ICT in Early Childhood Education: Strategies, Use, and Viewpoints

This report delves into the debate surrounding the introduction of Information and Communication Technology (ICT) in early childhood education, presenting viewpoints from both enthusiasts and skeptics. The report examines the advantages and disadvantages of ICT integration, including potential hazards such as myopia, social isolation, and moral concerns, while also highlighting the benefits of enhanced learning experiences and preparedness for future technologies. The report discusses the use of ICT tools in schools for communication, storage, and information management, emphasizing the shift from traditional chalkboards to interactive digital whiteboards and the integration of student-owned devices. Furthermore, it outlines various strategies for implementing ICT, such as integrated learning modules, the creation of wikis, podcasting, and browser enhancements, to foster student engagement and promote higher-order thinking. The report concludes by referencing supporting research on the impact of ICT on children's learning and development.

Running head: ICT
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Name of the Student
Name of the University
Author Note

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Table of Contents
Viewpoint...................................................................................................................................3
Use of ICT..................................................................................................................................3
Strategies....................................................................................................................................4
References..................................................................................................................................6

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Viewpoint
The main viewpoint in this context is the debate for and against the introduction of the
ICT in early childhood. The different viewpoint came from the Enthusiasts and Sceptics. The
main argument, which can be stated in this context, is that meaningful task can be scaffolding
towards the tools of the technology. The main assumption came from the Enthusiasts is based
on child-centered practices of constructivist and the nature of the childhood. The children
learn more things directly for the future of the computer games that they learn in school. The
debate against the practice of the ICT would be beneficial for the schooling since it would
directly incorporate a sense of responsibility for the students which would be helping them to
frame a better future (Lecluijze et al., 2015)
On the other hand, it can be stated that the view of the Sceptics was that the ICT
learning would be physically hazardous for the students, which can cause different type of
problem for example Myopia, it can be emotional and hazardous taking into consideration
social activity such as social isolation and detachment, which would be emotional.
Intellectual hazards are also a point of emphasis in this aspect, which can be related to the
devoid of the creativity (Samuelsson, 2014). Moral hazards can be also considered a weak
aspect of the technological advancement as this could lead to exposure to undesirable
websites, which could create harm to the mentality of the students. In this context it can be
stated that creation of technology has disappeared the concept of the childhood and it directly
impacts the eating and the natural habits of the children.
Use of ICT
The term ICT stands for information and communication technology. The schools use
the concept of the ICT tools for the concept of communicate, store and management different
information. The concept of the ICT can be considered integral part of the teaching- learning

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interaction. The concept had replaced the traditional aspect of chalkboard with the concept of
digital white board, which are interactive. In the classroom, the students use their own
smartphone and other devices to create a sense of learning in the classroom. When the
teachers are literate in accordance to the usage of the ICT technique the students can also
benefit from the concept. The main advantage, which can be achieved from the concept, is
that it would create a higher order of thinking for the student in order to express their own
understanding and leave the student well prepared in order to deal with the technologies,
which are ongoing. The concept can directly change the workplace and the society.
Strategies
Strategies 1: Implementation of integrated learning modules – The implementation of open
source software can be implemented which would be enabling the concept of development of
learning management system (LMS) and management content system. The main advantage,
which can be achieved from the concept, is that it would incorporate messaging which would
be instant and the capacity to create a forum.
Strategies 2: Creation of Wiki – Most of the student and the teachers can implement the
concept of wiki, which can be used for the concept of creating a means of interaction. The
concept of Wiki can be beneficial in a way that a group of students can add different sort of
information into it which can be accessed by the students and the teacher at any point of time.
Strategies 3: Podcasting – The use of audio files can be used for the concept of development
of digital recording. The concept of podcasting can be used for broadcasting audio files using
software’s which are supported by RSS feeds.
Strategies 4: Browsers Enhancement – The concept of web browsers are adding more
functionality relating to the user. The main advantage, which can be, achieved form the

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concept is that it would be adding value directly to the student by means of accessing the
bookmarks and their favorite topic over the concept of the internet (Chua & Chua, 2016)

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References
Cheng, M., & Yuen, A. H. (2017). ICT Use at Home of Hong Kong Students: Understanding
New Arrival Children from Mainland China. In New Ecology for Education—
Communication X Learning (pp. 173-183). Springer, Singapore.
Chua, M., & Chua, C. (2016, November). App characteristics guide for ICT integration in
early childhood education: an experience analysis. In Proceedings of the 28th
Australian Conference on Computer-Human Interaction (pp. 628-630). ACM.
Diogo, A. M., Silva, P., & Viana, J. (2018). Children's use of ICT, family mediation, and
social inequalities. Issues in Educational Research, 28(1), 61-76.
Lecluijze, I., Penders, B., Feron, F. J., & Horstman, K. (2015). Co-production of ICT and
children at risk: The introduction of the Child Index in Dutch child welfare. Children
and Youth Services Review, 56, 161-168.
Nikolopoulou, K., & Gialamas, V. (2015). ICT and play in preschool: early childhood
teachers’ beliefs and confidence. International Journal of Early Years Education,
23(4), 409-425.
Samuelsson, U. (2014). Digital (o) jämlikhet? IKT-användning i skolan och elevers tekniska
kapital (Doctoral dissertation, School of Education and Communication).

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