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1. EDX3270- Using ICT in Early Childhood Education Rikki
Frazer- 0061029219
2. Annotations: Carrington, V. (2005). New Textual Landscapes,
information and early literacy. In Marsh, J. (Eds.) Popular
Culture, New Media and Digital Literacy in Early Childhood. New
York: Taylor and Francis. Retrieved March 26th, 2014 from
http://books.google.com.au/books?hl=en&lr=&id=erHYYf88GlAC&oi=fnd&pg=PP1
&dq=early+childhood+literacy+education+ict&ots=btNo5Vbsk0&sig=j6BKhK2jfmpr
EIouF-MAA_CSt6E#v=onepage&q&f=false In this chapter
Carrington explores the ever evolving landscapes of texts in
literacy, especially noting the effects of this during early
childhood learning. Carrington in this article discusses that with
new technology advances; literacy education now needs to focus on
educating the students using the technology available and as it
becomes available. Carrington also discusses that with the
introduction of the internet during childhood, students now have
access to an immense amount of information which previously would
not have been so readily available. Carrington is a credible author
whom belongs to the Faculty of Education at the University of
Plymouth in the United Kingdom, she has also been published
numerous times in educational journals. This article will be useful
to the essay as it supports the hypothesis being proposed.
3. Annotations: Higgins, S. (2003). The impact of ICT on
learning and teaching: it can make a difference. In Higgins, S.
(2003) Does ICT Improve Learning and Teaching in Schools? UK:
British Educational Research Association. Retrieved March 28th,
2014 from
http://learning.wales.gov.uk/docs/learningwales/publications/121122ictlearningen.pdf
In this chapter, Higgins discusses the benefits for teaching and
learning that using Information and Communications Technology can
have, if it is used correctly. Higgins discussion concluded
numerous points including; Information and Communications
Technology can assist students to improve grades through its use,
students view of learning was seen as more positive when
Information and Communications Technology was involved and lastly,
simply supplying teachers and schools with Information and
Communications Technology, will not make a difference to students
learning alone, teachers need to attend professional development so
as to be able to beneficially use the technology during class time.
This document was produced in the United Kingdom and Steve Higgins,
is a member of the University of Newcastle faculty. It is therefore
a credible source as the author is well-regarded and the research
it was based on was conducted by a research entity.
4. Annotations: Labbo, L. & Reinking, D. (2003) Computers
and Early Literacy Education. In Hall, N., Larson, J. & Marsh,
J. (Eds.)(2003) Handbook of Early Childhood Literacy. London: SAGE.
Retrieved March 27th, 2014 from
http://books.google.com.au/books?hl=en&lr=&id=xQI8DZr-
NTsC&oi=fnd&pg=PP2&dq=information+and+communication+technologies+early+
childhood&ots=pwf9C5dPrc&sig=1KWqEPbeAQa2-
j5BJGxbV2Wsq4U#v=onepage&q&f=false Labbo and Reinking in
this chapter discuss the necessity for digital based literacy to be
involved throughout schooling years. Furthermore technology is ever
evolving and most careers and jobs would now use some form of
information and communication technology throughout the workplace.
Labbo and Reinking believe that the students need to be educated
for their future, this starts with incorporating technology in
literacy education. Linda Labbo is a Professor in the Department of
Reading Education at the University of Georgia and has been
published in numerous books in her field. David Reinking is also a
Professor at the University of Georgia. This chapter is
particularly useful to the essay as it focuses primarily on Early
Childhood Education, which is hard to find specific research and
publishings on.
5. Annotations: Lee, L. & ORourke, M. (2006). Information
and Communications Technologies: transforming views of literacies
in early childhood settings. DOI: 10.1080/09575140500507835.
Retrieved March 27th, 2014 from
http://www.darlingdeer.com.au/learningcollective/publication%20folder/
CEYE_26_01_05.pdf In this article Lee and ORourke detail the
findings of research conducted in early childhood settings
regarding the use of Information and Communications Technology. IBM
along with the Australian Government set up a research project to
put computers in early childhood centres in low-socio economic
areas. The overall aim of this case study was to encourage the
students and families to have a confident approach to technology
and for the students to become literate with computers in order to
be successful in their schooling years. This article by Lee and
ORourke is one of the few found to be produced in Australia,
therefore it is able to be argued that this piece is of higher
relevance to the essay.
6. Annotations: Livingstone, S. (2004). Media Literacy and the
challenge of new information and communication technologies.
London: LSE Online Research. Retrieved March 27th, 2014 from
http://eprints.lse.ac.uk/1017/1/MEDIALITERACY.pdf In this paper
Livingstone explores the new literacy requirements of education in
the 21st Century. Livingstone discusses the necessity, not only for
leisure activities but increasingly for job prospects, of having
competency in computer and internet literacy. Livingstone also
argues that media literacy is so chameleonic, changing according to
what media the user is engaging with and also they are heavily
interrelated, you need a solid understanding of one in order to
interpret the other. Overall Livingstone sees media and digital
literacy as valuable tools for the 21st Century. Sonia Livingstone
is a published writer, this article has been published in a journal
as well as on an online database. The article reinforces the view
of the essay, that literacy education is evolving and needs to
include different technologies.
