, NGOZI D. OBIDIKE, Ph.D. WILLIAMS E. OBIOZOR, ED.D. NGOZI E. ANYIKWA, Ph.D.lldhood Literacy ane! Spectal Needs tnstructios First Published in 2017 b Kelu Press, 28, College Road, Ogui New Layout, Enugu. Phone: 08085526350 Developing © Ngozi D. Obidike, Williams E, Obiozor, Ngozi E. Anyikwa All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the publishers ISBN: 978 —978 — 983 — 437-2 Printed in Nigeria by Kelu Press. EnuguCHAPTER 6 Autism and Learning in Children Ngozi Diwunma Obidike, Ebele Faith Anyachebelu & Chinyere Love Okika CHAPTER 7 Parent Education as‘a Strategy for Pupils’ School Success Lilian Nwattneka Onwuka CHAPTER 8 Early Intervention Programme on Children with Visual Impairment ‘Ya’u Musa Dantata CHAPTER9 Information Communication Technology (ICT) in Early Childhood Education Lilian Nwanneka Onwuka& Williams Obiozor CHAPTER 10 ICT Education and Support for Children. with Disabilities Williams Obiozor, Adaka Terfa Ahon,Ikwuka, Obiageli Alexander M. Obiozor CHAPER 11 Portfolio-based Assessment in Basic Education Classrooms: Challenges and the Way Forward. Ngozi D.Obidike, Joy O Enemuo, &Azuka M.Uduchukwu CHAPTER 12 Effective Developmentally Appropriate Teaching Strategies in Early Childhood and Primary Education : Joy Obiageli Enemuo : 85 113 135 157 201 219Srivuke1. N-& Obloxsr, W. Information Communiestioh Technology Mi Baty Childhood Education es CHAPTER 9 Information Communication Technology in Early Childhdod Education Lilian Nwanneka Onwuka Williams Emeka Obiozor Chapter Objectives At the end of this chapter, the reader should be able to: 1. Define ICT and its classifications 2. State the importance of ICT, in the Early Childhood Programme : . 3. Discuss the teachers’ roles in selecting and use of ICT in , Early childhood programme 4. Identify the problems of ICT in Early childhood programme. INTRODUCTION Today’s world is characterized by information dissemination, Storage, creation, Processing and analysis.. There. is interconnectivity between people in different locations onthe planet earth as they share information ideas and research findings. This is possible as a result of the development in science and technology of which information communication technology is an aspect. Though, emphasis is on telecommunication technologies, ICT. has extended its tentacles in all spheres of life, polity, economy, social, religion, health and education, just to mention these few. Ona (2002) noted that the use of information communication technology is becoming an integral part of education in many parts of the globe, It is very much concerned 157Approaches to Early Childhood Literacy and Special Needs Instruction in Developing Socletles with development, improvement, interconnectivity and sustainability of information skills, knowledge and competence. The radical and dramatic change in ICT is a challenge to pupils, teachers, parents and the entire community. No wonder Rodriguez and Manray-Antan (2011) maintained that in today’s world everybody has to use new technology as a must, and not just an option, and even more for teachers. Fafunwa (1994) asserted that we are living in a world where science and technology have become an integral part of the world culture and any country that overlooks the significant truism does so at its perils. Amosun (2013) echoed the opinions of other scholars when he noted that anyone without the requisite ICT knowledge will be an “outcast” in the modern world. Arguably, present pupils are tomorrow’s scientists, redemptive agents and leaders. It is pertinent to make them relevant and functional in the present day ICT communication enlightenment quite early. This will give them good start in life, and assist them to compete effectively with their counterparts elsewhere in the world. Oluwa and Oluwatanti (2010) opined that the world is moving at an unimaginable speed in the area of information use and dissemination. ICT Definition ICT is a continuum because of the numerous, radical and rapid changes in technologies as the days row. Hence, attempt has been made to give one or two definitions of ICT. Tinco (2002) asserts that ICT is a product of the fusion of computer and telecommunication. United National Development Programme (UNDP) (2002) defined ICT as a diverse set of technological tools and resources used to communicate, to create, disseminate, store and’ manage information. For the purpose of this paper, ICT is seen as all the technological devices, tools, and resources that are used in disseminating, receiving, managing, storing, creating and 158- analyzing information. ICT is a household word in most societies today. It is in us, outside us, ftom birth-ideas around us, no moment can pass without our experiencing ICT. Classification of ICT Many classifications have been presented: about ICT. Some scholars see ICT to include telecommunication cable, satellite, TV, radio, computer, internet, wireless network and cell phones. Others believe it encompasses