Information and Communication Technologies in Finnish Early Childhood Environments

Kankaanranta, Marja; Kangassalo, Marjatta

doi:10.1080/00094056.2003.10521214

Cited by 13 publications

(9 citation statements)

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“…These studies have shown that Early Years learners have few difficulties operating basic hardware and are able to follow simple tailor‐made software programs. Computers and associated technologies help Early Years learners to develop alphabet recognition and pre‐mathematical skills as well as other school‐readiness skills (Brooker, 2003; Chantel, 2003; Judge et al ., 2006; Kankaanranta & Kangassalo, 2003; Leung, 2003; Sheridan & Pramling Samuelsson, 2003). It would be logical to conclude that Early Years learners who engage with technology develop better learning outcomes, in particular, literacy and numeracy skills, than their peers who do not (Chantel, 2003).…”

Section: Literature Reviewmentioning

confidence: 99%

“…“Literacy” in the context of this paper is based upon the UNESCO (2004) definition describing it as the ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts and includes visual literacy (making meaning from and with graphics, diagrams, pictures and images). The use of technology in Early Years literacy and numeracy programmes has a growing body of research supporting its use (Brooker, 2003; Chantel, 2003, 2005; Judge et al ., 2006; Kankaanranta & Kangassalo, 2003; Leung, 2003; Sheridan & Pramling Samuelsson, 2003). These studies have shown that Early Years learners have few difficulties operating basic hardware and are able to follow simple tailor‐made software programs.…”

Section: Literature Reviewmentioning

confidence: 99%

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Watching, creating and achieving: Creative technologies as a conduit for learning in the early years

McDonald¹,

Howell²

2011

Brit J Educational Tech

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This paper describes the use of robotics in an Early Years classroom as a tool to aid the development of technological skills in a creative environment rich with literacy and numeracy opportunities. The pilot project illustrates how a three-phase process can result in the development of: (1) emergent literacy and numeracy, (2) digital access for disadvantaged Early Years learners and (3) basic engineering concepts. The pilot study was conducted with a class of 16 students aged between 5 years and 6 months to 7 years, over a 6-week period. During this period, the students were introduced to and engaged in the creation of robots and simple machines via the use of a commercial robotics package. The pilot was designed around three distinct phases: modelling, exploring and evaluating. These phases provided scaffolding for the students to engage with the technology and for the class teacher to develop her own skills. The use of this particular robotics package is unique to Australia, unique to Early Years, and links hands-on, fine-motor development with 21st century learning. The researchers and authors of this paper are currently based at the Australian Catholic University and are involved with projects involving creative, digital technologies, children in the early years of formal schooling, emerging literacy and numeracy for diverse Early Years learners and the development of Science, Technology, Engineering and Mathematics (STEM) subjects.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Watching, creating and achieving: Creative technologies as a conduit for learning in the early years

McDonald¹,

Howell²

2011

Brit J Educational Tech

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“…Swamnathan and Yelland (2003) take a smlar yet broader vew by contendng that early chldhood educators need to rethnk tradtonal approaches to learnng and assessment to allow 'reconceptualsaton of currculum and pedagoges for the nformaton age' (p. 260). Kankaanranta and Kangassalo (2003) agree, statng that, n early chldhood educaton, nformaton technologes have yet to acheve the same status they already enjoy n the educaton of older chldren.…”

Section: Background To Studymentioning

confidence: 96%

“…Overall, partcpants n the project ndcated satsfacton wth the Olympus Dgtal Wave Voce Recorder selected, and any ssues that arose were mnor n nature and pertaned to the partcpant's level of competence n handlng such technologes. Ths was not unexpected, as Kankaanranta and Kangassalo (2003) had prevously ndcated that the success of such technologcal ntatves depends upon the educator beng not only enthusastc about expermentng wth new technologes but also possessng the competence to utlse the technology effectvely. However, the support network avalable to the project's partcpants meant all ssues were quckly resolved.…”

Section: Educators' Perceptions Of Issues Arising With Utilising Digimentioning

confidence: 97%

‘I Know how much this Child has Learned. I have Proof!’

Boardman

2007

Australasian Journal of Early Childhood

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THIS STUDY SET OUT to investigate the use of digital cameras and voice recorders to accurately capture essential components of early learners' achievements. The project was undertaken by 29 early childhood educators within kindergarten settings in Tasmania and the Australian Capital Territory. Data collected indicated that digital technologies, involving cameras and voice recorders, have the potential to facilitate the collection of accurate evidence for assessment purposes. Study results also reveal that digital tools have the potential to enhance not only the young child's learning but also the teaching methods of early childhood practitioners. The prospective value of employing digital technologies in documentation processes in the early years of education has only begun, with this study suggesting there is an exciting potential for these technologies to enhance assessment and record-keeping practices in early childhood settings.

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“…Focusing on the use of NT and ICT in children's education internationally, it has been found that there are many pre-schools which either have a low level of computer use, limited access to educational equipment or a lack of training in NT of their school teachers (Bosch and Cardinale, 1993;Pange, 2000). By contrast there are schools where there is a high proportion (up to 85 per cent) of pre-school teachers using ICT in their own school work (Kankaanranta and Kangassalo, 2003). Raper and Stringer (1987) and Reiss (1993) showed that effective teaching and learning both depend on children's existing ideas and subsequent well-formulated teaching methods.…”

Section: Using Nt In Children's Educationmentioning

confidence: 99%

How Often do Pre-School Teachers in Greece Use Nt and ICT in Their Classrooms? A Study of Continuing Education Needs

Pange

2004

Journal of Adult and Continuing Education

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During the last five years one of the main goals of Educational Departments in Greece has been to prepare teachers who, amongst other tasks, must be able to apply New Technologies to their everyday teaching and use Information and Communication Technologies to retrieve information about many classroom activities. This study refers to the courses taught on New Technologies and Information and Communication Technologies, at a postgraduate level, in a continuing education programme, at the Department of Pre-school Education at the University of Ioannina, Greece. It also discusses the use of New Technologies by in-service pre-school teachers as well as their expectations of the application of New Technologies to kindergartens. Their suggestions for better training in the use of New Technologies during their undergraduate studies, and the problems of applying them in the classroom, are also presented.

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Information and Communication Technologies in Finnish Early Childhood Environments

Cited by 13 publications

References 0 publications

Watching, creating and achieving: Creative technologies as a conduit for learning in the early years

Watching, creating and achieving: Creative technologies as a conduit for learning in the early years

‘I Know how much this Child has Learned. I have Proof!’

How Often do Pre-School Teachers in Greece Use Nt and ICT in Their Classrooms? A Study of Continuing Education Needs

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