One of the toughest jobs that we as a team had to do was finding the
most relevant, engaging and meaningful ICT resources like software,
websites, apps etc for learners in Early Years (Learners aged between 3 -
5 years). Initially the process was tough and hectic, since we had to
search for free apps on Google app store, interactive websites that
could easily run on the android Intel tablet. These resources were then
shared on the PLC (Professional Learning Community website) that was
developed for the sole purpose of sharing lesson plans and resources
with all concerned teachers working on the ELE (Enhanced Learning
Environment) project.
Once we had searched for a few apps, the next step was to install them on our android Intel 10" tablets. This was a tedious process , had to be manually done, teachers and IT support staff had to be engaged to download and install apps on almost 500 tablets to be distributed on time , in almost 9 schools.Teachers during the process were trained to download and install the apps etc, which did help a lot later, since teachers had to look for different resources to meet their lesson requirements in the next session. Teachers though did face problems while designing relevant and meaningful tasks using the these resources, which is an area we need to work on.
My own experience with teachers and learners during the implementation of this project suggests there was a clear improvement visible in the learners interaction with not only their peers but with their teachers too. Learners were more engaged in tasks, enjoyed the learning experiences.
There was improvement seen in their language skills (vocabulary, phonic awareness etc), ,mathematical skills, drawing skills etc. They enjoyed learning at own pace through drill and practice.
Research into learners use of technology also suggest learners have shown improvement in areas like reading, spelling, speaking, listening, phonic awareness (language skills), mathematical skills(problem solving) etc. There is also evidence of increased social interaction among learners and teachers(Jones, 2003).
In the last few years research has moved away from questioning the appropriateness of technology to ascertaining which type of ICT related experiences are effective for learners. Clements (1999:121) in his research rightly points out that not all experience with computers benefit learners. Another concern raised by Jones(2003) is about the range of software that learners are exposed and encouraged to use. Solomon(1986:3) says this exposure actually trivializes the intellectual pursuits that cannot be completed in five or ten minutes.
This is as true as it sounds. We faced exactly the same issues during lessons. They hardly got ten minutes to spend on the assigned task. The learners hardly got time to engage in the cognitive challenge posed by technology, due to regular rotation among groups etc.Technology should be used to create cognitive challenges that help build on the prior knowledge and understanding of the learners.
When I compared the apps we had used to meet our lesson objectives with the APP Evaluation Rubric I found online, the results were a little worrying. The core features of apps listed in the rubric were relevance, engagement level, levels of difficulty, flexibility to offer customization, enhancing thinking skills, provided feedback, usability issues etc.
The apps we found were mostly interactive stories, puzzles, quizzes, included motor skills like drag and drop, pick and choose etc. The apps we used were Storybook Ryhmes, Kids Puzzles, Cookie making games, exploring musical instruments, Kids learning numbers lite, Baby Farm Math, Kids Writing Pad, 123s ABCs handwriting fun set, Kids Doodle, Creative Pad,Paint apps etc.
If I compare these apps with app evaluation rubric, I feel they offer minimum level of flexibility, lack customization feature,app provided no flexibility to adjust content and settings to meet student needs, app facilitated the use of lower order thinking skills,merely provided the opportunity to practice what was learned, but yes it did provide some feedback, a few apps kept learners engaged and motivated but not all, learners after a while got bored, but yes learners were able to use without teachers assistance at times, and yes the app was related to content and appropriate for learners use.
Though I do feel in the first year of technology integration into classrooms, teachers had to struggle with the initial technical glitches. It is understood that teachers need to be given space and time to move from the enhancement stage to transformation stage (SAMR Model).
But I do agree that in any learning environment use of ICT should not replace the use of traditional resources like colored pens, pencils, crayons, toys, other drawing tools, blocks etc and ICT based activities should be used to compliment and enrich these learning experiences.
