Technology Enhancing Early Learning Classrooms

Jack Porter

LIS 3021, Technical Communication

11/16/17
Introduction

As a student here at Florida State University who has experienced first-hand the workings
of technology enhanced learning, I am writing this recommendation report to the head of the
faculty and staff of all major schools of early learning. The purpose of this report is to highlight
the benefits of integrating IT and ICT technologies into early leaning classroom as well as give
examples of possible technologies.

A growing body of literature on information and communications technology (ICT) use

in preschools reveals the positive effects on young childrens learning (Kleopatra Nikolopoulou,
Vasilis Gialamas, 2015). Many studies highlighting the benefits of technology on early childhood
development has led to many schools adopting the idea. By allowing children the opportunity to
learn from computer based technologies in their early childhood development, it has led to an
increase in their competency and skills in using new technological tools (Kleopatra
Nikolopoulou, Vasilis Gialamas, 2015).

One of the large factors for the development of childrens minds is the ability to teach
them using none language based forms of learning. This basically means using shapes, symbols,
and others forms to teach the children in their critical early stages of development. One way they
are doing that is through interactive white boards (IWB). According to the cognitive theory of
multimedia learning (Clark & Mayer, 2011), IWB adoption in visual art learning might function
as an effective learning tool that enables young children to systematically organize received
information with prior knowledge. (Pao-Nan Chou, Chi-Cheng Chang and Mei-Yin Chen,
2017).

In a case study done in a Taiwan public school with 25 students, ages 5 6, a classroom
was given an IWB and an experienced teacher created a curriculum based around using the IWB
to develop drawing practices for the students to work on and perform. The teacher then gathered
data on the emotional responses to the use of the IWB with the students in the classroom. The
overall response of the students showed a trend of happiness and eagerness to learn in the
classroom. Phrases such as Wow! IWB again and Yeah! I love IWB were common phrases
that the students used to describe their feelings of excitement (Pao-Nan Chou, Chi-Cheng Chang
and Mei-Yin Chen, 2017).

While the results of the case study showed great promise towards the use of ICT
technologies in early learning environments, a lack of supplies such as the IWB in the classroom
meant that learning opportunities for students were limited (Pao-Nan Chou, Chi-Cheng Chang
and Mei-Yin Chen, 2017). The advantage to the limited number of IWBs though meant that
students were more willing to listen to and follow instructions set forth by the teacher. Since they
knew if they were to be disruptive or rude in classroom they would not have the opportunity to
use the technology, the overall atmosphere and control of the classroom was easier on the teacher
which allows for more learning to take place for the students.

In sum, this recommendation report highlights a major opportunity for future generations
of learning to take place. With the implementation of IT or ICT technologies in classrooms,
students and teachers will be able to utilize more tools for the development of the early and
supple mind of the children. The report also highlights one of the possible tools that can be used,
IWB, in the classroom.

Methods

For this report I used the Academic Search Complete from the Florida State University
library to research previously written articles related to the use of IT and ICT technologies in the
centers for early learning (Schools). All of these academic journals and research papers that I
used were available through the Academic Search Complete for public use.

I was able to utilize the case studies, journal entries, and research papers to gather
valuable statistics and finding related to the use of IT and ICT technologies in early learning
classrooms. Much of the data that I have gathered is in the form of observational data. That is,
many of the finding that I have mentioned in my recommendation were gathered in the form of a
psychological area of data gathering (How the users felt, their reaction, if the teachers believed
the technology to be useful, etc.) For the purpose of this case study, I am basing much of my
information on the previously gathered data from other researchers in the Academic Search
Complete database.

Results

According to the sources and previous research done, allowing early learning classrooms
to have access to IT and ICT forms of technology will correlate to greater retention of learning as
well as help the children develop the early stages of their learning quicker and easier. The use of
these technologies in the classroom setting has also proven that the teacher/student relationship is
built on trust as well as instilling a sense of authority into the children as seen in (Pao-Nan Chou,
Chi-Cheng Chang and Mei-Yin Chen, 2017). In the figure below we can see the layout of the e-
book teaching planner for a
classroom. (Jia-Rong Wen, Ming
Kuang Chuang and Sheng-Huang
Kuo, 2012)

Many studies highlighting

the benefits of technology on early
childhood development has led to
many schools adopting the idea. By
allowing children the opportunity to
learn from computer based
technologies in their early
childhood development, it has led to
an increase in their competency and
skills in using new technological tools (Kleopatra Nikolopoulou, Vasilis Gialamas, 2015).
 As discussed in the introduction, there are many forms of technologies that can be used,
such as the IWB, to allow students the opportunity to learn and grow faster than ever. Another
technology being used is the electronic book, or the e-book.

The e-book is being used as an alternate to classic paper bound textbooks that allow for
students to have access to loads of useful information at the touch of a button. In the study
conducted in the The learning effectiveness of integrating e-books into elementary school
science and technology classes, the use of e-books in a classroom setting was researched to see
what the results would be for student learning motivation, learning attitude, learning
effectiveness. The results from the study show that on the Cronbachs coefficientsscale, all of the
variable results had a coefficient of greater than 0.8 out of 1. This means that anything higher
than a 0.7 on the scale has a high reliability rating. Meaning that the use of the e-books in the
classroom setting has proven results for learning motivation, attitude, and effectiveness (Jia-
Rong Wen, Ming Kuang Chuang and Sheng-Huang Kuo, 2012).

This data, along with the other research papers and test done show that the use of IT and
ICT technology in the early learning classrooms will results in allowing kids to better understand
the material they will be taught, have better teacher/student relationships, and help them to retain

Conclusions

Based on the research and data gathered for this recommendation report, I would
conclude that the use of IT and ICT technologies in the early learning classrooms would be
highly beneficial to the students as well as the teachers.

Recommendations

From the research and data gathered on this topic, schools where early learning is taking
place would benefit greatly from utilizing and implementing IT and ICT technologies and
teaching practices into their school. Therefore, all schools should look into beginning the switch
from traditional practices and materials of teaching to upgrading to the technology based
classroom settings. In addition, the staff (teachers) should be taught how to use and plan teaching
curriculum around the new technologies.
 References

Nikolopoulou, K., & Gialamas, V. (2015). ICT and play in preschool: Early childhood teachers
beliefs and confidence. International Journal of Early Years Education, 23(4), 409-425.
doi:10.1080/09669760.2015.1078727

Pao-Nan Chou, Chi-Cheng Chang, & Mei-Yin Chen. (2017). Le[ CITATION asd19 \l 1033 ]t's
draw: Utilizing interactive white board to support kindergarten children's visual art learning
practice. Journal of Educational Technology & Society, 20(4), 89-101. Retrieved from
http://search.ebscohost.com.proxy.lib.fsu.edu/login.aspx?direct=true&db=a9h&AN=1258
29904&site=ehost-live

Wen, J., Chuang, M. K., & Kuo, S. (2012). The learning effectiveness of integrating e-books into
elementary school science and technology classes. International Journal of Humanities &
Arts Computing: A Journal of Digital Humanities, 6(1), 224-235.
doi:10.3366/ijhac.2012.0051