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Pre-School Children Learn to Use the iPad to Learn, Document, Assess and Create Content
The study explores the introduction of iPads in early childhood education, aiming to understand how children aged 4 to 5 interact with ICT through teacher-guided lessons. Findings indicate that most children are already familiar with ICT devices and can quickly learn to use iPads effectively, engaging in purposeful and constructive activities. While iPads offer numerous benefits such as ease of use and tailored learning, challenges like time constraints and curriculum compatibility also arise.
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Pre-School Children Learn to Use the iPad to Learn, Document, Assess and Create Content
- 1. iPad for Early ChildhoodEducation By Monika Tavernier
- 2. Why is thisstudy necessary? Information and Communication Technologies (ICT) are all around us and children at any age are exposed to it every day Many young children have access to ICT in their leisure time and use it Early Childhood Education (ECE) has not yet introduced ICT as a “practical life experience” in its curriculum There is very little research done on how young children interact and use ICT constructively
- 3. What did thestudy do? Introduce children between 4 and 5 years to the iPad through teacher centered lessons Give the children opportunities to familiarize, experiment and proactively use the iPad during class time Provide children the opportunity to self- initiate the use of the iPad under the supervision of the researcher
- 4. Theoretical Framework SocialConstructionism children learn in social settings, through collaboration, interaction, sharing of information and creating artifacts 4 stages of “Bloom’s Digital Taxonomy” (Churches, 2008) „Key steps to successfully evaluating Educational Technology‟ (McMains and Gunnewig‟s (2012) )
- 5. Which tools havebeen used in the study? Parent Questionnaire Qualitative Case Study: Student Observation Video Recording of students Classifying student‟s iPAD literacy based on their interaction with the iPad, their learning approach and the outcome of their iPAD activities
- 6. Why an iPad? AniPad merges several devices into one: - Digital camera - Video Camera - Laptop/Desktop to access the internet, play educational games, write notes - HiFi/DVD Player/TV to listen to music, watch films - Books to read electronic story books Trepanier-Street et al. (2011)
- 7. Application Selection McManis andGrunnewig (2012) suggest that a software (in this case applications) has an educational impact on children, if it engages the learner, is child-friendly (in its design and navigation), involves interactivity between the child and the program and monitor‟s a child‟s progress.
- 8. Determiners for planningActivities & Application Evaluation: Establish learning goals for the children Identify the hardware or device(s) you have or would like to have Analyse features and content of the software/program in meeting learning goals Plan how the educational technology will be integrated into the curriculum. McMains and Gunnewig (2012)
- 9. Case Study Findings Most children have experienced ICT devices before All children learn to use it quickly iPad and particular applications are suitable for ECE Children are capable to achieve all for stages of Bloom‟s Digital Taxonomy Children use the iPad purposefully and constructively
- 10. Questionnaire Data Device Technology thatis used at home by Technology that children have access to What the children use the Technology for Laptop 6/6 families 4/6 children Play games, access educational websites HiFi 5/6 families 5/6 children Watch movies Listen to music Digital Camera 6/6 families 4/6 children Take photos Make short films Video Recording 5/6 families 1/6 children Make videos Internet 6/6 families 4/6 children Research something Access youtube.com Access educational website Mobile Phones 6/6 families 5/6 children Call family Look at photos/videos Take photos Make videos Play games Listen to music Desktop 2/6 families 1/6 children Play educational games Electronic Storybooks 2/6 families 1/6 children Leap (a special brand of educational electronic toys) Voice Recorders 1/6 families 0/6 children Tablets 5/6 families 5/6 children Play (educational) games, watch movies, access the internet, listen to music Electronic Toys 5/6 families 4/5 children Learn English and Mandarin
- 11. Determiners of kid‟sprogress Personality Group Arrangements Time Number of available devices Selection of Application
- 12. iPad in ECEPROS (among others) Easy to operate Tailor made learning activities Diversified documentation of learning Assessment Parental Involvement
- 13. iPads in ECECONS (among others) Time constraints Man power Curriculum Compatibility Financial Resources
- 14. Case Study Videos Summary of children using the iPad and the 5 selected applications Kid‟s creations: Sock Puppets Story Creator
- 15. References McManis, L.D.&Gunnewig, S.B. (2012).Finding the Education in Educational Technology with early Learners. Young Children (May 2012), PP. 14-24 Churches, A. (2008)Bloom‟s Digital Taxonomy v2.12.retrieved from: http://www.scribd.com/doc/8000050/ Blooms-Digital-Taxonomy-v212. Trepanier-Street, M.L., Hong, S.B., & Bauer, J.C. (2001).Using technology in Reggio-Inspired long-term projects.Early Childhood Education Journal, Vol. 28 (3), pp. 161-168
- 16. Questions & Answers Thankyou for listening. Should you have questions, please share them now.