1. A good deal more than computers…
In his germinal text on Orientalism, Edward Said (1994) has referred to the 'impressive circularity' of British self identification (of course it isn’t just British):
"...we are dominant because we have the power (industrial, technological, military, moral), and they don't, because of which they are not dominant; they are inferior, we are superior...and so on and on." (Said, 1994, p127)
... and I include it because it also says something about the way in which many western societies have come to view the child...
ICT in the Early Years:
A good deal more than computers…
John Siraj-Blatchford
Iram Siraj-Blatchford

2. Guidance for Appropriate Technology Education in Early Childhood
Identifying good ICT practice:
Applications should be educational
Encouraging communication and collaboration
Integration and play through ICT
The child should be in control
Applications should be transparent and intuitive
Applications should not contain violence or stereotyping
Awareness of health and safety issues
Educational involvement of parents

3. Guidance for Appropriate Technology Education in Early Childhood
Identifying good ICT practice:
Applications should be educational

4. What are the curriculum objectives for a Knowledge Society?
Communication
Collaboration
Creativity
Problem solving and ‘learning to learn’

5. When the desk top computer ‘disappears’ will we be concerned that children continue to learn keyboard skills?
What about Mouse Skills? 13

6. …desk top computers are old technology anyway!
Do children need to learn keyboard (or mouse) skills?
…desk top computers are old technology anyway!

7. How many computers have you used today?
Do you have a computer with you?
As Greeno (1991) has suggested, to be literate in a particular conceptual domain is to posses in that field:
“…a structure of facts, concepts, principles, procedures, and phenomenon that provides resources for the cognitive activities of knowing, understanding and reasoning.”

8. Guidance for Appropriate Technology Education in Early Childhood
Identifying good ICT practice:
Applications should be educational
Encouraging communication and collaboration

9. ICT education e.g. cassette recorders, traffic lights, telephone,
includes all those new technologies that handle
information and support communications.
e.g. cassette recorders, traffic lights, telephone,
video, bar code scanners and programmable toys.
02/12/2018

10. ‘Sustained shared thinking’

11. ‘Sustained shared thinking’
Gamesley Early Excellence Centre

12. Closed-circuit TV 28

13. The first paragraph here begs the question what age is the child - a problem with much of the literature it doesn’t say - and I am especially concerned about the difference here between the capabilities of 3/4 year olds as compared to 6/7s.
According to Caxton the methods or ‘mode of thinking’ that we apply to solve a problem depends upon the nature of the problem. I think it ironic that the kind of problem solving that I see (and research from the UK and US supports my observations) the kind of problem solving that I see children display most commonly in their interactions with the computer is ‘trying everything’ ‘trying every option’ until I find a solution - it is ironic because that is precisely the problem solving method that computers employ - they are better (quicker at it than we are so it might be better to leave them to it!
Another problem I find with this statement is with humiliation - I’m sure that this is true to an extend with older children but surely I am not alone in blushing in front of a computer! Children tend to imbue the equipment with a personality!
Closed-circuit TV

14. Guidance for Appropriate Technology Education in Early Childhood
Identifying good ICT practice:
Applications should be educational
Encouraging collaboration
Integration and play through ICT

15. ‘Ergonomics’ –the other big reason for pedagogic integration - Diane

16. …’Integration’ in socio-dramatic play Video

17. Guidance for Appropriate Technology Education in Early Childhood
Identifying good ICT practice:
Applications should be educational
Encouraging collaboration
Integration and play through ICT
The child should be in control

18. *

19. Simulations and Adventure games
BabyZ

20. Guidance for Appropriate Technology Education in Early Childhood
Identifying good ICT practice:
Applications should be educational
Encouraging collaboration
Integration and play through ICT
The child should be in control
Applications should be transparent and intuitive

21. A transparent and intuitive application

22. 2Simple Software 2Simple Software
A transparent and intuitive application

23. Sony Mavica

24. Guidance for Appropriate Technology Education in Early Childhood
Identifying good ICT practice:
Applications should be educational
Encouraging collaboration
Integration and play through ICT
The child should be in control
Applications should be transparent and intuitive
Applications should not contain violence or stereotyping

25. ‘Hooked’ on games…
...girls dislike many features typically found in computer games, the strong emphasis on repetitive action, speed and scoring points.
In his germinal text on Orientalism, Edward Said (1994) has referred to the 'impressive circularity' of British self identification (of course it isn’t just British):
"...we are dominant because we have the power (industrial, technological, military, moral), and they don't, because of which they are not dominant; they are inferior, we are superior...and so on and on." (Said, 1994, p127)
... and I include it because it also says something about the way in which many western societies have come to view the child...

26. "pink software?"
...may initially draw girls in - but if we want girls to become truly engaged and empowered by technology don’t we need more challenging applications that arouse their intellectual curiosity?.
In his germinal text on Orientalism, Edward Said (1994) has referred to the 'impressive circularity' of British self identification (of course it isn’t just British):
"...we are dominant because we have the power (industrial, technological, military, moral), and they don't, because of which they are not dominant; they are inferior, we are superior...and so on and on." (Said, 1994, p127)
... and I include it because it also says something about the way in which many western societies have come to view the child...

27. Guidance for Appropriate Technology Education in Early Childhood
Identifying good ICT practice:
Applications should be educational
Encouraging collaboration
Integration and play through ICT
The child should be in control
Applications should be transparent and intuitive
Applications should not contain violence or stereotyping
Awareness of health and safety issues

28. 43

31. Guidance for Appropriate Technology Education in Early Childhood
Identifying good ICT practice:
Applications should be educational
Encouraging collaboration
Integration and play through ICT
The child should be in control
Applications should be transparent and intuitive
Applications should not contain violence or stereotyping
Awareness of health and safety issues
Educational involvement of parents

32. Guidance for Appropriate Technology Education in Early Childhood
Identifying good ICT practice:
Applications should be educational
Encouraging collaboration
Integration and play through ICT
The child should be in control
Applications should be transparent and intuitive
Applications should not contain violence or stereotyping
Awareness of health and safety issues
Educational involvement of parents

33. IBM KidSmart Evaluation

34. Child Computer use time N=261
IBM KidSmart Evaluation
Child Computer use time N=261
Median time around 2 hours but 20% of children spend 5 or more hours on the computer per week.

35. Digital Camera’s and Parental engagement
Hartwell Primary School

36. Siraj-Blatchford, J. (2003) Supporting Information and Communications Technology in the Early Years, Open University Press
Siraj-Blatchford, J. (Ed) (2003) Developing New Technologies for Young Children , i3 and Trentham Books
Siraj-Blatchford, I. & J. (2003) More than Computers: ICT in the Early Years, Early Education/ British Association for Early Childhood Education
Siraj-Blatchford, I. & J. (2005) A Guide to Developing the ICT Curriculum for Early Childhood Education , Trentham Books in collaboration with Early Education (The British Association for Early Childhood Education)