Discuss about the Understanding Language and Literacy for ICT.
The technological advancements of recent times have culminated in the rapid utilization of the information and communications technology (ICT) in various domains. Education sector is no exception to this and ICT has opened up a plethora of opportunities particularly for elementary education thereby facilitating inclusive learning. ICT act as tools to mediate the cognitive and holistic development in the child thus accounting for several essential skills and competencies encompassing language, numeracy and literacy among many. ICT can be effectively integrated with the pedagogical principles that are in vogue to make them accessible to children of school going age for appropriate utilization (Lim & Oakley, 2013).
Assessment of the advantages and disadvantages of the ICT has resulted in implicating for more benefits than risks in case of the students receiving primary education in school settings. Benefits may be understood in the context of the students, teachers and parents. Greater efficiency is generally fostered throughout the school curriculum through opening up of various avenues pertaining to communication channels. Motivational influence with respect to multiple curriculum subjects is generally provided by ICT through emancipation of student’s learning. Quality of education is facilitated through enhancement carried out with respect to teacher’s training and acquisition of basic skills (Kerckaert, Vanderlinde & van Braak, 2015). However, the teacher’s attitude towards the implementation of the ICT in schools serves as a major impediment in terms of utilizing the full potential during the foundation years of a child’s development. Reluctance of the teachers to use ICT in early education due to the notion of ICT as harmful may be cited as the cause behind such belief. Moreover, the expenses incurred in providing computer facilities through ICT are a major drawback accounting for the single largest curriculum budget cost thus providing little scope for other significant expenditures necessary for the school setting. Research suggests that in case of the impaired children, there is greater propensity for acceptance of ICT in contrast to the healthier counterparts (Hasan, Ashraf & Rahman, 2016).
Learning experiences are normally provided in course of a specific educational curriculum with the aim of providing optimum benefits by means of engagement, motivation and enthusiasm to make way for active participation thereby accounting for learner autonomy. School serves as an important layout for the participation of the students in a vast array of computer based activities while home serves as the source for a comparatively narrower set of computer tasks. Transformation of the teaching style into a learner centric style is generally facilitated by virtue of applying ICT. Convenience and ease in mutual interaction between the teacher and the student is the prime merit of ICT based classroom teaching. Higher number of academic affordances as well as possibilities is generated for both the instructors and students alike through ICT. Thus a positive school culture and environment helps to promote ICT based education thereby ensuring holistic development in the child (Fu, 2013). In elementary education, language and literacy are two of the crucial components that serve as potent factors in shaping a child’s future. Communication skills help in promotion of these two competencies by adopting suitable educational interventions. In this context, ICT is found to be beneficial to harbor the optimal outcomes. Studies conducted on children having autism have highlighted on the applicability of the ICT to address the communication issues in the concerned population. Recent ICT applications concerning the autistic children comprise of the usage of interactive environments implemented in cases of special input devices as well as computers in addition to the virtual surroundings, serious games, avatars and telerehabilitation. Robotic systems an important ICT tool serves to evaluate the child’s response to robot behaviors as well as allow elicitation of behaviors that are unique to the child. Further modeling, teaching and practicing of requisite skills with scopes of providing feedbacks relevant to a specific environment is encouraged through ICT. Thus the utilities of ICT may be procured through adaptability of the resources carried out in case of providing language and literacy competency (Boucenna et al., 2014). Impact of ICT is not limited to language and literacy sectors alone. Extended application of ICT includes application in the mathematical domain. Matters pertaining to the effectiveness and efficiency concerning mathematical education revealed certain significant findings. According to the study outcomes, differences existed between pupils in schools standing for with and without ICT shortage. Variations were also noted among students who are habituated to frequent usage of ICT or no ICT application at all. However, differences did not remain at instances of accounting for characteristics relevant to teacher, student and school. Mathematical ability is largely dependent upon the numeracy proficiency of the child; therefore careful attention being focused on the mathematical education may ensure numerical literacy improvement in the child (De Witte & Rogge, 2014). The potent applications for ICT involve its utilization in the education for the pre schoolers. Research has highlighted on the necessity for collaborative learning in case of the kindergarten children along with proper assistance from ICT. Further, pre-school children having memory difficulties may benefit from ICT has also been the pivotal theme of research since quite a long time. Children having certain deficits are thus addressed by virtue of application of breakthrough technologies that lead to the all round growth and development in the child (Drigas, Kokkalia & Lytras, 2015). Acquisition and subsequent consolidation of the language, literacy skills is encouraged by means of adopting various teaching methods. In this regard the didactic approach or a more learner centered approach may be suggested. Empirical findings emphasized on the effective utilization of the ICT by the parents, practitioners and young children during the early year’s foundation stage. Improvisation of active pedagogical methodologies is thus encouraged to procure the maximum benefits concerning technological advances through generation of imaginative solutions (Aubrey & Dahl, 2014). Therefore, dynamic initiatives from all end concerned involving the parents, educators and the pupils will pave the way for promoting the language, literacy and communication skills. Speaking, reading, listening, writing, communicating skills that are very much interrelated serve to provide real life as well as meaningful experiences with respect to provision for gaining an insight into matters related to language and literacy.
