(Download) "Integrating New Technologies in UK Classrooms: Lessons for Teachers from Early Years Practitioners." by Childhood Education # eBook PDF Kindle ePub Free
eBook details
- Title: Integrating New Technologies in UK Classrooms: Lessons for Teachers from Early Years Practitioners.
- Author : Childhood Education
- Release Date : January 01, 2003
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 199 KB
Description
In England, as in many other countries, the introduction of new technologies into children's classrooms sometimes appears to have occurred with revolutionary speed. The number of computers used in education settings, for instance, has risen dramatically--from an average of one per school in the early 1980s to several per classroom in 2002. Part of this transformation has been government-inspired, as the mandate to teach information and communications technologies (ICT), and to teach the traditional curriculum through ICT, gains momentum. Growing from a small strand in the first National Curriculum for children ages 5 to 16 (National Curriculum Council [NCC], 1989), ICT has become an important medium for learning across the curriculum. For the last two years, it also has been a component of the Foundation Stage curriculum (Qualifications and Curriculum Agency [QCA], 2000), which provides a framework for the learning of children ages 3 to 5 in a range of preschool settings, from family child care to nursery schools and integrated centers. This article draws particular attention to some of the lessons to be learned from the ways technology is used in these early childhood settings. The rapid growth in curriculum requirements, and in hardware, has not always been matched by a growth in practitioners' understanding of appropriate ways to use the new technologies. Research indicates that many teachers, at every grade level, have limited expertise and even less confidence in controlling the hardware and software provided for their age group (Mumtaz, 2000). Several unwelcome outcomes are the result of this limitation:
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