hard and software’s computer, desktop, laptop, and handheld computer. Tt also includes: - Digital camera- digital video cameras - Creativity and communication software and tools - Internet - Telephones, fax machines, mobile telephones, tape recorder, - Interactive stories, stimulated environment and computer games, - Programmable toys and control technologies - Video conferencing technologies and closed circuit television - Data projectors, electronic white boards and more. Ikoh and Nwankwo (2013) grouped ICT into the following subheadings: The multimedia which involves the use of computer along with projector aimed at becoming information on the large screen. - The computer: Desktop or laptop or other smaller devices that involving computerized instructional packages. - - Computerized classroom laboratories- which involves computerized models loaded with relevant audio materials. - The programme logic for automated teaching operators and -, The closed circuit to technology. Nwana (2012) identified the following as ICT resources — computers, computer laboratories, online library, virtual zor, W. R: Information Communication Technology in Early Childhood Education ‘Approaches Lruction In Developing So classrooms, videophone . systems, teleconferencing devices, educational robots, multimedia projectors, and multimedia course ware namely; CDROM, slides, Flash drives and diskettes. It, requires video camera to screen some cables. The list is inexhaustible, as everyday brings about innovation in ICT. Need for ICT in Early Childhood Programmes Early childhood is a period when enabling environment is ereated inorder ‘to encourage and inspire the pupils to develop ‘concern about ICT. It is also necessary because this age, or stage is critical in every individual’s life. Research findings have shown that whatever is learnt at this stage is transferred to adulthood such things as skills, values, attitudes just to mention these few. It is also a period where basic skills are learnt which invariably will help the individual to become functional adult, Maduabum (2008) stated that separate studies show that this period from birth to six years is of vital importance to the individual’s future. Ekhoubaye, Idemudia and Ewanshina (2008) maintained that there is a positive relationship between early childhood education and future performance in life. Importance of ICT to Pupils ICT gives them a good start in life: The aim of education is to produce a total personality that will be responsible and useful to the individual in the first instance and to the society in which ‘he or she lives. Since today’s world is global and is technologically inclined, it is pertinent that the pupils start early in life to learn about ICT and things around their environment making use of ICT. Once they have good information about ICT ‘at this stage, their adulthood and manipulation of information are assured. This can be achieved through the provision and use of educative toys, such as’ computer games, toy laptops, toy puzzles, toy hand phones, just to mention these few. The children at this stage are expected to try their hands on these toys through mimicking and 169arpa. | Onvwul, LN. & Obiazor, W. E.:bifermatign Comninunication Technology in Barly Childhood Education role playing. As they try their hands on these technological tools, they grow up to find them useful. Creativity Children’s cognitive, social, psychomotor, and emotional: domains are developed’ through the use of technological tools in early childhood programmes. One of the objectives of primary schools by Federal Ministry of Education in the’ National Policy on Education (2009) is ‘to lay a sound basis for ‘scientific and reflective thinking. Oné of the attributes ‘of creativity is reflective thinking. For the children; the use of ICT tools at'this stage is a training ground for reflective thinking. As they use it, they perceive meaning, and it offers them the opportunity to make inputs and explore the tools. They explore and explore these inputs, which train them to be risk-bearers and’ accountable for their actions. The uses of these technological tools make them to be independent learners, innovative and proactive individuals. Present day ICT offers the children enabling environment to inquire, explore and be creative. 