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Effect Of Information Communication Technology On Early Childhood Education Delivery
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CHAPTER ONE
INTRODUCTION
1.1Background of the Study
The
importance of ICT is quite evident from the educational perspective.
Though the chalkboard, textbooks, radio/television and film have been
used for educational purpose over the years, none has quite impacted on
the educational process like the computer. While television and film
impact only on the audiovisual faculties of users, the computer is
capable of activating the senses of sight, hearing and touch of the
users. ICT has the capacity to provide higher interactive potential for
users to develop their individual, intellectual and creative ability.
The main purpose of ICT consists just in the development of human mental
resources, which allow people to both successfully apply the existing
knowledge and produce new knowledge (Shavinina, 2001).
The collective
and rigid nature of learning and the passive nature of the learning
associated with the use of radio, television and film do not contribute
any innovative changes to traditional methods in education system.
Information and communication technologies are being used in the
developed world for instructional functions. Today, computers perform a
host of functions in teaching and learning especially as many nations
are adding computer literacy, reading and writing literacy skills
students will need for succeeding in a technologically developed world
(Thomas, 2005). At the instructional level, computers are used by pupils
to learn reading, mathematics, social studies, art, music, simulation
and health practices.
In educational multimedia application,
Shavinina (2006) asserted that today’s learning contents are
domain-specific products and that they dominate the world market.
According to Shavinina (2006), domain-specific educational multimedia is
directed to knowledge acquisition skills development in the language
arts, history, physics, literature, biology and so on.
There is no
doubt that ICT provides productive teaching and learning in order to
increase children’s creative and intellectual resources especially in
today’s information society. Through the simultaneous use of audio,
text, multicolor images, graphics, motion, ICT gives ample and
exceptional opportunities to the pupils to develop capacities for high
quality learning and to increase their ability to innovate.
Nigeria
cannot afford to lag behind in using multimedia to raise the
intellectual and creative resources of her citizens especially the
children. This is particularly important for children whose adulthood
will blossom in a cyber environment entirely different from that of the
present (Shavinina, 2006). Nigerian children need to be taught by
radically new educational programme and variety of educational contents
with multimedia playing key role (Ayo, 2000).
Technology plays a
significant role in all aspects of life today, and this role will only
increase in the future. The potential benefits of technology for young
children’s learning and development are well documented (Wright &
Shade, 1994). As technology becomes easier to use and early childhood
software proliferates, young children’s use of technology becomes more
widespread. Therefore, early childhood educators have a responsibility
to critically examine the impact of technology on children and be
prepared to use technology to benefit children.
Computers supplement
and do not replace highly valued early childhood activities and
materials, such as art, blocks, sand, water, books, exploration with
writing materials, and dramatic play. Research indicates that computers
can be used in developmental appropriate ways beneficial to children and
also can be misused, just as any tools can (Shade & Watson, 1990).
Developmental appropriate software offers opportunities for
collaborative play, learning and creation. Educators must use
professional judgment in evaluating and using this learning tool
appropriately, applying the same criteria they would to any other
learning tool or experience. They must also weigh the costs of
technology with the costs of other learning materials and programme
resources to arrive at an appropriate balance for their classrooms.
Computers
are intrinsically compelling for young children. The sounds and
graphics gain children’s attention. Increasingly, young children observe
adults and older children working on computers, and they want to do it.
Children get interested because they can make things happen with
computers. Developmentally appropriate software engages children in
creative play, mastery learning, problem solving, and conversation. The
children control the pacing and the action. They can repeat a process or
activity as often as they like and experiment with variations. They
collaborate in making decisions and share their discoveries and
creations (Haugland & Shade, 1990).
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ABSRACT - [ Total Page(s): 1 ]The study attempted to investigate the impact of information communication technology (ICT) on educational development of children in early childhood education in selected nursery schools in Mainland Local Government Area of Lagos State. In this study, some relevant and related literatures were reviewed under sub-headings. The descriptive research survey design was applied in the assessment of the opinions of the respondents with the aid of the questionnaire and the sampling technique. A total o ... Continue reading---
