2. Using ICT to scaffold
Literacy Learning in the Early
Childhood Setting
Technology is an integral aspect of the
21st century world in which we live and as
a result, the use of Information and
communication technology cannot be
disregarded by early childhood
educators.
3.
4. Campbell, A., & Scotellaro, G. (2009). Learning with technology
for pre-service early childhood teachers. Australasian Journal of
Early Childhood, 34(2), 11-18. Retrieved from
http://www.earlychildhoodaustralia.org.au/australian_journal_of_ea
rly_childhood/ajec_index_abstracts/learning_with_technology_for_p
re_service_early_childhood_teachers.html
Campbell and Scotellaro argue that if educators are to provide
individualised learning and prepare students for an ever-changing
“technological society” they need to see the potential of
available ICTs. The article reveals that some educators still
need convincing that this “quality education” is just as important
as the “traditional beliefs”. The University of Canberra’s
intensive learning program demonstrates that pre-service
teachers are confident about integrating and utilising ICTs within
early childhood contexts after they have been exposed to the
endless possibilities. Campbell and Scotellaro suggest numerous
ways to incorporate ICTs to benefit individualised and whole
class learning.
5. Hansen, C. (2008). Intergrating technology in earlychildhood literacy instruction. In
A. Waddell, & R. McBride (Eds.), New research on early childhood education (pp.
83-113). New York: Nova Science Publishers Inc. Retrieved from
http://books.google.com.au/books?id=ZyfqwUQwxO0C&pg=PA83&dq=Technology++lite
racy++early+childhood&hl=en&sa=X&ei=Pz9oT9RnxsmZBZf32P4I&ved=0CD4Q6AEwAQ
#v=onepage&q=Technology%20%20literacy%20%20early%20childhood&f=false
Hansen’s article reveals the high emphasis and
importance that they place on the need for
professional development. He argue s that it
is crucial in order to allow educators to utilise
ICTs to their maximum potential to develop
and support the literacy skills for early
childhood learners. The reveal research that
shows the influences that ICTs have on young
learners far outweighs more traditional
materials. Conversely, the article discloses
difficulties that were encountered when
implementing changes in classrooms with
exemplary teachers that are apprehensive to
technology. In addition, ICTs are being
implemented within early childhood classrooms
6. Hansen, C. C. (2008). Observing technology enhanced literacy
learning. Contemporary Issues in Technology and Teacher
Education, 8(2). Retrieved from:
http://www.citejournal.org/vol8/iss2/languagearts/article1.cfm
Hansen’s article commends the vast advantages of
incorporating technology within literacy learning such as an
increase in literacy comprehension, vocabulary, fluency, and
achievement in the early years. Research highlights that the
need for teachers to build students enthusiasm is minimal
when integrating technology to enhance literacy development.
Contrary to these benefits, Hansen comments that educators
may jeopardise the learning potential due to lack of expertise
and understanding of the technological resources if
ongoing quality professional development is not
maintained. In addition, educators who fail to
up-skill risk job opportunities and career
advancement to educators which possess
proficient technological knowledge
and understandings.
7. Liang, P., & Johnson, J. (1999). Using technology to enhance early literacy through play. In J.
Blanchard (Eds.), Educational Computing in the Schools: Technology, Communication, and Literacy
(pp.55-62). New York: The Haworth Press Inc. Retrieved from
http://books.google.com.au/books?id=AiFdNkTOgU0C&pg=PA55&dq=Technology++literacy++early+
childhood&hl=en&sa=X&ei=MkVoT7erFoaOmQX5loz_CA&ved=0CGYQ6AEwBw#v=onepage&q=Techno
logy%20%20literacy%20%20early%20childhood&f=false
Liang and Johnson share the advantages of using ICTs to
facilitate children’s emerging literacy skills which begins
with improved spelling, story writing skills and letter
recognition. They share the enhancements that ICTs can
have on children’s motivation levels within a classroom
setting. However, Liang and Johnston express
apprehension that children may not reach their full
potential if they are not able to utilise the advantages of
ICTs alongside their learning. The article also raises
concerns and misconceptions that exist around ICT based
learning such as a teacher confusing a student’s
knowledge and understandings with a child’s efficiency to
operate ICTs.