7 Adaptability ICT helps children to adapt to their changing society. The aint of ICT here is not to make them scientists but to inspire them to appreciate the changes in their environment, appreciate how scientists work, understand that scientists are corhmunity-based and is part and parcel of the ‘community. They néed to be aware and understand things in their environment ‘such as ICT. At this stage, they are being prepared for or equipped with information, knowledge, skills and competencies to help them adapt to the chariges in society. Again, one of the objectives by FME in the National Policy on Education (2009) is to develop in the child the ability to adapt’ to the ‘child’s environment. Since ICT. has introduced new ways of doing things, the children need to be abreast of these changes for effective living in the society. Fien 161n In Developing Societies (2001) believed that education must play a role in managing new ways of living and transforming existing patterns, these are aspects of adaptability. Entertainment Children like plays and music; it is part of their life. They use technological tools to entertain themselves. When children watch television programmes, such as “Tales by Moonlight” or “Barney”, and other children’s programme, they relax, laugh, sing and dance along these programmed activities as they are being displayed on the television screens. It assists children to express their psychomotor skills. They do exactly what they have observed being done on these programmes. Higher order thinking development ICT helps to train the children in abstract and logical thinking as well as in problem solving techniques. When they engage themselves in video-game playing or role playing, they learn more skills with sophisticated applications. ICT helps them to observe how scientists and technologists work. This is the stage when they think of becoming mathematician, doctors, and engineers just to mention these few. Building Connection ICT helps children to build connections between cultures, attitudes and behaviours. Children in the class come from diverse cultures but with technological tools, the children may be exposed to other pupils’ cultures. Skype can give a good picture of people’s cultures when properly used. The children through skype are able to see other children in a different location and it helps them to connect their own way of life with others by comparing the similarities and dissimilarities in their ways of life. ICT has helped to close the gaps between children using webcams in different parts of the world. 162Onwuka, {.N.& Obiozor, W. B: Informa ion Communication Technology in Early Childhood Education ICT promotes co-operative learning and peer tutoring Children learn better and more when they are taught by their fellow peers. They use ICT tools to work together which help them to develop learning spirit and communication skills which is the key tenets of social living. Kosokowski (2005). noted that the internet helps students to work collaboratively, developing in them greater problem-solving skills and critical thinking. Also it creates interactive forum for close/friendships (relationships) and sharpens their participatory tendencies, giving them a sense of belonging hence they will not be shy to speak up or make their contribution .on issues, Cooperative learning, as. observed by Kagan (1994) is a teaching arrangement that refers’ to small heterogeneous groups of students working together, to achieve a common goal. Mills (2009) cited in Hatim (2011) maintained that cooperative learning is a highly structured form or group that focuses on problem solving that can lead students whén directed by a teacher to deeper learning and genuine paradigm shifts in their thinking. It also gives positive interdependence’ and individual accountability. This is practised much when children are playing with miniature objects. This helps them to dévelop manipulative skills which were’ advocated in the document National Policy on Education (2009). Kagan (1994) noted the basic elements of cooperative learning to include; - Positive interdependence: which occurs when the gains of individual or the teacher are positively correlated - Individual accountability: which ‘occurs when all the students in a group are held accountable for doing a share of the work and mastery of the material to be learned - Equal participation: which occurs when each member of the group is afforded equal share of responsibility and input 163Approaches to Barly Childhood Literacy and Special Needs Instruction in Developing Societies __Approaches to Early Childhood Literacy and Special Needs INSttucon in Oe as - Simultaneous interaction: which occurs when ‘the ‘class time table is designed to allow many students interact during the period. As the pupils explain, discuss, and interact during cooperative learning, interdependence, is intensified among them and gives every member the opportunity to make an input by contributing ideas. This encourages equal participation. Benefits of ICT to Early Childhood Teachers ICT makes, teaching easy for the teachers. Where these resources are available, they make teachers’ work easy because they encourage child centred instead of teacher-centred instruction. The teacher supervises the children as they are accountable to their learning. Accountability shifts from the teacher to the children. The teacher is more of a facilitator. It helps him/her to practiseIndividualised Education Plans for weak, slow, and fast learners.It also helps the 21" century teacher to keep abreast with changing technologies in the society. It offers opportunity to the teacher to work like his colleagues in other parts of the world. With his knowledge in ICT, he/she can hold his/her head high and fit in properly anywhere outside his/her society. It leads to capacity building in ICT. ICT helps the teacher to perceive the reality of his teaching. This is made possible especially when he or she is teaching languages, listening, speaking and reading to the children. ICT has access to resources other firsthand information in’ terms of pronunciation of words and. phonetics (intonation). The teacher as a facilitator, offers assistance to the children when necessary. It brings out the originality in the concept being taught, especially in languages. It also helps people learning other people’s language as second language. ICT also assists the teacher to have access to a range of information from diverse cultural backgrounds to care, group and 164 adie ltl icine ssidOnwuka, LN. & Obiozor : Information Communication Technology in Early, Childhood Education development, As a result of globalization, information can be shared and exchanged. ICT gives the teacher the opportunity to get as much information as possible, and be able to synthesize them before teaching. It is a good way of making him/her perceive other people’s view from diverse socio-cultural backgrounds. Guide for Teachers of Early Childhood Education Guidelines for selection of ICT for children: The resources must be educative. This ‘means that whatever ICT resource tools the teacher is using, they must help the child to learn. For example, while teaching children about first-aid box, the teacher must endeavour to bring in a toy first-aid box, which contains all the requirements. This will help the child to understand it better and see the reality of a first aid box. The teacher can also slot in a CD that describes and shows how it could be used. Whatever resource tools being selected, must be age, developmentally appropriate and child friendly. ICT resources used in teaching must be at the children’s age level, as this will enable them perform applications on their own. Grant (1978) maintained that children should be allowed free observation, free play, free. speech, free choice of toys and what to learn at a particular moment of time. The child’s age is a determinant of the selection of ICT tools The child has to choose his own resource. He or she decides what tools he or she wants to use with the guidance of the teacher. This will enable the child to manipulate such-resources himself and with less effort. Always avoid ICT resources that expose the child to violence. This is because when children use such ICT resource tools invariably, they learn violence. Things such 165as shooting, fighting and aggressive behaviours should be avoided. The teacher should always think of the children’s health, morality and safety while selecting the resources. The age of the child determines how much time he or she spends in an application. For example, in computer learning, it is expected that a child below five years should spend less time on computer programmes than a 10 year old. If they spend time more than required, it could create health problems because of radiation and sight problems. Computer screens should be provided to them as they learn computer. Provide enabling environment. The-resources are such that they can be integrated. There should be interconnectivity between the topic being taught and other subjects. For example, ‘using puzzle to teach the alphabet, using ABACUS to teach numerical and addition and subtraction. ICT resource tools to‘be selected should offer the children the ‘opportunity to develop confidence, capability and competence. They can only achieve this if they try their hands on applications. In using the ICT resources tools, children with special reeds must be considered. Their needs vary, and so he or she needs to identify the type of needs of the children and choose the ICT tools which are most appropriate. The teacher bears in mind the assistive and adaptive nature of the resources. The teacher must ascertain his or her objectives. These objectives which must be stated in active and testable words (verbs) also help to determine the type of wares and ICT tools to be used. This is very important because these objectives will help the teacher to select the best ICT tools for the achievement of these goals. Cost and durability: Whatever ICT tools that are being selected for the pupils’ use, must be based on cost and 166Onwuka, LN. & Obiozor, W. E. liformation Communication Technology in Barly Childhood Education durability’. Since children at their early ages are not very careful, the teachers’ concern in the selection should be the ICT tools that are durable. The children need support and guidance’ by somébody who is ICT literate. Such a Dee helps them in the selection of the ICT resource tools, This is necessary because the teacher may not have an in-depth knowledge or skill