1. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org ICT in the EYFS Workshop Every child an entitlement: Use of ICT in the classroom contributes to the secure foundation for future learning. Use of ICT in the classroom provides equality of opportunity for children with differing home experience of technology. Use of ICT is a tool to support partnership working with families. Use of ICT contributes to enjoyment, engagement and independence. photographs from http://foundation.e2bn.orghttp://foundation.e2bn.org Resources found on eLIM Education Technology website http://bit.ly/SomersetEYFSICThttp://bit.ly/SomersetEYFSICT

2. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Increased knowledge of the appropriate use of ICT in the early years/foundation stage. Increased confidence to use ICT as part of the learning experiences in the early years/foundation stage. Increased understanding to plan for the use of ICT to support all areas of development. Planned outcomes for this afternoon

3. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org We will consider: Expectation and Entitlement / Ethos and attitude in the context of the new framework for EYFS Current experiences Tools for enjoyment and exploration – including hands on exploration of resources Planning for ICT use Action planning

4. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org

5. http://www.youtube.com/watch?v=MGMsT4qNA-c Your thoughts? What has he learnt? What is he learning? How is he learning? What concerns do you have?

6. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Why make technology part of the experience in school? Culture and society Impact on learning Well being

7. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Positive relationships Enabling environment Unique child Resilient Capable Confident Self-assured Develop in different ways and at different rates Overarching principles (Statutory framework 2012)

8. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Learning and development (statutory framework 2012) communication and language physical development personal, social and emotional development literacy mathematics understanding the world expressive arts and design prime areas specific areas planned, purposeful play child-initiated adult led planned, purposeful play child-initiated adult led playing and exploring active learning creating and thinking critically effective teaching and learning implementation

9. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Unique Child Appropriate use Responsible use Choose Explore Share confident / self-assured high self-esteem capable / independent determined adaptable take risks enterprising resilient Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

10. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Expectation and Entitlement What are they learning? What are they experiencing?

11. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org

18. Tools for Learning : Peripherals Digital camera Microphone Easi-scope Flip camera Digital video camera Digital voice recorder Listening centre

19. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Tools for Learning : Computer device Interactive Whiteboard, PC or smart tablet smartnotebook clipart Internet iboard online activities and other sites 2Simple Infant Video Toolkit, My World Leaps and Bounds Espresso ipad / ipod touch or other tablet device video webcam apps

20. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Tools for Learning : Toys Remote control vehicles Metal detector Music mat Walkie talkies Traffic lights Cash tills Kitchen equipment – eg microwave Torches Robots eg Bee-bots Mechnical toys – eg drills

21. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Planning to include technology Where are the opportunities? What experiences should be offered? How can you plan for the opportunities?

22. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Plan to introduce through the year Model expectations of appropriate use Encourage independent use Develop personal responsibility Support turn taking and cooperation Continuous use through the year

23. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org How are you including e-Safety? http://kidsmart.org.uk/teachers/ks1

24. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org e-Sense BYTE awards http://bit.ly/somersetbyte http://bit.ly/somersetbyte I am safe. I am careful with ICT equipment I know my password belongs to me. I play and learn on the Internet. An adult I trust helps me make good choices about games to play on the Internet I make sure there is a responsible adult in the room when I am on the Internet I can tell you who is a responsible person to ask for help if something happens that I don’t like on the Internet  I am kind and responsible. I talk to friends I know on the telephone I look after my friends that may be sad I have seen trusted adults sending information to another person on the Internet I have added a picture of my work to a website I take turns with a partner when I use a computer and other things in the classroom  I think carefully I can talk about the different places I can find out things © It’s not mine. I can make things that belong to me and can share them with others

25. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Recording, Sharing and Reflecting on Learning Digital photos Video Sound recording Print, display digitally or share on-line Apps http://www.youtube.com/watch? v=0lNVqisLTgc&feature=relmfu

26. lead ▪ learn ▪ protect ▪ engage www.somersetelim.org Outcomes for today What knowledge of the appropriate use of ICT have you gained? What aspects of ICT do you have increased confidence to make part of the learning experiences for your children? How will you include ICT in your planning?