Literacy is a long sought term that is applicable throughout the tenure of a person’s lifetime in judging his or her potentials based on the education received. In this context, reference may be made of a book resource that is specifically meant for lower primary children to encourage them to read thereby promoting learning ability through acquisition of reading skill and supporting holistic development by means of fostering literacy. The book named Sails Take-Home Library Set A: A Safe Place to Sleep, may be recommended in this regard that contain stimulating texts encouraging take home reading programs. Inclusion of amusing characters, colorful illustrations in addition to descriptions of humorous situations attract the attention of the students and facilitate their learning abilities outside the conventional classroom set up. Further the incorporation of the Parents Notes section in the book assist in honing their wards reading skills (pearson.com.au, 2017).
Aims of using the Resource:
Childhood encompasses the formative period in a person’s life during which he or she engages in both active and passive learning by means of utilization of diverse skills and abilities. However, the varied cultural backgrounds and different native languages in case of many children pose challenges in getting acquainted with the specific format. The demographic distinction accounting for diverse practices have gradually leaded to the necessity for standardizing the language usage for the ease of understanding and maintaining uniformity. Linguistics skills offer the opportunity of reading, spoken as well as writing ability that in turn stand as vital markers for literacy (Genishi & Dyson, 2015). Thus the reading book might enable the children to polish their language comprehension and enhance their vocabulary through learning of new words and phrases. Research has necessitated the development of innovative school curriculum in conjunction with family literacy programs and bridging the home and school practices through encouragement of parental involvement in school. Study concerning immigrant children’s literacy development has revealed the utility of reading books as the commonest practice. Engagement in oral language and literacy activities at home among immigrant second language learners are found to be beneficial to foster literacy likewise in case of monolingual children (Dixon & Wu, 2014). Further studies have brought to the forefront important findings with respect to the issue of early development among dual language learners who possess varied cultural backgrounds. Factors related to the functions of language use at home along with other parameters of maternal immigration, country of descent as well as socio-demographic variables were closely examined. Results showed that immigrant status, gender along with maternal education status act as mediating factors between usage of home languages and child outcomes. In case of the English speaking households, both gender as well as parental education was found to be more strongly related with child outcomes (Winsler et al., 2014). Literacy in today’s world is guided by certain pertinent principles. Scaffolding of student reading, writing, viewing, listening and speaking are the responsibilities of effective teaching through various forms of reading and writing such as modeled, interactive, shared, independent and guided. The identification of the learning patterns of the students with the aid of sociocultural and sociolinguistics theories, behaviorism, constructivism and information regarding cognitive or information processing is integral to effective teaching apart from supporting for utilization of the appropriate cueing systems by the students. Organization of language, literature as well as literacy instruction through proper linkage between instruction and assessment are other functions of effective teaching (Tompkins et al. 2014). Thus in keeping with the existing guidelines the resource may be efficiently utilized to foster learning and literacy among the pupil receiving primary education through school setting. Further studies encompassing continuity and change relevant to the home literacy environment have been indicated as predictors of growth in vocabulary and reading (Sénéchal & LeFevre, 2014). Therefore the book resource as suggested may be used that will enhance the habit of book reading among the children simultaneously improving their vocabulary base.
Different ways of adapting and extending strategies to include the diverse interests and needs of children and cater for different age groups:
The early Years Learning Framework (EYLF) has detected five key principles that accounts for effective childhood practice that include secure, reciprocal and respectful relationships, collaboration between early childhood educators and families, high expectations and equity, value for diversity as well as ongoing learning and reflective practice. Holistic approaches are generally followed to trace the responsiveness in children and facilitating learning through play by means of amalgamating the content with pedagogy to achieve the desired learning outcomes meant for present and future well being, participation and success of young learners (foundationinquirylearning.global2.vic.edu.au, 2017). Transition to literacy is considered as a vital step towards progressive learning through various skills enhancement Cook-Gumperz, 2013). Thus the differences in cultural backgrounds as well as home languages in case of children must be addressed properly to provide succinct resolution relevant to the pertinent issues related to learning and education.
References
Aubrey, C., & Dahl, S. (2014). The confidence and competence in information and communication technologies of practitioners, parents and young children in the Early Years Foundation Stage. Early years, 34(1), 94-108.
Boucenna, S., Narzisi, A., Tilmont, E., Muratori, F., Pioggia, G., Cohen, D., & Chetouani, M. (2014). Interactive technologies for autistic children: a review. Cognitive Computation, 6(4), 722-740.
Cook-Gumperz, J. (2013). The Transition to Literacy. Writing: The nature, development, and teaching of written communication, 89.
De Witte, K., & Rogge, N. (2014). Does ICT matter for effectiveness and efficiency in mathematics education?. Computers & Education, 75, 173-184.
Dixon, L. Q., & Wu, S. (2014). Home language and literacy practices among immigrant second-language learners. Language Teaching, 47(04), 414-449.
Drigas, A., Kokkalia, G., & Lytras, M. D. (2015). ICT and collaborative co-learning in preschool children who face memory difficulties. Computers in Human Behavior, 51, 645-651.
Foundationinquirylearning.global2.vic.edu.au,. (2017). Foundations for learning: Relationships between the Early Years Learning Framework and the Australian Curriculum. Retrieved 5 February 2017, from https://foundationinquirylearning.global2.vic.edu.au/files/2013/06/ECA_ACARA_Foundations_Paper-2cq59mi.pdf
Fu, J. S. (2013). ICT in education: A critical literature review and its implications. International Journal of Education and Development using Information and Communication Technology, 9(1), 112.
Genishi, C., & Dyson, A. H. (2015). Children, language, and literacy: Diverse learners in diverse times. Teachers College Press.
Hasan, N., Ashraf, M., & Rahman, A. (2016). Effects of Information Communication Technology (ICT) in the Childhood Developments and Lives of Disabilities: A Multivariate Analysis. Science, 4(1-1), 28-37.
Kerckaert, S., Vanderlinde, R., & van Braak, J. (2015). The role of ICT in early childhood education: Scale development and research on ICT use and influencing factors. European Early Childhood Education Research Journal, 23(2), 183-199.
Lim, C. P., & Oakley, G. (2013). Information and communication technologies (ICT) in primary education. In Creating holistic technology-enhanced learning experiences (pp. 1-18). SensePublishers.
Pearson.com.au,. (2017). Sails Take-Home Library Set A: A Safe Place to Sleep (Reading Level 7/F&P Level E), 1st, Gibson, Brylee | Buy Online at Pearson. Pearson.com.au. Retrieved 5 February 2017, from https://www.pearson.com.au/9781869701673
Sénéchal, M., & LeFevre, J. A. (2014). Continuity and change in the home literacy environment as predictors of growth in vocabulary and reading. Child Development, 85(4), 1552-1568.
Tompkins, G., Campbell, R., Green, D., & Smith, C. (2014). Literacy for the 21st century. Pearson Australia.
Wilson, A. (Ed.). (2014). Creativity in primary education. Learning Matters.
Winsler, A., Burchinal, M. R., Tien, H. C., Peisner-Feinberg, E., Espinosa, L., Castro, D. C., … & De Feyter, J. (2014). Early development among dual language learners: The roles of language use at home, maternal immigration, country of origin, and socio-demographic variables. Early Childhood Research Quarterly, 29(4), 750-764.
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