8. Ljungdahl, L. (2010). Multiliteracies and Technology. In G.
Winch, R. Johnston, P. March and M. Holiday (Eds),
Literacy: Reading, Writing and Children's Literature (pp.399-
422). Australia: Oxford.
Ljungdahl chapter emphasises the
benefits of utilising ICTs in literacy
teaching as tools to provide
exceptional teaching and learning
experiences for all students. The
chapter provides an insight into the
features and potential of ICTs that
would be extremely beneficial within a
classroom setting. As well as providing
the positives that ICTs have on the
teaching and learning sequence, the
chapter reveals the negative effects.
In addition, the authors affirm that
the use of ICTs within a learning
environment should not substitute
student and teacher interactions.
9. Makin, L. (2003). Creating positive literacy
learning environments in early childhood. In
N. Hall, J. Larson & J. Marsh (Eds.),
Handbook of early childhood literacy
(pp.327-335).London: Sage Publications.
Retrieved from
http://books.google.com.au/books?id=LsbCu
GjUpDAC&printsec=frontcover&dq=Handboo
k+of+early+childhood+literacy&hl=en&sa=X
&ei=R09oT4K-
F9CMmQWQvvmZCQ&redir_esc=y#v=onepa
ge&q=Handbook%20of%20early%20childhoo
d%20literacy&f=false
Makin discusses the absence of ICTs across many early childhood
settings and the necessity of integrating additional technological
resources. The article states that further resources would
enable more hands on interactions with ICTs through play based
learning rather than being specifically used for skill and drill
games. Moreover, the use of ICTs within an early childhood
classroom not only has positive effects on the social environment
but provides children with realistic reflections of the
technologies that they will encounter throughout their everyday
10. New South Wales Department of Education and Training. (2010).
Literacy learning and technology curriculum K-12. Retrieved from
http://www.curriculumsupport.education.nsw.gov.au/literacy/assets/
pdf/packages/tech_lit_learn.pdf
This article highlights the vast changes of the 21st century and
how they are redefining literacy. The department unveils the look
and feel of learning environments; the role of teachers and
learners and the transformation of what and how students learn.
The author states that in order to maximise learning and establish
quality literacy opportunities students need to be taught how to
utilise ICTs to their full capacity. The article goes on to disclose
the importance placed upon all educators to ensure that their
students leave school as confident, creative and productive users
of technology.
11. Newhouse, P. (2002). A Framework to Articulate
the Impact of ICT on Learning in Schools.
[Review of The IMPACT of ICT on LEARNING
and TEACHING, for the Western Australian
Department of Education. ] Retrieved from
http://www.det.wa.edu.au/education/cmis/eval/d
ownloads/pd/impactreview.pdf
Newhouse discusses the vast range of impacts that ICTs can
have on the learning environment from encouraging investigation
and knowledge building to establishing collaborative, cooperative
and active learning. Moreover, he highlights the positive impacts
that ICTs place on students learning through engaging,
motivating and challenging learners by means of providing tools to
increase productivity. Newhouse reiterates that although ICTs
provide endless possibilities within the classroom, it is imperative
for the educators to create high-quality learning experiences,
cater for individual needs and allow students to take
responsibility for their learning.
12. Oakley, G. (2011). Preservice teachers creating digital storybook for use in
early childhood classrooms. Retrieved from
http://uwa.academia.edu/GraceOakley/Papers/1479474/PRESERVICE_TEACHER
S_CREATING_DIGITAL_STORYBOOK_FOR_USE_IN_EARLY_CHILDHOOD_CLA
SSROOMS
Oakley’s article discusses the positive effects that ICTs have on
young learners of literacy. She reveals that digital story books
are not only motivational, they also assist students
comprehension, sight words and directionality. The article and
study was informed by Mishra and Kohhler’s (2011) TPACK model
(the relationship between technological, pedagogical and content
knowledge). However, Oakley suggests that the model fails to
take into account students’ knowledge. She argues that even
after supporting research has expressed the great benefits of
utilising ICTs within classrooms settings, there seems to be a
lack of implementation into schools due to poor training and high
lack of funding.
