilities: An Overview. Retrieved from https://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview