Use of ICT in Primary School Classrooms

Use of ICT in Primary School Classrooms Introduction: This chapter outlines the foundation for the researchers topic area. This will be a summary of multiple pieces of literature the author has analysed to answer the question set out. The chosen area is the use of ICT-Information Communication Technology in infant classes in primary schools. This section will begin by looking at what is Information Communication Technology (ICT). The author will give a brief explanation into what ICT is. Following defining ICT the author will examine the ICT software used at infant classes in primary level. She will then investigate the benefits of using ICT at infant level in the primary school. From investigating the benefits the author will explore the limitations of using ICT at infant level in the primary school. Finally, she will research how infant childrens learning and development is supported by the use of ICT in the classroom. What is Information Communication Technology (ICT) Information Communication Technology (ICT) is defined by Barnardos (2006, P2) as The term ICT (information and communications technology) is used to describe a range of technological media. It is defined not just as computers but programmable toys, telephones, talking books, cameras, printers, scanners and much more. Information Communication Technology (ICT) has become increasingly used in many lives. Recently the use of ICT has influenced significant changes in our culture, as a result technology has become very much used today. As the world of technology develops, children in our schools today will live in a world where ICT will be encouraged in their daily lives. ICT is described by Crawford (2013, P1) as a powerful tool as it significantly extends peoples abilities, as a learning tool, it is particularly effective. The term ICT covers a range of tools and equipment. Aistear (2009) refers to ICT as equipment that communicates and influence information. This includes mobile phones, computers, scanners and digital cameras. ICT includes hardware and software devices and programmes. ICT in education has the ability to increase the elements of people’s lives by enhancing teaching and learning. (NCCA, 2004) The word Communication was added to Information and Technology (IT) in the late 1990s as we now use various devices such as mobiles to send messages and to gain information it is unfair to limit ICT to computing or technology. ICT covers equipment everywhere at home and in the setting such as remote controls used for the television, game machines, computers, supermarket bar-code readers, washing machines, timers, heating controls, cameras, alarm systems, phones and electric displays. (Cockburn and Handscomb, 2006) Teachers should concur that young children need to be knowledgeable and familiar with basic technology as it is part of living in the 21st century. (French, 2008) ICT Software Used in Infant Classes at Primary Level There is a range of educational ICT software being used in primary schools today. This software is being developed daily, to enhance childrens learning and development. The NCCA (2004) recognises that different software products may be more appropriate for children in different classrooms. The use of ICT software can improve and support the teaching and learning development across curricular areas, whether used in a specific lesson or for a short or long period of time. (NCCA, 2004) A wide variety of software appropriate for different ages and stages, interests and level of ability will be needed in the curriculum. French (2008) talks about how great care must be taken when choosing particular ICT software for children. The software must mirror the childrens interests and should be stage appropriate. The suitability of the software will rely on the learning objectives and the age range and level of ability of the children. The effectiveness of any software program is established by the quality of the software and by how it is used. (NCCA, 2004) Using paint programmes allows children to experiment with colour, animations, experiment with the mouse and it is a way to introduce children to the basic icons and buttons on the computer. Hayes and Whitebread (2006, P25) states Introducing a paint program enables children to understand that the computer is not just a tool for accessing information, but that it is also a tool for creativity. Teachers are familiar with reading stories out loud to children but a lot of stories come in CD or app form now. There are different case studies, motivating activities and games that come in CD or app form. The tasks are well designed in that the children must understand them to complete them, and they do not provide themselves exclusively to trial and error answers. (Hayes and Whitebread, 2006) Interactive whiteboards are a new and common form of ICT software used in primary schools today. Elston (2007, p9) describes interactive whiteboards as an erasable writing surface that interacts with a computer to capture writing electronically and enable interaction with a projected computer image. The interactive whiteboard works wither by touching the board or using a special pen. The interactive whiteboard comes with software that allows it to be used as a copy board. Children and teachers can draw or write on the whiteboard using their fingers or the pen and they can save their drawings to the computer. The interactive whiteboard comes with built in software called OCR which means the computer will identify the childrens handwriting on the whiteboard and turn it into computer text. (Elston, 2007) The OECD (2002) conducted intensive case studies which examined the use of ICT in twenty one different schools. They found the most popular forms of ICT was word processor, but spreadsheets, graphing and drawing programmes, search engines, and presentation programs such as Powerpoint were also high. Many schools used the internet as a source of teaching or research. In these case studies, ICT was often based on a practice system. (OECD, (2002) Morgan and Blatchford (2009) states there is software developed for the use of young children to allow them to make and create images, add sound effects in media products and add sounds and listen to stories. The NCTE (2013) recommends that each classroom should be appointed with a teaching computer, a short throw digital projector, a wireless keyboard, a mouse and five classroom computers or laptops. A visualiser should also be in place in each classroom. Primary schools should be supplied with a multi-media workstation to assist with the integration of audio/visual projects. Primary schools share some equipment such as cameras, wireless tablets, printers and scanners. Using a digital camera can the teacher can take pictures of the childrens learning and create a portfolio of them to show their parents, they can also be transferred to the computer for viewing, for a slide show, for printing or for film making. A wireless tablet can be used for teachers and children to draw, write, colour, listen to stories, do different kinds of subjects such as maths and music. (NCTE, 2013) Teachers should positively model how they use the software. Children should be balanced with lots of other activit ies to assist real life experiences. (Blatchford and Whitebread, 2003) The software used in infant classes must be suitable. Morgan and Blatchford (2009) agrees with French (2008) saying often the software can be unsuitable in terms that young children are especially vulnerable, in terms the content can be violent, frightening or highly emotional.  ­Ã‚ ­Ã‚ ­Ã‚ ­ (Hayes and Whitebread 2006) talks about for children to benefit from ICT children need to be thought about the differences between the different software programmes. The Benefits of Using ICT at Infant Level in the Primary School ICT has an effect on those who use them and their environment. These technologies can offer new opportunities to strengthen many aspects of childrens development. There is support and interest across the educator sector for the development and integration of ICT. As Epstein (2007) says computers can play an important role if they are used correctly. Children can sometimes work with objects on a screen more easily than with real objects. This however doesnt indicate that computers should replace real objects. A considerable amount of research shows that when ICT is used correctly it can enhance childrens learning and development, it can encourage exploratory play, collaboration, co-operation, discussion, creativity, problem solving, risk taking and thinking. (Barnardos, 2006) The ICT software can be used with different age groups and it can be used with children in a one to one context or it can be used with children in a group. The ICT software can be used to support a child or children in a specific area of learning. NCCA (2004) acknowledges there are potential benefits for using ICT in classrooms also. According to the NCCA (2004) children gain motivation, problem solving skills, higher achievement and improvements in elevated thinking. Childrens imagination and sense of wonder can be supported through the use of context free software. The use of ICT can provide immense opportunities for creative development in children. Children become more independent while developing their creative skills. (Potter 2000 cited in Meadows and Leaks, 2000) The children can enhance their creative skills through ICT in different areas of learning such as; Arts and crafts, music and dance, imaginative play and role play. (Barnardos, 2006) ICT can encourage childrens physical skills. By children using the keyboard, the mouse, the buttons, touching the interactive whiteboard or tablet and knobs on a piece of equipment such as a digital camera is an excellent way of developing finer motor skills. Occasionally children might find it easier to manipulate objects on a screen more easily than real objects. (French, 2008) Children encounter many different achievements and trips throughout the years. Digital cameras are a great way of recording their accomplishments and sharing them with each other and their families. (NCCA, 2004) Computer play can encourage communication, speech and expression. Children are inclined to narrate what they are doing as they draw pictures or move items and characters around the interactive board. Children interacting at computers retain high stages of communication and co-operation skills. Using computers in the primary school can help childrens literacy development. One of the more current research shows that ICT supports children with special educational needs. Research shows that ICT can help children with communication problems and ICT helps children with SEN to access the curriculum more easily by using communication aids, software and appropriate assistive technology. (NCCA, 2004) Software programmes create a virtual environment which encourage children to read the screens and ask their friends questions about the situations. (Barnards, 2006) The Department and Education and Science (2008) agrees with Barnardos stating that ICT improves literacy, reading and writing skills especially for children in junior infant classes. The use of stories and rhymes on CD, on the internet or on an app enriches the childrens experiences of the written word. It allows them to repeat the words over and over again, forming and learning patterns of language and looking at the pictures gives them great enjoyment as the characters come to life. Children develop writing skills from using ICT. Children in infant classes are getting used to holding a pencil the correct way and are tracing letters. Children can practice other ways of writing as they use keyboards and different ICT software. (Selwyn et al, 2010) ICT can develop childrens social skills. Children will be more enthusiastic to learn about sharing, turn taking, co-operating and collaborating when they are joining in a group activity. (Zahariev etal, 2009) French (2008) also acknowledges that ICT can help childrens social skills. French (2008) believes children can sometimes find it easier to work with a friends on a computer than work alone. ICT can develop their social skills by creating rules for co-operation, children talking about what they are doing and children helping each other Choosing appropriate ICT software can teach children about different cultures, languages and ethnic backgrounds. ICT offers children to learn outside the classroom. The teacher can use different methods of technology to teach the children about different ethnic backgrounds, diverse families, people with special needs and abilities. With access to the internet or electronic resources the teacher has access to different learning materials on any part icular topic at any time which benefits the children. (Zahariev et al, 2009) As technology is becoming the future, by the teachers informing the children about the different forms of ICT, what ICT means, ICT tools and software it is preparing them for the future. Schools and the work environment will be technology related and by the children learning about technology it is giving them the confidence and skills to use such technologies in their later life. Although there is mixed results for using ICT in schools with young children DES (2008) says one of the major benefits of ICT is it can introduce a visual and interactive aspect into learning. ICT can help promote active learning by allowing the child to find, use and receive information. Research in UK found that ICT helps teachers facilitate the types of learners in the primary school curriculum. This research shows that teachers who use ICT in the classroom have described that ICT is more suited to support collaborative learning and active learning. (NCCA, 2004) Children can use ICT at different levels depending on their age and stage of development. In infant classes children will use the software to develop and expand their language and in senior classes they can use the software to broaden their language. (Eleven et al, 2012) ICT has an important part to play in developing children’s mathematical concepts. It is extremely exciting and can help make learning fun and enjoyable ICT can support children as it provides challenges to develop concepts and skills installed in game-like situations. (NCCA, 2004) The internet can have many different resources, activities and sources for teachers to use to benefit children. If the internet is used appropriately it can support the development of children’s abilities to question, to analyse, to investigate and to think critically. (NCCA, 2004) The Limitations of Using ICT at Infant Level in the Primary School. As stated above technology has many different benefits but some people have a fear that technology is replacing real objects. From a survey done by Early Childhood Ireland in 2013 it found out most members were worried about: The amount of screen time children observed The impact ICT has on childrens reading abilities The relationship between technology and obesity The connection between technology and play ICT cannot be used if the broadband speed is not consistent and reliable. A teacher in a school in County Waterford tries to find many different ways of bringing ICT into the school curriculum but when it comes to the schools internet access she cannot apply those skills to teach her students and it regularly leads to children being disappointed. (Murray, 2014) Teachers are not able to use all the technology available for learning.

The Science and Myth behind Phrenology Essay -- Biology Essays

The Science and Myth behind Phrenology Phrenology is a phenomenon that attempts to relate one’s personality and mental capabilities with the form and structure of one’s skull. This â€Å"science† became popular in the nineteenth century as the Eugenics movement gained widespread approval. In Joseph Conrad’s Heart of Darkness, the reference to Phrenology is apparent in the scene where Marlow visits the doctor. â€Å"Then with a certain eagerness [the doctor] asked me whether I would let him measure my head. Rather surprised†¦he produced a thing like calipers. ‘I [the doctor] always ask leave, in the interests of science, to measure the crania of those going out there [the African jungle].’†¦He gave me a searching glance, and made another note. ‘Ever any madness in your family?’ he asked, in a matter-of-fact tome. I felt very annoyed. ‘Is that question in the interests of science, too?’† (Conrad 13). As it can be inferred, Marlow patronizes the doctor by implying that Phrenology is not a scientific practice because it cannot be used to determine the psychologcal â€Å"fitness† of an individual. Regardless, the spectacle of this practice in the late 1900s most likely gave Conrad the impetus to construct this parodied scene, which depicts Phrenology as a baseless science; however, the practice is not wholly baseless. The founder of Phrenology, Austrian physician Franz Joseph Gall, determined the existence of a relationship â€Å"between the morphology of the skull and the human character† (Peter 1). Franz asserted that the brain is responsible for a human’s mental capacities. He attempted to prove this assessment by making statements—found in his chief work, The Anatomy and Physiology of the Nervous System in General, and ... ...d the movement to justify their White supremacist, Aryan revolution. â€Å"Fascist ideologies like Nazism have misused some elements of craniometry in the framework of their infamous racist doctrines† (Peter 3). As a result of this misuse of Phrenology, it lost much of the scientific respect it hand gained in Western Civilization to the emerging field of psycho-analysis, whose father, Sigmund Freud, believed that the objectivity of Phrenology was limited because of its lack of introspection. Regardless of Phrenology’s disgraced past, it can still be regarded as a well-founded science that has an objective groundwork for assessing the importance of â€Å"self-knowledge, self-achievement, education, and human relationships† (Peter 4) in human development. Works Cited Peter, Van den Bosche. Phrenology. http://134.184.33.110/phreno/intro21.html. 05 October 2002.

Hyundai: A Global Success Story

The automotive industry is among the largest and most global sectors in the world. Any shift in the automotive industry has consequences for firms around the globe. Hyundai Motor Company (HMC) is a rising star in the global automotive industry. South Korea's number one carmaker, HMC produces about a dozen models of cars and minivans, as well as trucks, buses, and other commercial vehicles (www.hyundai-motor.com). Popular exported models are the Accent, Elantra, and Sonata. The Korean firm has managed to internationalize successfully seemingly against all odds.The Car Industry on a Global ArenaWith many competitors battling for market share, car makers such as Toyota, Nissan, Honda, Hyundai, General Motors, Ford, DaimlerChrysler, Renault, and Volkswagen operate on relatively thin margins. The automotive industry has been suffering from excess production capacity. Although there is a capacity to produce 80 million cars globally, total global demand runs at only about 60 million a year. Thus, car manufacturers typically employ only 75 percent of their production capacity.However the car industry is extremely capital intensive and, with so much competition, firms should use at least 80 percent of their production capacity in order to remain competitive. It is tough to stay afloat under such competitive conditions and the industry has seen numerous mergers and acquisitions in recent years. Consolidation has occurred between Ford and Land Rover, Jaguar and Volvo, and DaimlerBenz with Chrysler, to name a few.South Korea and the Auto IndustryAgainst this background, HMC has faced various mishaps. The South Korean economy endured a recession in the late 1990s as a result of the Asian Monetary Crisis. The economy comprises numerous family-owned conglomerates, or chaebol. The combined sales of the nation’s five major chaebols — Hyundai, Samsung, Daewoo, LG, and SK – amounted to roughly 40 percent South Korea’s GDP and total exports. Over time, these giant firms expanded rapidly, borrowing from their own banks to finance often reckless expansion into unrelated industries. Financial blunders led the Korean government to  impose greater transparency and more stringent accounting controls.In the automotive industry, Kia Motors, Korea’s third largest maker went bankrupt and Daewoo was sold off to General Motors. While domestic demand in South Korea is some two million cars, total productive capacity had reached five million. Exporting was a necessity. HMC’s debt burden had reached five times its equity, and the firm was suffering massive losses. The future was very uncertain. HMC was using less than 40 percent of its total production capacity, with a debt of around $30 billion. In 1998, HMC took control of Kia, becoming the South Korea’s biggest car maker and holding three-quarters of its domestic car market as well as passing Japan’s Mitsubishi and Suzuki in world ranking.Early Internationalizati on EffortsChung Ju Yung was HMC’s founder. A workaholic from a peasant background, at age 85, Mr. Chung was determined to return HMC to profitability. All his life, whenever he set his mind on something, he would always found a way to achieve it. The Hyundai conglomerate was founded in 1947 in the construction industry, and over the next fifty Mr. Chung expanded his dynasty into car manufacturing, oil refining, electronics, banking, and insurance. HMC was founded in 1967. Mr. Chung passed on his ‘never-give-up’ values to his son, Chung Mong Koo, who took over as Chairman in 1998. The younger Mr. Chung was very detail oriented, and attached great importance to producing quality products. He is often quoted as saying: â€Å"Quality is crucial to our survival. We have to get it right, no matter the cost.†In the late 1970s, HMC had begun an aggressive effort to develop engineering capabilities and new designs. In 1983 HMC started its Canadian operation, the fi rm’s first foreign investment venture. But the operation proved unprofitable and was shut down after only four years. Despite this disastrous outcome, HMC management learned a great deal from the experience.Instead of FDI, HMC began exporting to the U.S. market with the Excel as an economical brand with a $4,995 price tag. The car was soon a big success with exports rising to 250,000 units per year. Unfortunately, various  problems emerged: the Excel was perceived as a low-quality car and the weak dealer network was not producing enough sales. Consumers were losing faith in Hyundai and the firm’s brand equity began to deteriorate. The U.S. is the largest car market in the world and management had to do something drastic to turn things around.Ultimately SuccessfulIn response to complaints about product quality, HMC introduced a â€Å"10 year warranty† program. The rationale was that, in order to erase any negative image, management had to go beyond the typical guarantee period and offer a very substantial warranty. The strategy was a major turning point for Hyundai, and the firm set about designing and building cars based on much higher quality standards. While still maintaining low prices, HMC was able, over time, to provide substantially extra value to consumers.Another major step was geographical diversification. Putting lessons from the failed Canadian investment into practice, HMC built a factory in Turkey in 1997, in India in 2000, (with second plant in 2007), and in China in 2002. The main advantage of these plants is the inexpensive, high quality labor available at these locations. The Turkish plant gave HMC a foothold in the Middle East, a market it wants to develop. Turkey’s proximity to Western Europe is also a major advantage. In 2006, HMC had more than ten production plants in locations such as Taiwan, Vietnam, Iran, Sudan, and Venezuela. HMC’s first U.S. plant opened in Alabama in May 2005, with an investment o f $1.1 billion and annual production of 300,000 cars.Automotive industry labor costs make up only 10 percent of total operational costs. In order to be able to gain a competitive edge, therefore, not only must HMC seek out cheap labor, it must also source from locations that can supply low-cost input good (such as engines, tires, car electronics, etc.). The cost-effectiveness of suppliers is a life and death matter in the global automotive industry. HMC is cooperating with DaimlerChrysler to develop new technologies and improved supply chain management. Projects include a new four-cylinder engine and a joint purchasing plan.By investing in Kia, HMC gained access to the firm’s competitive advantages in R&D and production. During its lifetime, Kia had managed to acquire a substantial base of highly knowledgeable workers, engineers, and design staff. Together, the two firms achieved synergies and economies of scale in R&D, engineering, purchasing, quality control, and marketing. HMC also invested in R&D centers in North America, Japan, and Europe.HMC TodayHyundai has been the world’s fastest growing major automaker since 1999. Sales in the U.S. increased by 360 percent from 1998 to 2004. HMC’s growth is coming from international markets. These days the firm generates about a third of its sales from North America and 10 percent from Europe. The firm’s profit margins are among the highest in the industry, worldwide. It has won numerous quality assurance prizes from reliable organizations such as Consumer Reports, J. D. Power and Associates, and the 2005 Total Quality Study. Chairman Chung was named one of most successful businessmen in the world by Business Week magazine.HMC invests heavily in various value-chain activities. It utilizes FDI to develop key operations around the world. Management chooses foreign locations based on the advantages they can bring to the firm’s global business. R&D is targeted to developing safer, more convenient automobiles of superior quality. HMC is developing environmentally-friendly technologies that emphasize fuel efficiency. HMC conducts market research to help with choosing designs, as well as interior and exterior styling of automobiles.HMC aims to become one of the top five global car manufacturers by 2010. Hyundai plans to have a 20 percent share of the Chinese market. To that end the automaker has signed a $1.24 billion joint venture with Guangzhou Motor Group, giving HMC access to the commercial-vehicle market in China. With 1.3 billion people increasingly anxious to buy passenger cars and trucks, China will be a major market for HMC. The firm benefits from its proximity to China and management’s understanding of the Chinese culture. Chung Ju Yung’s ‘can do’ spirit prevails throughout the entire HMC network.

Environment Friendly Schools How to Make Your School Green

Green schools are not only environmentally friendly but also generate cost savings in the form of reduced water and energy use. The standard for environmentally friendly schools is  Leadership in Energy and  Environmental  Design, a framework for building schools that meet certain benchmarks for sustainability, and a certification that more schools are seeking to achieve as they upgrade existing facilities and expand their campuses. Green Schools Alliance Many  schools are taking the pledge of the Green Schools Alliance to make their campuses more sustainable and to reduce their carbon footprints by 30 percent over five years. The goal is to achieve carbon neutrality. The GSA program involves 5 million students at more than 8,000 schools, districts, and organizations from 48  U.S. states and 91  countries. All this work by schools around the world has helped the Green Cup Challenge to yield a savings of more than 9.7 million kW hours. Anyone can join the Green Schools Alliance, but you dont need to be a part of a formal program to implement environment-friendly practices in your school. There are steps that parents and students can take separately from their school to reduce energy use and waste, and students and parents can also work with their schools to determine the schools energy use and how to reduce it over time. Steps Parents and Students Can Take Parents and students can also contribute to making their schools greener and take steps such as the following: Encourage parents and kids to use public transportation or to walk or bike to school.Use carpools to bring many students to school together.Reduce idling outside school; instead, turn off car and bus engines.Encourage the school to use buses with cleaner fuels, such as biodiesel or to start investing in hybrid buses.During community service days, have students replace existing incandescent light bulbs with compact fluorescents.Ask the school to use environmentally friendly cleaning fluids and nontoxic pesticides.Encourage the lunchroom to avoid using plastics.Spearhead the use of trayless eating. Students and teachers can carry their food instead of using trays, and the lunchroom staff wont have to wash trays, thereby reducing water use.Work with maintenance staff to put stickers on the paper towel and napkin dispensers reminding students and teachers to use paper products sparingly.Encourage the school to sign the Green Schools Initiative. How Schools Can Reduce Energy Usage In addition, students can work with the administration and maintenance staff at their schools to reduce the energy use. First, students can conduct an audit of their schools light and energy use and then monitor the schools energy use on a monthly basis. The Green Schools Alliance provides students with a step-by-step plan to create a task force and reduce carbon emissions over a suggested two-year timetable. Their helpful tool kit provides actions schools can take such as using daylight instead of overhead lighting, weatherizing windows and doors, and installing Energy Star appliances. Educating the Community Creating a greener school requires educating the community about the importance of reducing carbon emissions and living more environmentally sustainable lives. First, inform yourself about what other schools are doing to become greener. For example, Riverdale Country Day School in New York City has installed a synthetic playing field composed of cork and coconut fiber that saves millions of gallons of water per year. Other schools offer classes in living environmentally conscious lives, and their lunchrooms offer local produce that is shipped shorter distances, thereby reducing energy use. Students may be more motivated to make their school greener when they are aware of what similar schools are doing. Find a way to communicate regularly to your school about what you are doing to reduce energy use through newsletters or a page on your schools website. Get people involved in taking and meeting the goals of the Green Schools Alliance to reduce carbon emissions over five years.