13. Zevenbergen, R., & Logan, H., (2008). Computer use by preschool children:
Rethinking practice as digital natives come to preschool. Australian Journal of Early
Childhood, 33(1), 37-44. Retrieved from:
http://www.earlychildhoodaustralia.org.au/australian_journal_of_early_childhood/aje
c_index_abstracts/computer_use_by_preschool_children.html
Zevenbergen and Logan outline the
importance of computers in early childhood
settings to provide learning opportunities
that enhance children’s readiness for school.
The title highlights that many preschool
children have considerable experience with
computers outside the preschool setting.
They argue that by including computers into
the curriculum the digital divide that exists
for those children without access to
computers will be a minority. It is suggested
that by withdrawing children from valuable
opportunities to participate in technological
experiences child-centred learning is not
taking place. However, Zevenbergen and
Logan further commented that funding such
14. Overview / Synthesis
Technology is an integral aspect of the 21st century world in which
we live and as a result, the use of ICTs cannot be disregarded by
early childhood educators. Campbell and Scotellaro’s (2009) article
brings to light the fact that many educators still need convincing
that “quality education” is just as important as the “traditional
beliefs” of teaching and learning. The ten articles selected for this
assessment task, deliberate the advantages of utilising ICTs within
an early childhood setting to maximise literacy learning. In
addition, the articles reflect the common detriments,
misconceptions and apprehensiveness of early childhood educators.
Computers and other forms of ICTs are increasingly emerging in
early childhood settings across the country. Consequently, many
questions are being raised regarding the importance and most
effective pedagogical uses of ICTs to maximise students learning
and more specifically the potential to increase and enhance learning
literacy.
15. The articles highlight relevant teaching and learning approaches to
be considered when planning for 21st century teaching and learning.
In addition, links to the coursework and multiliteracies framework
strategies are clearly evident through the use of ICTS and
providing students with interactive and engaging ways to undertake
literacy learning. Newhouse (2002), Oakley (2011) and Liang &
Johnson (1999) make known the advantages of utilising ICTs within
the classroom as a form of student engagement and motivation.
The authors discuss the vast positive learning opportunities and
experiences that can be achieved through the means of integrating
the use of ICTs for literacy teaching and learning within early
childhood settings.
16. Collectively, this literature recognises the benefits of
incorporating ICTs within the early childhood context to develop
literacy skills amongst learners. The use of ICTs in early childhood
literacy learning not only encourages investigation and knowledge
building but can be a means of establishing collaborative,
cooperative and active learning (Newhouse, 2002). Blanton,
Moorman, Hayes, and Warner (1997, as cited in Hansen, 2008)
found that children loved working with computers and actually
socialized, talked, planned, and collaborated more around
computers than around other traditional play materials. Makin
(2003) argues that educators need to establish an effective means
of integrating the use of ICTs to complement and enrich
fundamental play-based learning opportunities in early childhood
settings. Furthering on this, educators need to ensure that the use
of computers enhances, not replaces the important roles of
teacher and child interaction (Ljungdahl, 2010).
17. Concerns which were conveyed throughout the course regarding
teachers being incompetent in the use of ICTs for learning and
learning were also a mutual concern which consistently arose
throughout numerous readings (Hansen, 2008; Newhouse, 2002;
Liang & Johnson, 1999; Zevenbergen & Logan 2008). In this 21st
century, technological advancing world, it is worth noting that many
early childhood students are more content and able to access and
utilise ICTs than their parents and educators .There is an absence
of professional knowledge and understanding as well as inadequate
professional development targeted at improving and enhancing the
ICT knowledge of educators. Hansen (2008), Oakley (2011) and the
New South Wales Department of Education and Training (2010) all
advocate that high importance should be placed upon up-skilling
educators to ensure that they are able to effectively utilise ICTs
to enhance literacy learning.