in handling some of these tools. - The teacher needs to be ICT literate before being able to use ICT in early childhood. The teacher needs to think about adapting these technological tools to the local environment. Most of these tools are manufactured in a totally different cultural environment with diverse cultural backgrounds. He or she ‘should think of the local environment and how to adapt these tools to such local needs. ‘Teacher's roles in the Use of ICT in Early Childhood Education The teacher, in using ICT in the early childhood classroom needs to perform these roles — planning, organizing, assessing and recording, Planning The teacher plans on what kind of ICT resource to be used in his or her classtoom. He or she also plans how to use and when to use, as regards the curriculum contents. There are always a range ~ of the resources in the resource room. He or she needs to know which one to choose by considering the topic being -taught, the ‘special needs child as well as other factors: In planning, the teacher must consider the local needs of erivironment, Organizing ‘The teacher organizes the ICT resource tools, He or she organizes them and keeps them where they could be accessible to children. While organizing the resources, the teacher must find out chiidren.Approaches to Early Childhood Literacy and problems, their level of skill and knowledge of ICT. The Individual Educational plan, should determine whether ICT will be used,, whether these resources are enough for the.children. If the ICT tools are not enough to go round, the teacher can organize the children in groups of five or less. Assessing, »Asia teacher, you need to assess the level of development of the ‘child while using ICT resources. The teacher also need to assess .the children’s level in the use of ICT, and their learning styles. This leads,to checking and rechecking with the children by asking «than, probing questions. The teacher also assesses whether the ‘resource tools are child friendly, costly, and durable. ' Recording As the children progress, strengths weaknesses and must be recorded. The records can be used as feedback and for reporting to the parents, by the teacher. The teachers can also use the feedback to plan their curriculum and also assess the pupils. Problems of [CT in Early Childhood Education Even though ICT is in vogue and all the educational benefits accruing from it notwithstanding it still poses some challenges, one of which is related to the personnel. Most of the teachers are not ICT literate. This makes it impossible for them to effectively use it in teaching and learning processes. Some are very reluctant to change to: ICT because of their attitudes. Some teachers are not able to change their task with ICT as they do not know the resources available. Okoye (2013), Evan (1992), in separate studies found out that teachers lack the knowledge and the support (rather than fear), which prevent them from effectively integrating technology into their classrooms. Onu (2005) reported that for the average Nigerian, using information technology becomes a complicated factor that creates apprehension and outright fear. According to Omananyi (2010) the National Policy on Computer 1£2Onwika, LN. & Obiozor, W. formation Communication Technology in Early Childhood Education Education recommended that at primaty'school level it isa ratio of (1:5) one computer to five children. Despite this recommendation one finds out that in most schools, they only have about two or three for a population-of 500-1000 pupils. In some cases they do not have at all. ividualized Educational Programme This is a major problem facing ICT teachets. The children in the class are so many because of the Universal Basic Education Programme. The ratio of children to teachers in most public. schools is about 1:40 or more as against the recommended ratio of 1-30 in primary schools. The teacher finds it extremely difficult to attend to these children one after the other. Even childfen with special needs are taken for granted, especially those with impairments such as visual and auditoty, In’ most public schools, the teacher finds it difficult to use the few ICT tools available to assist the physically challenged children. Lack of enabling environment This is a problem because most public schools have shortage of infrastructures. Sometimes they lack space to store these ICT resource tools. There are also security problems where most of the schools’ ICT resource tools have been stolen, vandalized or cannibalized: Some schools, for security reasons, stored them in private houses which is also risky. The number of pupils in a class makes it even more difficult for a teacher to use these tools. The epileptic nature of power supply makes it absolutely impossible for the use of some devices that are power-oriented. Sometimes, obsolete devices are purchased as new ones, Inadequate funding for the procurement of ICT resources tools: As a result of centralization