Book contents
- Frontmatter
- Foreword
- Contents
- List of contributors
- Introduction
- PART 1
- PART 2
- Chapter 6 Repositioning an ethic of sustainability in early childhood education, with Reconciliation as central
- Chapter 7 The world is flat: ICT and education for sustainability in the early years
- Chapter 8 Healthy and sustainable environments for children and communities
- Chapter 9 Creating deep and broad change through research and systems approaches in early childhood education for sustainability
- Endnote
- Index
- References
This chapter is part of a book that is no longer available to purchase from Cambridge Core
Chapter 7 - The world is flat: ICT and education for sustainability in the early years
from PART 2
Book contents
- Frontmatter
- Foreword
- Contents
- List of contributors
- Introduction
- PART 1
- PART 2
- Chapter 6 Repositioning an ethic of sustainability in early childhood education, with Reconciliation as central
- Chapter 7 The world is flat: ICT and education for sustainability in the early years
- Chapter 8 Healthy and sustainable environments for children and communities
- Chapter 9 Creating deep and broad change through research and systems approaches in early childhood education for sustainability
- Endnote
- Index
- References
Summary
EDITOR'S NOTE
Some readers will think it provocative including a chapter on ICT in a text on ECEfS, especially given the arguments to enhance children's engagement with the natural world. There are recognised equity and access issues – computer technologies are largely artefacts of wealthy economies and societies. In Australia, high-speed internet access is patchy, with people in rural and remote areas generally experiencing poorer-quality services than those in towns and cities.
There are also issues of child safety on the internet: exposure to inappropriate material, cyberbullying and ‘grooming’. Furthermore, the internet is laden with advertisements. Nevertheless, many young children already have access to ICT at home and/or in school or kindergarten. To ignore its existence is naïve. To avoid the modelling of ‘safe’ and appropriate use of the internet is irresponsible. To ignore its potential to enrich learning for sustainability is an opportunity lost. Environmental/sustainability educators already use ICT effectively in schools and universities; such possibilities are now afforded to young children as tools, programs, protocols and teacher abilities in the use of ICT improve.
In this chapter, Margaret Lloyd, a specialist ICT educator, outlines her perspective on the use and potential of ICT in EfS with young children. While the focus is on opportunities for the school-aged child – exemplified by programs and projects tried and tested in classrooms – there are also examples of environmental/sustainability learning using ICT for preschoolers. The focus here is on the use of ICT to reshape learning for new possibilities.
- Type
- Chapter
- Information
- Young Children and the EnvironmentEarly Education for Sustainability, pp. 212 - 241Publisher: Cambridge University PressPrint publication year: 2010
References
(2000). Fool's Gold: A Critical Look at Children and Computers. Retrieved 10 September 2000, from www.allianceforchildhood.net/projects/computers/computer_reports.htm.
, , , & (2008). Programming and Planning in Early Childhood Settings (4th edn), South Melbourne, Australia: Thomson.Google Scholar
(2008). Household use of information technology, Australia, 2007–08. Retrieved 5 April 2009, from www.abs.gov.au/Ausstats/abs@.nsf/mf/8146.0.
& (2007). Education for Sustainability in the Early Years. A Case Study from Hallett Cove Preschool. Retrieved 31 October 2008, from www.decs.sa.gov.au/efs/files/pages/HallettCovePreschoolCaseSt.pdf.Google Scholar
(2001). Foundation Stage Education and ICT. Retrieved 4 April 2003, from www.becta.org.uk/technology/infosheets/html/foundationstage.html.
(1999). Wacky wombats and wonderful wildlife: A book rap for young readers. QUICK, 73, September, pp. 18–23.Google Scholar
(2002). Perceptions of how ICT has the potential to influence children beyond the curriculum: Home/school/community links (pp. 23–35). In & (Eds), ICT in the Primary School (pp. 85–101). Maidenhead, United Kingdom: Open University Press.Google Scholar
, & (2001). Effective learning environments for young children using digital resources: An Australian perspective. Information Technology in Childhood Education Annual, 2001 (1), 139–53.Google Scholar
, , & (2004). ‘Things we know about the cow’: Concept Mapping in a Preschool Setting. Paper presented at Concept Maps: Theory, Methodology, Technology, First International Conference on Concept Mapping. Pamplona, Spain. Retrieved 16 October 2008, from http://cmc.ihmc.us/papers/cmc2004–038.pdf
(2005). The World is Flat: A Brief History of the Twenty-First Century. New York: Strauss & Giroux.Google Scholar
(2006). What is Global Warming? Retrieved 1 August 2008, from www.climatecrisis.net/thescience.Google Scholar
& (2003). Vygotsky revisited: The relevance of Vygotsky's theories for 21st century. In , , , & (Eds), Proceedings of Society for Information Technology and Teacher Education International Conference 2003 (pp. 1453–6). Chesapeake, VA: AACE.