7. Annotations: Marsh, J. (2005a). New Textual Landscapes,
information and early literacy. In Marsh, J. (Eds.) Popular
Culture, New Media and Digital Literacy in Early Childhood. New
York: Taylor and Francis. Retrieved March 26th, 2014 from
http://books.google.com.au/books?hl=en&lr=&id=erHYYf88GlAC&oi=fnd&
pg=PP1&dq=early+childhood+literacy+education+ict&ots=btNo5Vbsk0&si
g=j6BKhK2jfmprEIouF-MAA_CSt6E#v=onepage&q&f=false In this
chapter, Marsh discusses the new found theories of the links
between digital literacy and children. The chapter defines
literacy, popular culture, new media and digital literacy. Marsh
describes how the traditional view of literacy and texts can no
longer be solely used in education. Marsh argues that whilst
traditional texts still play a role in literacy education, the
focus is now on improving the digital literacy areas. Marsh has
edited and written numerous published works. Jackie Marsh is also
an esteemed member of the University of Sheffield in the United
Kingdom.
8. Annotations: Marsh, J. (2005b). Digikids: Young Children:
popular culture and media. In Yelland, N. (Eds.) Critical Issues in
Early Childhood Education. New York: Open University Press.
Retrieved March 26th, 2014 for
http://books.google.com.au/books?hl=en&lr=&id=Zp8QDxCnWPwC&oi=fn
d&pg=PP1&dq=ict+in+early+childhood+education&ots=4mz0XWGSd_&sig
=syuIHK-DnLGJhoSHlf0o6N8EXYc#v=onepage&q&f=false In this
chapter Marsh discusses the need to re-evaluate the importance that
digitalised media plays in early childhood literacy education.
Marsh emphasises the need to retain traditional literacy abilities,
arguing that the new media age has the potential to create
deficiencies in students literacy capabilities. Marsh also
discusses that the gap between the home and school worlds has not
been closed as technology is proving to in some cases widen the
gap. Jackie Marsh is a Senior Lecturer of Literacy, Language and
Culture at the University of Sheffield in the United Kingdom. She
has published numerous books in the literacy field. This article
does offer some opposing views to that of the hypothesis of the
essay.
9. Annotations: Rowan, L. & Honan, E. (2005). Literarily
Lost: The Quest for Quality Literacy Agendas in Early Childhood
Education. In Yelland, N. (Eds.) Critical Issues in Early Childhood
Education. New York: Open University Press. Retrieved March 26th,
2014 for
http://books.google.com.au/books?hl=en&lr=&id=Zp8QDxCnWPwC&oi=fnd&pg=P
P1&dq=ict+in+early+childhood+education&ots=4mz0XWGSd_&sig=syuIHK-
DnLGJhoSHlf0o6N8EXYc#v=onepage&q&f=false In this chapter
Rowan and Honan detail the evolution that has occurred in regards
to literacy education in the early years. Rowan and Honan discuss
the stakeholders in the students lives whom have together changed
the face of literacy. The focus has shifted from traditional
reading and writing to digitalisation. Rowan and Honan examine and
evaluate a current literacy programme being used in Austrailan
schools and how this has taken into consideration the evolution of
literacy. Both Rowan and Honan are respected members of the
literacy areas of Deakin University. This article is useful for the
construction of the essay as it raises key ideas regarding literacy
education change in the early years.
10. Annotations: Straker, L. & Pollock, C. (2005)
Optimizing the Interaction of Children with Information and
Communtication Technologies. Australia: Ergonomics. Retrieved March
27th, 2014 from http://espace.library.curtin.edu.au/cgi-
bin/espace.pdf?file=/2009/08/27/file_1/129062 In this paper Straker
and Pollock explore the positive and negative points associated
with the use of Information and Communication Technology during the
childhood years. Straker and Pollock discuss how children use
Information and Communication Technology including schooling,
leisure and entertainment. Straker and Pollock propose the theory
that society will experience a technology revolution, similar to
that of the agricultural and industrial. The need for Information
and Communications Technology competency and literacy is growing
fast and Straker and Pollock argue that students in schools need to
be becoming Information and Communications Technology literate
earlier. This article, was written and published in Australia, it
is arguably therefore more relevant to the essay.
11. Annotations: Waller, T. (2008). ICT and Literacy. In Marsh,
J & Hallet, E. (Eds.) Desirable Literacies: Approaches to
Language and Literacy in the Early Years. London: SAGE
Publications. Retrieved March 26th, 2014 from
http://books.google.com.au/books?hl=en&lr=&id=takll6K9EzsC&oi=fnd&pg=PP2&dq=ict+in+early+
childhood+literacy+education&ots=lwu-OPac1I&sig=GZRmtfMgMEQET-
9PDZWNrB6YmNU#v=onepage&q=ict%20in%20early%20childhood%20literacy%20education&f=fal
se In this chapter, Waller evaluates a variety of different
internationally produced research regarding Information and
Communications Technology in early childhood education. Waller
discusses the positive and negative impacts on childrens lives and
schooling, as a result of the heavy use of technology. Waller does
however take into consideration that not all children have access
to technology and that the gap between home and school life in
regards to technology is difficult to judge. Finally, in this
chapter Waller discusses the potential for the development of
technology use in classrooms and the benefits for the teaching and
learning of literacy. Tim Waller is an esteemed member of the
University of Wolverhampton, United Kingdom. He has produced many
research tasks including the study of children using Information
and Communications Technology or literacy learning over a period of
8 years. This article is a great support to the essay, with 8 years
of evidence reinforcing this.