of finance budgetary allocation by the State Universal Basic Education it appears it impossible for schools to buy these resource tools. Most times the bureaucraticApproaches to Earl idhood Literacy and Special Needs Instruction in Dey ng Societies TT set-up delays and negates the purchase of the ICT tools. These items of equipment are very expensive. Infrequent Workshops Most teachers have little or no knowledge of ICT. One would expect them to be having frequent workshops to educate them on how to use these devices but rather the opposite is the case, where workshops, and seminars are occasionally organized for teachers and most of the devices are not displayed. Social ills The world. is. global and most times children are advised on programmes to, watch, but sometimes they go out of their way to watch pornographic and nude films. This is because of the programmes in these websites which are collection from diverse cultural backgrounds. What is a taboo in one culture may not be in another. Also when they use ICT tools without adequate supervision, they can learn aggressive behaviours. It has also made the children to be lazy most times. They use ICT tools and less of their God-given intelligence. The Way Forward All shareholders in education must develop enabling environment by providing steady supply of electricity or use solar energy to avoid epileptic nature of light. This will enable schools in the hinterland where there is no power installation to use ICT tools. The organization of workshop, and seminars for teachers should be a continuous one, at least once a term, until they are conversant with the handling of these tools. This will help them to adapt some of those tools to the local environment and needs. Teachers can even go on exchange programmes in other nations as this will expose them to more sophisticated tools and will increase their efficiency and competence. All stakeholders should make efforts to fund the purchase of these tools because of their expensive 14Onwuka, L. N. & Obiozor, W. E. Information Communication Technology in Early Childhood Education nature. Philanthropists in communities can donate ‘some of these tools, especially for early childhood and primary education. Early childhood education tools (except for a few) are mainly in the form of toys. Stakeholders, government, parents and the community need to provide infrastructural facilities 80 that ICT tools should be kept within the school for accessibility to the users at any time, and avoidance of risks of being stolen or converted by those in whose residences these things are kept. Much supervision aid monitoring are expected of the teachers to make sure that children, either consciously or unconsciously, do not go to unauthorized website. Also the teachers should make sure that these tools are in very good conditions, by checking the switching-on-and-off these tools, to make sure these children are safe. In the case of personnel, retired teachers who have ICT knowledge can also be used as volunteers to assist in supervision and monitoring, especially in the local government areas and towns where they reside. Individualized educational programmes must be given appropriate emphasis. This is because the children are unique and have their needs especially, as regards special needs children. In India, they use retired teachers who reside in towns and local government areas as volunteers to supervise and monitor schools, as a result of inadequate staff and this has been working for them. This method can also be given a trial because it can give a relief to the problem. ICT tools cannot transform education on its own, unless it is developmentally appropriate for children. The goal can easily be achieved if there is no wrong assumption about the children’s level of knowledge and skills’ in ICT. Achievement and progress will be made in education, especially in the area of ICT, once the teachers are guided. The dream of ICT transformation and production literate society can be achieved, if a good foundation and a good start are provided at the early childhood education. 171 DRApproaches to Early Childhood Literacy and Special Needs Instruction tn Developing Societies _ Approaches toBarly Childhond Litera¢y and Special Needs Inalriclion in) Developing Sos ss. Review Questions i oF 3. What is ICT?Discuss the need of OCT in an Early childhood programme Explain.with examples the considerations for the selection of ICT for children Discuss. five teachers’ roles in the use of ICT in the classroom. * What are the importance of ICT to teachers and students in an Early childhood classroom 172N.& Obiozor, {information Communication Technology in Barly Childhood Education REFERENCES ,, , Amosu, I. (2013). 470 Ogun teachers train in ICT. The Nation News Paper, July 17 p. 48 Ekhoubiye, M. ., Idemudia, G. C. &Bwanisha, C. J. (2008). An evaluation of primary education in Edo State. 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