(2003). Infusing ICT use within the early years of elementary education. Paper presented at the IFIP Working Group 3.5 Conference: Young Children and Learning Technologies, University of Western Sydney, Parramatta, Australia, July.Google Scholar
(2003). Come Back in Two Years: A Study of the Use of ICT in Pre-School Settings. Glasgow, Scotland: Learning and Teaching Scotland.Google Scholar
& (2005). Get travelling with buddies: Oz-teacher net travel buddies. QUICK, 96 (Spring), 14–18.Google Scholar
& (2006). Task Profiling: A Task-based Approach to Measuring the Integration of ICT in the Classroom. Paper presented at ACEC 2006 National Conference, Cairns, October.
(2006). Digital animation in the early years: ICT and media education. In & (Eds), ICT in the Early Years (pp. 123–35). New York: McGraw-Hill International.Google Scholar
, , , , & (2005). Digital Beginnings: Young Children's Use of Popular Culture, Media and New Technologies. Report of the ‘Young Children's Use of Popular Culture, Media and New Technologies’ Study, funded by BBC Worldwide and the Esmée Fairbairn Foundation. Retrieved 1 November 2008, from www.esmeefairbairn.org.uk/docs/DigitalBeginningsReport.pdf.Google Scholar
& (2002). The adventures of UE the travel buddy: Involving young children in web projects. QUICK, 84, pp. 18–20.Google Scholar
(2001). What to Make, and Why: Principles for the Design and Development of Online Curriculum Content. Carlton South, Victoria: Curriculum Corporation.Google Scholar
(2007). National Assessment Program: ICT Literacy: Years 6 and 10 Report 2005. Carlton South, Victoria: Curriculum Corporation. Retrieved 7 March 2008, from www.mceetya.edu.au/verve/_resources/NAP_ICTL_2005_Years_6_and_10_Report.pdf.Google Scholar
(2005). Digital natives: How they think differently. Retrieved 5 September 2008, from http://coe.sdsu.edu/eet/articles/digitalnatives//start.htm.
& (2007). Facilitating scientific inquiry through Google Earth and Ocean Cores. In & (Eds), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007 (pp. 3973–82). Chesapeake, VA: AACE.
& (2002). ICT in Pre-School: A ‘Benign Addition’? A Review of the Literature on ICT in Pre-School Settings. Glasgow, Scotland: Learning and Teaching Scotland.Google Scholar
& (2001). Information and Communication Technologies (ICT) in the Early Years: The Connections Between Early Childhood Principles, Beliefs About Children's Learning, and the Influences of Information and Communication Technologies. Discussion paper. Retrieved 28 October 2008, from www.earlyyears.sa.edu.au/files/links/ICT_in_the_EYDiscussion_Pa.pdf.Google Scholar
(2007). Google Earth as a (not just) geography education tool. Journal of Geography, 106(4), 145–51. Retrieved 9 December 2008, from http://dx.doi.org/10.1080/00221340701678032.Google Scholar
(United Nations Educational, Scientific and Cultural Organization) (2008). ICT Competency Standards for Teachers. Paris: UNESCO.Google Scholar
& (2001). Virtual kids of the 21st century: Understanding the children in schools today (pp. 175–92). In (Ed.), Information Technology in Childhood Education Annual. Norfolk, VA: AACE.Google Scholar
(2007). Digital natives come to preschool: Implications for early childhood practice. Contemporary Issues in Early Childhood, 8(1), 18–28.CrossRefGoogle Scholar
& (2008). Computer use by preschool children: Rethinking practice as digital natives come to preschool. Australian Journal of Early Childhood, 33(1), pp. 37–44. Retrieved 31 October 2008 from www.earlychildhoodaustralia.org.au/australian_journal_of_early_childhood/ajec_index_abstracts/computer_use_by_preschool_children.html.Google Scholar
- 1
- Cited by