12. Essay: Literacy and what it actually is, is a highly
contested and often argued topic (Riddle, 2014a). Literacy is at
the heart of basic education for all, and essential for eradicating
poverty, reducing child mortality, curbing population growth,
achieving gender equality and ensuring sustainable development,
peace and democracy (Riddle, 2014a). With this is mind, it is
important to consider all of the different facets and types of
literacy that students of the 21st century will need for later
life. Technological advances are at the forefront of conversation
and confusion, many argue that students not only need traditional
literacy abilities but they also need to be contemporarily
literate. It is a belief of many that in the early years of
education, as well as all years of schooling, literacy education
should incorporate use of information and communication technology
(ICT). The following discussion will outline evidence supporting
this belief and also arguments to the contrary. At the core of this
essay is the focus on literacy education for children, how can it
be improved, what will benefit them in their lives and how can
teaching staff assist them.
13. Essay: The 21st Century is an ever-evolving and growing
landscape of texts (Carrington, 2005). Children of this era need to
be educated in how to effectively become literate of the new types
of text and technology that are continuously being invented
(Carrington, 2005). In order for students to become literate with
all of the new technology, they need to have access with it and to
experience the benefits and uses for it (Straker and Pollock,
2005). Using information and communications technology in the
classroom is of benefit to the teachers and students. Labbo and
Reinking (2003) argue this point and believe that students need to
be involved with information and communications technology in order
to have an explicit understanding of how it works, how to
comprehend and utilize it. Labbo and Reinking (2003) discuss that
before school most students will have come into contact with some
form of information and communications technology, however there
are some students whom have not and this can create trouble in the
classroom for teachers (Labbo & Reinking, 2003). This is an
argument for having the technology in the early years, so that
students can become familiar with it and confident in its use. For
the students whom have had little to do with technology of some
sort, this is alarming as it widens the gap between home and school
worlds, in a negative manner (Labbo and Reinking, 2003)
(Livingstone, 2004). These students will complete their schooling
and hopefully transition successfully into the workforce, with the
knowledge that the majority of workplaces having some form of
information and communications technology embedded within their
industry, it is immensely important for these students to be
literate with a wide variety of technologies (Livingstone,
2004).
14. Essay: Currently in Australia there is a significant
education revolution (Riddle, 2014a) occurring. The numerous
political, educators and community groups, whom are all major
stakeholders in this revolution, are all pushing for their ideals
of improvement for the current literacy in the curriculum. Marsh
(2005a) raises the issues that not only do students of the 21st
Century have to cope with technology changes, but also the changes
of pop culture and new styles of media. Teachers need to be able to
incorporate these new advances into their programs to cater for our
changing world. Carrington (2005) is strongly in support of this
issue, agreeing that the new advances need to be heavily present in
all curriculums. This would arguably include the new curriculum
being constructed in Australia currently. All new information and
communications technologies need to be incorporated in the lesson
plans and assessments by the teachers. This would also mean that
teachers would need to attend professional development to keep
their information and communications technology skills up to date
and continually be creatively thinking of different ways to use the
technology (Higgins, 2003).
15. Essay: In conclusion, literacy and its definition have for
many years been a controversial and sometimes confusing topic. Now
added to the mix is the addition of the 21st Century information
and communications technology advances and how to best prepare the
students for the successful transition into the workforce or
further tertiary study. At the core though of the contention is the
desire to improve and achieve the best outcomes for the students as
possible. This is the one aim that all stakeholders in the literacy
argument agree on.
16. Reflection: Information and Communication Technology is a
continuously evolving topic and term. With all of the new
technologies that are being produced and that exist, it is so
important that all students are given the opportunity to become
familiar and competent in using them. It is my personal choice to
make sure that when I am a qualified teacher, I will embed as much
ICT into the teaching and learning cycle of my programs and units
as possible. I would also like to keep up with technologies that
are being created, personally, as if I can realise the benefit and
usefulness of them, it will make it so much easier for me to pass
this onto my students. I would like to be creative as well with the
technologies and use them in interesting and engaging ways during
assessment and classroom learning times. For example, one
technology I have pushed myself recently to learn and understand is
Pinterest, now with the more I have been using it, I can see some
really great ways to use this is the classroom as well as stimulate
my creative senses with all of the opportunities that exist on
Pinterest. ICT is one of those things you just have to keep
embracing and pushing yourself with, it isnt going to disappear and
the opportunities are endless.