18. ICT REFLECTION
The integration and advancement of classroom technologies has always been of high
interest to me. In completing this assessment task, I set myself the goal of being able to
develop a stimulating and thought-provoking PowerPoint slideshow that is able to be
uploaded and accessed online. I envisioned that I would utilise a variety of features and
formatting tools in order to ensure that the presentation was engaging.
Majority of my ICT knowledge, understandings and skills, largely being self-taught have
been grounded in and based upon personal hobbies. Through tackling the challenging role
of completing USQ’s Bachelor of Early Childhood online, my ICT learning curve has been
continuous and progressive. I have seized every opportunity to participate in and further
develop and enhance my ICT skills.
My aspiration for this assessment was to embark on a level of my ICT journey, a level
which ensured further development and continuation of the skills that I already
possess. As I was already aware of and am able to utilise the most basic functions
offered across Microsoft Word and Microsoft Excel, I took this opportunity to
experiment with and advance my Microsoft PowerPoint skills.
I found that my time management at the beginning of the PowerPoint presentation were
quite distressing. However, as I became more confident with the features and
formatting tools available I was able to get back on track towards the end of the
presentation. An additional barrier that I encountered through the completion of my
assessment task was upgrading to a new version of Microsoft Office. The formatting
tabs and tools are very different to the older version of Microsoft Office that I have
used in the past.
Although I was very sceptical in the beginning, on completion of my PowerPoint
presentation, I now have the confidence to use Microsoft PowerPoint as a teaching tool
with my future
students. I believe that I have the necessary skills to be able to create interactive
learning activities, text-to-speech books and presentations that my students can utilise.
19. Picture and AudIo Reference list
Big smile Laptop girl [Image]. (2011). Retrieved from
http://computerbrytekids.files.wordpress.com/2011/12/bigsmilegirl.jpg
Boy and Keyboard [Image]. (2012). Retrieved from http://handsonaswegrow.com/wp-content/uploads/2012/03/2011-06-
23_4684.jpg
Classroom Whiteboard [Image]. (2010). Retrieved from
http://www.carringtonacademy.com/uploads/images/image_tsls_results_classroom.png
Din Din Woo (Little Child) [Audio]. (2009). Retrieved From
http://www.last.fm/music/Habib%2BKoit%25C3%25A9%2B%2526%2BBamada/_/Din+Din+Wo+(Little+Child)
Four children [Image]. (2011). Retrieved from http://hechingered.org/wp-content/uploads/2011/11/klaptops11.jpg
Four Kids at Computer [Image]. (2011). Retrieved from http://nutmeg.easternct.edu/mt-
static/early_childhood_education/Computer%20play%203.jpg
Girl with Pig Tales and White Shirt [Image]. (2011). Retrieved from
http://thebenjaminpreschool.com/Images/images/technology.jpg
Teacher and Two Children [Image]. (2008). Retrieved from Hand on keyboard [Image]. (2012). Retrieved from
http://www.njfamily.com/NJ-Family/February-2012/Preschoolers-and-Technology/Preschool-Tech-Specs-500.jpg
Twins on Laptop [Image]. (2009). Retrieved from
http://images.brighthub.com/9f/6/9f666af4fa0b53de7a237ef398292194a99b6425_large.jpg
Two boys with headphones [Image]. (2011). Retrieved from
http://www2.highlandstoday.com/mgmedia/image/0/354/171587/la-advanced-academics-moves-to-kindergarten/
Two kinder children using computer [Image]. (2019). Retrieved from http://watermarked.cutcaster.com/cutcaster-photo-
100138420-Kindergarten-children-using-computer.jpg
