Interim Findings Kinderet UK:

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Interim Findings (Kinderet UK) UK National
Survey An opportunity sample of 256 public
sector and/or non-profit nurseries and
pre-schools serving disadvantaged communities
(each identified by UK local authorities to be
recipients of IBM KidSmart computer
units). Response from 102 (40) nurseries
representing between 500 1000 practitioners
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Interim Findings (Kinderet UK) Q6 Most feel
that it is Important or Very Important to work
with ICT in the early years Q7 Most say they
have had No Training or only Some Training
3
Interim Findings (Kinderet UK) Q8 The main
objective for most UK nurseries is to raise the
childrens awareness and to develop their ICT
skills only a minority referred to the use of
ICT to support learning in other curriculum areas
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• Research programmes have shown that
• the availablility of technology alone cannot
  bring about radical change
• while some (potentially effective) technologies
  are embraced (by educators) others are resisted
• The use of technology in classrooms is found to
  be socially contextualised, interacting with the
  institutional and organisational cultures of
  schools and reflecting elements of the prevailing
  social relations in and around the context of
  use
• (Editorial) Issue 5 (April 2003) edition of
  New Perspectives for Learning (publication
  dedicated to reporting on Insights from
  European Union Research on Education and
  Training)

5
Priorities for Technology Education

• The development of
• Technology Education
• or
• Educational Technology

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Technology Education for the Knowledge Society

• Seeing knowledge as a resource rather than an
  educational objective
• creating, and 'adding value', to knowledge
  products such as scientific and technological
  discoveries, texts and media.

7
Technology Education or Education Technology?

• When we focus research too closely on
  measuring traditional learning outcomes in ICT
  there is a significant risk of failing to
  recognise that technology provides a means of
  achieving new learning outcomes.

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Priorities for Technology Education

• The development of
• Integrated approaches to technology in early
  education
• understandings of ICT tools
• positive disposition towards ICT

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Q9/10
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Q9/10
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Interim Findings (Kinderet UK) Q10.6 - Re.
Selection of software very mixed
responses Q10.7 Do you feel that ICT can be
integrated? YESvery strong on socio-dramatic
role play
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Interim Findings (Kinderet UK) Q10.8/Q10.9 Per
centage of time computer used/ valuably
used very mixed responses no clear patterns
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Interim Findings (Kinderet UK) Q11 Specific
technologies identified for training Data
Projectors Interactive (Smart) Whiteboards CD
Writers Graphics tablets Web cams
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Interim Findings (Kinderet UK) Q12 Specific
activities identified for training Technology as
a subject Image theory Resource
management Educational software Programmable
toys Creation of web pages Office tools Internet
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Interim Findings (Kinderet UK) Q13 Reasons
for not having trainingvery mixed responses with
no clear pattern Q13 preference is for short
practical half-day single subject workshops Q16
no clear preference for provider Q17 ICT
will feature in development plans Q18 some
willing to pay for training (but little funding
available)
16
Interim Findings (Kinderet UK) Main
Conclusions UK practitioners want more training
in ICT for Technology Education They believe
it can be integrated across the curriculum the
major areas of challenge are Expression/Aesthet
ic Physical Movement
17
ECERS-ICT Construct validity Annual Becta award
Gamesley Early Excellence Centre, Glossop,
Derbyshire, UK
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Emergent ICTEducation...just as advocates of
emergent literacy have encouraged mark making
as a natural prelude to writing, so we encourage
children to apply ICT tools for their own
purposes in their play as a natural prelude to
formal Information and communications technology
education in the school.
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Siraj-Blatchford, J. (2003) Supporting
Information and Communications Technology in the
Early Years, Open University Press
Siraj-Blatchford, J. (Ed) (2003) Developing New
Technologies for Young Children , i3 and Trentham
Books Siraj-Blatchford, I. J. (2003) More than
Computers ICT in the Early Years, Early
Education/ British Association for Early
Childhood Education Siraj-Blatchford, J. I.
(2004) A Guide to Developing the ICT Curriculum
for Early Childhood Education , Trentham Books
in collaboration with Early Education (The
British Association for Early Childhood Education)
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The ECERS-ICT 3 item subscale

• I Learning about the uses of ICT

• II Information and Communication Handling Skills

III Access and Control of ICT tools
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Item Access Control Inadequate
Minimal Good
Excellent 1 2 3
4 5 6
7

3.1 The children occasionally select and load
their own computer programmes under adult
supervision. 3.2 The children have the
opportunity to play with computer programmes and
programmable toys (e.g. Pixie). 3.3 Children
have access to, and operate for themselves,
cassette recorders, video, computers.
5.1 The children routinely select and load their
own computer software. 5.2 The children are
encouraged to operate ICTs and to appreciate that
signals and instructions are required to control
them. 5.3 Computer software is employed to
support learning in a range of subject areas
(e.g. music and science as well as literacy and
numeracy).
1.1 Very little pretend or real technology is
available for childrens use in the setting. 1.2
The children are rarely or are never given the
opportunity to operate ICT (e.g. TV, cassette,
video, computers etc.)
7.1 The children are encouraged and supported in
information retrieval (e.g. in accessing a CD-Rom
encyclopaedia to help them answer a
question). 7.2 The children are encouraged in
their play to control a wide range of real and/or
pretend technologies (e.g. alarms, washing
machines, video recorders etc). 7.3 Computer
software is available to support learning in all
subject areas across the curriculum.
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Adult/Teacher presence at the computer
Siraj-Blatchford, I. Sylva, K. (2002)
Researching Effective Pedagogy in the Early Years
(REPEY) project. Funded UK DfES, 1997-2002
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Cognitive pedagogical interactions which occurred
while children were engaged in computing
activities
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REPEY Social pedagogical interactions when
children are engaged in computing
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REPEY Curricular areas (proportionally) in which
children use computers
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REPEY ICT main findings? Children use
computers primarily without an adult present.
? When practitioners are present they are more
likely to be fully qualified teachers. ?
Children are encouraged to discover for
themselves, while the adult provides
encouragement, questions and management if
appropriate.
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• REPEY main findings
• Sustained shared thinking An episode in which
  two or more individuals work together in an
  intellectual way to solve a problem, clarify a
  concept, evaluate activities, extend a narrative
  etc. Both parties must contribute to the
  thinking and it must develop and extend.

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