I feel now a lot of responsibility now lies with teachers to develop such developmentally appropriate learning experiences for young children. We need to work towards encouraging balanced and purposeful learning experiences, and environments and providing learners the opportunity to extend their ideas by exploring , playing, and interacting with the concrete materials and develop a better understanding of the world around them.
Sheeba Ajmal
Once we had searched for a few apps, the next step was to install them on our android Intel 10" tablets. This was a tedious process , had to be manually done, teachers and IT support staff had to be engaged to download and install apps on almost 500 tablets to be distributed on time , in almost 9 schools.Teachers during the process were trained to download and install the apps etc, which did help a lot later, since teachers had to look for different resources to meet their lesson requirements in the next session. Teachers though did face problems while designing relevant and meaningful tasks using the these resources, which is an area we need to work on.
My own experience with teachers and learners during the implementation of this project suggests there was a clear improvement visible in the learners interaction with not only their peers but with their teachers too. Learners were more engaged in tasks, enjoyed the learning experiences.
There was improvement seen in their language skills (vocabulary, phonic awareness etc), ,mathematical skills, drawing skills etc. They enjoyed learning at own pace through drill and practice.
Research into learners use of technology also suggest learners have shown improvement in areas like reading, spelling, speaking, listening, phonic awareness (language skills), mathematical skills(problem solving) etc. There is also evidence of increased social interaction among learners and teachers(Jones, 2003).
In the last few years research has moved away from questioning the appropriateness of technology to ascertaining which type of ICT related experiences are effective for learners. Clements (1999:121) in his research rightly points out that not all experience with computers benefit learners. Another concern raised by Jones(2003) is about the range of software that learners are exposed and encouraged to use. Solomon(1986:3) says this exposure actually trivializes the intellectual pursuits that cannot be completed in five or ten minutes.
This is as true as it sounds. We faced exactly the same issues during lessons. They hardly got ten minutes to spend on the assigned task. The learners hardly got time to engage in the cognitive challenge posed by technology, due to regular rotation among groups etc.Technology should be used to create cognitive challenges that help build on the prior knowledge and understanding of the learners.
When I compared the apps we had used to meet our lesson objectives with the APP Evaluation Rubric I found online, the results were a little worrying. The core features of apps listed in the rubric were relevance, engagement level, levels of difficulty, flexibility to offer customization, enhancing thinking skills, provided feedback, usability issues etc.
The apps we found were mostly interactive stories, puzzles, quizzes, included motor skills like drag and drop, pick and choose etc. The apps we used were Storybook Ryhmes, Kids Puzzles, Cookie making games, exploring musical instruments, Kids learning numbers lite, Baby Farm Math, Kids Writing Pad, 123s ABCs handwriting fun set, Kids Doodle, Creative Pad,Paint apps etc.
If I compare these apps with app evaluation rubric, I feel they offer minimum level of flexibility, lack customization feature,app provided no flexibility to adjust content and settings to meet student needs, app facilitated the use of lower order thinking skills,merely provided the opportunity to practice what was learned, but yes it did provide some feedback, a few apps kept learners engaged and motivated but not all, learners after a while got bored, but yes learners were able to use without teachers assistance at times, and yes the app was related to content and appropriate for learners use.
Though I do feel in the first year of technology integration into classrooms, teachers had to struggle with the initial technical glitches. It is understood that teachers need to be given space and time to move from the enhancement stage to transformation stage (SAMR Model).
But I do agree that in any learning environment use of ICT should not replace the use of traditional resources like colored pens, pencils, crayons, toys, other drawing tools, blocks etc and ICT based activities should be used to compliment and enrich these learning experiences.
I feel now a lot of responsibility now lies with teachers to develop such developmentally appropriate learning experiences for young children. We need to work towards encouraging balanced and purposeful learning experiences, and environments and providing learners the opportunity to extend their ideas by exploring , playing, and interacting with the concrete materials and develop a better understanding of the world around them.
Sheeba Ajmal
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